School of Sustainability
Organisational unit: Research School
- Centre for Sustainability Management (CSM)
- Institute of Ecology
- Institute of Ethics and Transdisciplinary Sustainability Research
- Institute of Sustainability Governance
- Institute of Sustainability Material Flows and Circularity
- Institute of Sustainability Psychology
- Institute of Sustainable Chemistry
- Social-Ecological Systems Institute (SESI)
- Sustainability Education and Transdisciplinary Research Institute
Organisation profile
Sustainability has many facets. Inter- and transdisciplinary research and teaching characterize the School of Sustainability. Scientists in our research projects work together in the laboratory, on the heath, in the grassland, in the classroom, with the city administration, with farmers, with non-governmental organizations, with companies, with students in the lecture hall and of course at their desks.
Furthermore, we work with regional and national political actors, e.g. ministries, as well as international organizations, e.g. UNEP, UNESCO, EU. We are part of national and international bodies, e.g. sustainability advisory boards of companies, member of the German Sustainability Award, World Biodiversity Council (IPBES), in order to contribute to social change with scientific findings.
Main research areas
Vision
Sustainability science investigates on a theoretical, conceptual and empirical level how to promote sustainable development and how to find and implement effective solutions for current social and ecological challenges. The aim is to create a more sustainable future.
Sustainability researchers are called upon to take responsibility for their research, which is anchored in existing scientific knowledge and methods and serves to make the world a better place for everyone.
Mission
We promote change towards a sustainable future by developing theories, concepts and practices of inclusive education for sustainability, research, governance and management.
We acknowledge the diversity and dynamics of values, norms and behaviour and contribute with transdisciplinary methods to ensuring that tensions and differences between different disciplines, methods, topics and standards are fruitfully taken up and used with productive compromises and further developments towards sustainable development.
Principles
The School of Sustainability is guided by the normative concepts of ecological system integrity and social and economic justice.
Ecological system integrity refers to the safeguarding of life-support systems, as well as the maintenance of the well-being of life on Earth.
With social and economic justice we strive for a world in which all people can fulfil their potential without endangering system integrity and the well-being of others.
Information about the School
The School of Sustainability includes...
... ca. 25 professors
... ca. 100 research assistants
... ca. 1000 students in Bachelor and Master courses
In various inter- and transdisciplinary projects we are constantly researching and working together on changes and solutions for current challenges.
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Leuphana startet Wissenstransfer für unternehmerische Nachhaltigkeit
Klewitz, J., Schock, M. & Petersen, H., 2010, In: Forum Nachhaltig Wirtschaften. 3, p. 60-61 2 p.Research output: Journal contributions › Journal articles › Research
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Leuphana Semester: ESD professional development module on Responsibility and Sustainability, Germany
Michelsen, G. & Prien-Ribcke, S., 2015, Leading Practice Publication: Professional development of university educators on Education for Sustainable Development in European countries. Kapitulcinova u.a., D. (ed.). Prague: Charles University, Prague, p. 95-100 6 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Transfer
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Leuphana Lernwerkstatt Lüneburg – multifunktionelle Ausrichtung eines inklusiven naturwissenschaftlichen Lehr-Lern-Raums
Hofer, E. & Abels, S., 2024, Hochschullernwerkstätten im analogen und digitalen Raum: Perspektiven auf Didaktik und Forschung in innovativen Lernsettings. Weber, N., Moos, M. & Kucharz, D. (eds.). Bad Heilbrunn: Klinkhardt, p. 254-262 9 p. (Lernen und Studieren in Lernwerkstätten).Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Leuchtpol aus Sicht der wissenschaftlichen Begleitung – ein Zwischenstand
Stoltenberg, U., Benoist, B., Kosler, T. & Moths, K., 2011, Lüneburg: Arbeitsgemeinschaft Natur- und Umweltbildung - Bundesverband , 31 p. (Schriftenreihe der Arbeitsgemeinschaft Natur- und Umweltbildung Bundesverband e. V.; vol. 20)(Sonderedition Leuchtpol Bibliothek; vol. 5).Research output: Working paper › Project reports › Research
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Leuchtpol: "Leuchtpol - Energie und Umwelt neu erleben" ist das aktuell größte Projekt zur Implementierung von Bildung für eine nachhaltige Entwicklung im Elementarbereich in Deutschland
Benoist, B. & Kosler, T., 12.2009, In: Umwelt & Bildung. 04, p. 16 1 p.Research output: Journal contributions › Other (editorial matter etc.) › Transfer
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Leszek Balcerowicz: Pole durch und durch oder ökonomischer Metropolit?
Tschochohei, H., 2006, Erinnerung und Identität: Textbuch zum europäischen Doktorandenkolloquium, Lublin, 15. bis 19. November 2006. Raueiser, S. (ed.). Bonn: Cusanuswerk, Bischöfliche Studienförderung, p. 90-93 4 p.Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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Lessons learned and challenges for environmental management in Colombia: the role of communication, education and participation strategies
Burgos-Ayala, A., Jiménez-Aceituno, A. & Rozas-Vásquez, D., 01.12.2022, In: Journal for Nature Conservation. 70, 12 p., 126281.Research output: Journal contributions › Journal articles › Research
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Lessons from Ethiopian coffee landscapes for global conservation in a post-wild world
Hylander, K., Nemomissa, S., Fischer, J., Zewdie, B., Ayalew, B. & Tack, A. J. M., 12.2024, In: Communications Biology. 7, 1, 13 p., 714.Research output: Journal contributions › Journal articles › Research › peer-review
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Lessons from community-based payment for ecosystem service schemes: From forests to rangelands
Dougill, A. J., Stringer, L. C., Leventon, J., Riddell, M., Rueff, H., Spracklen, D. V. & Butt, E., 19.11.2012, In: Philosophical Transactions of the Royal Society B: Biological Sciences. 367, 1606, p. 3178-3190 13 p.Research output: Journal contributions › Journal articles › Research › peer-review
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Lernstörungen erkennen und begegnen: Zur diagnostik, psychoedukation und förderung lernschwacher kinder
Schuchardt, K. & Von Salisch, M., 08.2021, In: Praxis der Kinderpsychologie und Kinderpsychiatrie. 70, 4, p. 277-280 4 p.Research output: Journal contributions › Other (editorial matter etc.) › Research