Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development

Purpose This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:International journal of sustainability in higher education 2021-08, Vol.22 (5), p.1186-1224
Hauptverfasser: Desha, Cheryl, Caldera, Savindi, Hutchinson, Deanna
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 1224
container_issue 5
container_start_page 1186
container_title International journal of sustainability in higher education
container_volume 22
creator Desha, Cheryl
Caldera, Savindi
Hutchinson, Deanna
description Purpose This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design. Design/methodology/approach A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”. Findings This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills. Research limitations/implications The
doi_str_mv 10.1108/IJSHE-01-2020-0024
format Article
fullrecord <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ1305029</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1305029</ericid><sourcerecordid>2580799313</sourcerecordid><originalsourceid>FETCH-LOGICAL-c416t-3187fb2e3e1d2c9fe0d73658bd4935116ff605af421de7989b9bec468a14a7be3</originalsourceid><addsrcrecordid>eNptkU1v1DAQhiNEJUrLH0BCssSFi2HGTmzniKqFtqrEoXC2nGRcUpI42N6y_Pt6uxUC1JMtvx-a8VNVrxHeI4L5cHF5fb7hgFyAAA4g6mfVMerGcKVl-7zca6W5khpeVC9TugXABqQ8rnab3TqFOC43LH8nNtAdTWGdackseNaHJdMuM7eukfrR5TEsbFzK-zYm-hXij5JymWUXbygntsbQTTTzFKa7faUPkaVtym5cXBH-rj-tjrybEr16PE-qb582X8_O-dWXzxdnH694X6PKXKLRvhMkCQfRt55g0FI1phvqVjaIynsFjfO1wIF0a9qu7aivlXFYO92RPKneHXrLbD-3lLKdx9TTNLmFwjZZ0RjQbStRFuvb_6y3Zc-lTFdcCsuvGqOKSxxcfQwpRfJ2jePs4m-LYPcw7AMMC2j3MOweRgm9OYQojv2fwOYSJTQg2qLjoz5TdNPwdOc_gOU94PCXxg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2561002886</pqid></control><display><type>article</type><title>Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development</title><source>Emerald A-Z Current Journals</source><source>Standard: Emerald eJournal Premier Collection</source><creator>Desha, Cheryl ; Caldera, Savindi ; Hutchinson, Deanna</creator><creatorcontrib>Desha, Cheryl ; Caldera, Savindi ; Hutchinson, Deanna</creatorcontrib><description>Purpose This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design. Design/methodology/approach A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”. Findings This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills. Research limitations/implications The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation. Practical implications The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes. Originality/value Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.</description><identifier>ISSN: 1467-6370</identifier><identifier>EISSN: 1758-6739</identifier><identifier>DOI: 10.1108/IJSHE-01-2020-0024</identifier><language>eng</language><publisher>Bradford: Emerald Publishing Limited</publisher><subject>Architectural Education ; Building Design ; Built environment ; Carbon footprint ; Competence ; Context ; Context Effect ; Course Descriptions ; Critical thinking ; Curricula ; Curriculum Development ; Data collection ; Deep learning ; Domains ; Educational Researchers ; Engineering ; Engineering Education ; Environmental stewardship ; Ethnography ; Evaluation ; Foreign Countries ; Grounded Theory ; Guidelines ; Holistic Approach ; Integration ; Interdisciplinary Approach ; Iterative methods ; Knowledge Level ; Knowledge management ; Learning ; Learning Theories ; Learning theory ; Metacognition ; Outcomes of Education ; Population ; Problem Solving ; R&amp;D ; Research &amp; development ; Research methodology ; Skills ; Students ; Sustainability ; Sustainable design ; Sustainable Development ; Systems design ; Taxonomy ; Teaching Methods ; Teamwork ; Thinking Skills ; Travel ; Undergraduate Students ; Urban environments</subject><ispartof>International journal of sustainability in higher education, 2021-08, Vol.22 (5), p.1186-1224</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c416t-3187fb2e3e1d2c9fe0d73658bd4935116ff605af421de7989b9bec468a14a7be3</citedby><cites>FETCH-LOGICAL-c416t-3187fb2e3e1d2c9fe0d73658bd4935116ff605af421de7989b9bec468a14a7be3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2020-0024/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,967,11635,21695,27924,27925,52689,53244</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1305029$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Desha, Cheryl</creatorcontrib><creatorcontrib>Caldera, Savindi</creatorcontrib><creatorcontrib>Hutchinson, Deanna</creatorcontrib><title>Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development</title><title>International journal of sustainability in higher education</title><description>Purpose This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design. Design/methodology/approach A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”. Findings This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills. Research limitations/implications The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation. Practical implications The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes. Originality/value Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.