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.

Topics

Als Träger der universitätsweiten Wissenschaftsinitiative Nachhaltigkeitsforschung fragt die Fakultät nach Bedingungen und Chancen einer nachhaltigen Entwicklung. Die Fakultät verbindet dazu Human- und Naturwissenschaften mit derzeit etwa 25 Professuren aus den Disziplinen Chemie, Informatik, Kommunikation, Management, Ökologie, Philosophie, Planung, Politik, Psychologie, Recht, Technik und VWL. Die transdisziplinären Arbeitsweisen in Forschung, Studium und Dienstleistungen zielen insbesondere darauf, zukünftige Entwicklungschancen für die Zivilgesellschaft des 21. Jahrhunderts zu schaffen und zu erhalten.

  1. Published

    Disaggregated contributions of ecosystem services to human well-being: a case study from Eastern Europe

    Horcea-Milcu, A. I., Leventon, J., Hanspach, J. & Fischer, J., 01.08.2016, In: Regional Environmental Change. 16, 6, p. 1779-1791 13 p.

    Research output: Journal contributionsJournal articlesResearchpeer-review

  2. Published

    Putting Architecture in its Social Space: the Fields and Skills of Planning Maastricht

    Herberg, J., 01.01.2015, Architecture, Materiality and Society: Connecting Sociology of Architecture with Science and Technology Studies. Müller, A-L. & Reichmann, W. (eds.). Hampshire: Palgrave Macmillan, p. 166-197 32 p.

    Research output: Contributions to collected editions/worksChapterpeer-review

  3. Published

    Ökonomistische Diskurse der Nachhaltigkeit: Bestimmende Momente und die Frage nach Alternativen

    Meyer, E. M. & Vilsmaier, U., 08.2017, Nachhaltigkeitswissenschaften und die Suche nach neuen Wissensordnungen. Pfister, T. (ed.). 1 ed. Weimar: Metropolis Verlag, p. 147-168 22 p.

    Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesResearchpeer-review

  4. Published

    Feld oder Assemblage? Die Bildungsbroker des Fachkräftemangels in der Bucht von San Francisco

    Herberg, J., 2017, Macht in Wissenschaft und Gesellschaft. : Diskurs- und feldanalytische Perspektiven. Hamann, J., Maeße, J., Gengnagel, V. & Hirschfeld, A. (eds.). Wiesbaden: Springer VS, p. 259-290 32 p.

    Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesResearchpeer-review

  5. Published

    Focusing on enquiry-based science education within a european in-service teacher education programme

    Lembens, A. & Abels, S. J., 2016, Electronic Proceedings of the ESERA 2015 Conference : Science Education Research: Engaging learners for a sustainable future. Lavonen, J., Juuti, K., Lampiselkä, J., Uitto, A. & Hahl, K. (eds.). European Science Education Research Association, Vol. Part 14. p. 2544-2554 11 p.

    Research output: Contributions to collected editions/worksArticle in conference proceedingsResearchpeer-review

  6. Published

    Forschendes Lernen als Beispiel eines inklusiven Ansatzes für den Fachunterricht

    Abels, S. J. & Koliander, B., 01.2017, Vielfalt als Chance: Vom Kern der Sache. Svehla, H., Schörkhuber, B. & Rabl, M. (eds.). LIT Verlag, Vol. 13. p. 53-60 8 p. (Schriften der Kirchlichen Pädagogischen Hochschule; vol. 13).

    Research output: Contributions to collected editions/worksArticle in conference proceedingsResearch

  7. Published

    Der „reflective practicioner“: Leitfigur oder Kategorienfehler einer reflexiven Lehrerinnen- und Lehrerbildung?

    Leonhard, T. & Abels, S. J., 2017, Reflexive Lehrerbildung revisited : Traditionen - Zugänge - Perspektiven. Berndt, C., Häcker, T. & Leonhard, T. (eds.). Bad Heilbrunn: Verlag Julius Klinkhardt, p. 46-55 10 p.

    Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesTransferpeer-review

  8. Published

    Self-guided internet-based and mobile-based stress management for employees: results of a randomised controlled trial

    Ebert, D. D., Heber, E., Berking, M., Riper, H., Cuijpers, P., Funk, B. & Lehr, D., 05.05.2016, In: Occupational and Environmental Medicine. 73, 5, p. 315-323 9 p.

    Research output: Journal contributionsJournal articlesResearchpeer-review

  9. Published

    Environmental reconstruction and biostratigraphy of late Middle Pleistocene lakeshore deposits at Schöningen

    Urban, B. & Bigga, G., 01.12.2015, In: Journal of Human Evolution. 89, p. 57-70 14 p.

    Research output: Journal contributionsJournal articlesResearchpeer-review

  10. Published

    Characterizing the Lower Paleolithic bone industry from Schöningen 12 II: A multi-proxy study.

    Julien, M. A., Hardy, B., Stahlschmidt, M., Urban, B., Serangeli, J. & Conard, N. J., 01.12.2015, In: Journal of Human Evolution. 89, p. 264-286 23 p., 89.

    Research output: Journal contributionsJournal articlesResearchpeer-review