TY - JOUR

T1 - Systematic student-driven literature reviews in sustainability science

T2 - An effective way to merge research and teaching

AU - Abson, David J.

AU - Gralla, Fabienne

AU - Lang, Daniel J.

AU - Rau, Anna Lena

AU - von Wehrden, Henrik

AU - Lüderitz, Christopher

AU - Meyer, Moritz

PY - 2016/4/15

Y1 - 2016/4/15

N2 - Sustainability science has gained momentum in recent years, with a rising number of publications and degree programs focusing on sustainability. However, sustainability research and sustainability education are often considered as two independent activities within Universities. In this paper we present an educational research approach for integrating teaching and learning settings into academic research. Based on our experience in international research education projects, we present a detailed description of how to empower students to conduct student-driven cutting-edge research that contributes to sustainability science. We established international research education projects with students to jointly conduct, draft and publish systematic literature reviews in sustainability science. Here we present an iterative review procedure for examining qualitative and quantitative data and organizing student-driven research projects. We discuss the demands and limitations of systematic literature reviews in sustainability science and elaborate on the benefits and key challenges from student-driven education research projects. Thus, the paper offers comprehensive guidance to the research community for actively engaging students and junior researchers in collaborative projects to effectively merge research and teaching. In conclusion, we call for stronger integration of students into sustainability research including jointly framing of research projects and collaboratively publishing of research findings in peer-reviewed journals.(

AB - Sustainability science has gained momentum in recent years, with a rising number of publications and degree programs focusing on sustainability. However, sustainability research and sustainability education are often considered as two independent activities within Universities. In this paper we present an educational research approach for integrating teaching and learning settings into academic research. Based on our experience in international research education projects, we present a detailed description of how to empower students to conduct student-driven cutting-edge research that contributes to sustainability science. We established international research education projects with students to jointly conduct, draft and publish systematic literature reviews in sustainability science. Here we present an iterative review procedure for examining qualitative and quantitative data and organizing student-driven research projects. We discuss the demands and limitations of systematic literature reviews in sustainability science and elaborate on the benefits and key challenges from student-driven education research projects. Thus, the paper offers comprehensive guidance to the research community for actively engaging students and junior researchers in collaborative projects to effectively merge research and teaching. In conclusion, we call for stronger integration of students into sustainability research including jointly framing of research projects and collaboratively publishing of research findings in peer-reviewed journals.(

KW - Transdisciplinary studies

KW - Sustainability research

KW - Sustainability Science

KW - Sustainability research

KW - Systematic literature review

KW - Qualitative literature analysis

KW - Systematic document review

KW - Sustainability education

KW - Sustainability research

KW - Research-based teaching

KW - Student researcher

UR - http://www.scopus.com/inward/record.url?scp=84958554609&partnerID=8YFLogxK

U2 - 10.1016/j.jclepro.2016.02.005

DO - 10.1016/j.jclepro.2016.02.005

M3 - Journal articles

VL - 119

SP - 229

EP - 235

JO - Journal of Cleaner Production

JF - Journal of Cleaner Production

SN - 0959-6526

ER -