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.
- Published
A college of the Atlantic for Europe
Serbser, W. F. H. & Mrzljak, J., 01.12.2006, In: GAIA. 15, 4, p. 307-309 3 p.Research output: Journal contributions › Other (editorial matter etc.) › Research
- Published
A cognitive mess: Mixed feelings about wind farms on the Danish coast and the emotions of energy infrastructure opposition
Upham, P. & Johansen, K., 01.08.2020, In: Energy Research and Social Science. 66, 10 p., 101489.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
A cognitive mapping approach to understanding public objection to energy infrastructure: The case of wind power in Galicia, Spain
Upham, P. & García Pérez, J., 01.11.2015, In: Renewable Energy. 83, p. 587-596 10 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
A coastal and an interior Douglas fir provenance exhibit different metabolic strategies to deal with drought stress
Du, B., Jansen, K., Kleiber, A., Eiblmeier, M., Kammerer, B., Ensminger, I., Gessler, A., Rennenberg, H. & Kreuzwieser, J., 02.2016, In: Tree Physiology. 36, 2, p. 148–163 16 p., tpv105.Research output: Journal contributions › Journal articles › Research › peer-review
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A clue on bee glue: New insight into the sources and factors driving resin intake in honeybees (Apis mellifera)
Drescher, N., Klein, A. M., Schmitt, T. & Leonhardt, S. D., 06.02.2019, In: PLoS ONE. 14, 2, 20 p., e0210594.Research output: Journal contributions › Journal articles › Research › peer-review
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Acknowledging temporal diversity in sustainability transformations at the nexus of interconnected systems
Weiser, A., Lutz, L. M., Lang, D. J. & Kümmerer, K., 20.09.2017, In: Journal of Cleaner Production. 162, p. 273-285 13 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Acidification effects on in situ ammonia emissions and cereal yields depending on slurry type and application method
Wagner, K. C., Nyord, T., Vestergaard, A. V., Hafner, S. D. & Pacholski, A. S., 27.10.2021, In: Agriculture (Switzerland). 11, 11, 20 p., 1053.Research output: Journal contributions › Journal articles › Research › peer-review
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Achtsamkeit – woher und warum
Frank, P., 03.04.2017Research output: other publications › Contributions to online encyclopedia › Education
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Achtsamkeit bei kindern und jugendlichen
von Salisch, M. & Klein, A. M., 07.2020, In: Praxis der Kinderpsychologie und Kinderpsychiatrie. 69, 4, p. 285-288 4 p.Research output: Journal contributions › Other (editorial matter etc.) › Research
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Achsen adoleszenter Zugehörigkeitsarbeit: Geschlecht und sexuelle Orientierung im Blick politischer Bildung
Offen, S., 2013, Wiesbaden: Springer VS. 238 p. (Adoleszenzforschung. Zur Theorie und Empirie der Jugend aus transdisziplinärer Perspektive; no. 2)Research output: Books and anthologies › Book