</description><subject>Architectural Education</subject><subject>Building Design</subject><subject>Built environment</subject><subject>Carbon footprint</subject><subject>Competence</subject><subject>Context</subject><subject>Context Effect</subject><subject>Course Descriptions</subject><subject>Critical thinking</subject><subject>Curricula</subject><subject>Curriculum Development</subject><subject>Data collection</subject><subject>Deep learning</subject><subject>Domains</subject><subject>Educational Researchers</subject><subject>Engineering</subject><subject>Engineering Education</subject><subject>Environmental stewardship</subject><subject>Ethnography</subject><subject>Evaluation</subject><subject>Foreign Countries</subject><subject>Grounded Theory</subject><subject>Guidelines</subject><subject>Holistic Approach</subject><subject>Integration</subject><subject>Interdisciplinary Approach</subject><subject>Iterative methods</subject><subject>Knowledge Level</subject><subject>Knowledge management</subject><subject>Learning</subject><subject>Learning Theories</subject><subject>Learning theory</subject><subject>Metacognition</subject><subject>Outcomes of Education</subject><subject>Population</subject><subject>Problem Solving</subject><subject>R&amp;D</subject><subject>Research &amp; development</subject><subject>Research methodology</subject><subject>Skills</subject><subject>Students</subject><subject>Sustainability</subject><subject>Sustainable design</subject><subject>Sustainable Development</subject><subject>Systems design</subject><subject>Taxonomy</subject><subject>Teaching Methods</subject><subject>Teamwork</subject><subject>Thinking Skills</subject><subject>Travel</subject><subject>Undergraduate Students</subject><subject>Urban environments</subject><issn>1467-6370</issn><issn>1758-6739</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkU1v1DAQhiNEJUrLH0BCssSFi2HGTmzniKqFtqrEoXC2nGRcUpI42N6y_Pt6uxUC1JMtvx-a8VNVrxHeI4L5cHF5fb7hgFyAAA4g6mfVMerGcKVl-7zca6W5khpeVC9TugXABqQ8rnab3TqFOC43LH8nNtAdTWGdackseNaHJdMuM7eukfrR5TEsbFzK-zYm-hXij5JymWUXbygntsbQTTTzFKa7faUPkaVtym5cXBH-rj-tjrybEr16PE-qb582X8_O-dWXzxdnH694X6PKXKLRvhMkCQfRt55g0FI1phvqVjaIynsFjfO1wIF0a9qu7aivlXFYO92RPKneHXrLbD-3lLKdx9TTNLmFwjZZ0RjQbStRFuvb_6y3Zc-lTFdcCsuvGqOKSxxcfQwpRfJ2jePs4m-LYPcw7AMMC2j3MOweRgm9OYQojv2fwOYSJTQg2qLjoz5TdNPwdOc_gOU94PCXxg</recordid><startdate>20210816</startdate><enddate>20210816</enddate><creator>Desha, Cheryl</creator><creator>Caldera, Savindi</creator><creator>Hutchinson, Deanna</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>7ST</scope><scope>7TA</scope><scope>7U6</scope><scope>7XB</scope><scope>8FD</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>C1K</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>JG9</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope></search><sort><creationdate>20210816</creationdate><title>Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development</title><author>Desha, Cheryl ; Caldera, Savindi ; Hutchinson, Deanna</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c416t-3187fb2e3e1d2c9fe0d73658bd4935116ff605af421de7989b9bec468a14a7be3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Architectural Education</topic><topic>Building Design</topic><topic>Built environment</topic><topic>Carbon footprint</topic><topic>Competence</topic><topic>Context</topic><topic>Context Effect</topic><topic>Course Descriptions</topic><topic>Critical thinking</topic><topic>Curricula</topic><topic>Curriculum Development</topic><topic>Data collection</topic><topic>Deep learning</topic><topic>Domains</topic><topic>Educational Researchers</topic><topic>Engineering</topic><topic>Engineering Education</topic><topic>Environmental stewardship</topic><topic>Ethnography</topic><topic>Evaluation</topic><topic>Foreign Countries</topic><topic>Grounded Theory</topic><topic>Guidelines</topic><topic>Holistic Approach</topic><topic>Integration</topic><topic>Interdisciplinary Approach</topic><topic>Iterative methods</topic><topic>Knowledge Level</topic><topic>Knowledge management</topic><topic>Learning</topic><topic>Learning Theories</topic><topic>Learning theory</topic><topic>Metacognition</topic><topic>Outcomes of Education</topic><topic>Population</topic><topic>Problem Solving</topic><topic>R&amp;D</topic><topic>Research &amp; development</topic><topic>Research methodology</topic><topic>Skills</topic><topic>Students</topic><topic>Sustainability</topic><topic>Sustainable design</topic><topic>Sustainable Development</topic><topic>Systems design</topic><topic>Taxonomy</topic><topic>Teaching Methods</topic><topic>Teamwork</topic><topic>Thinking Skills</topic><topic>Travel</topic><topic>Undergraduate Students</topic><topic>Urban environments</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Desha, Cheryl</creatorcontrib><creatorcontrib>Caldera, Savindi</creatorcontrib><creatorcontrib>Hutchinson, Deanna</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>Environment Abstracts</collection><collection>Materials Business File</collection><collection>Sustainability Science Abstracts</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Technology Research Database</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Materials Research Database</collection><collection>Education Database (ProQuest)</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>International journal of sustainability in higher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Desha, Cheryl</au><au>Caldera, Savindi</au><au>Hutchinson, Deanna</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1305029</ericid><atitle>Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development</atitle><jtitle>International journal of sustainability in higher education</jtitle><date>2021-08-16</date><risdate>2021</risdate><volume>22</volume><issue>5</issue><spage>1186</spage><epage>1224</epage><pages>1186-1224</pages><issn>1467-6370</issn><eissn>1758-6739</eissn><abstract>Purpose This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design. Design/methodology/approach A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”. Findings This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills. Research limitations/implications The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation. Practical implications The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes. Originality/value Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.</abstract><cop>Bradford</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/IJSHE-01-2020-0024</doi><tpages>39</tpages><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 1467-6370
ispartof International journal of sustainability in higher education, 2021-08, Vol.22 (5), p.1186-1224
issn 1467-6370
1758-6739
language eng
recordid cdi_eric_primary_EJ1305029
source Emerald A-Z Current Journals; Standard: Emerald eJournal Premier Collection
subjects Architectural Education
Building Design
Built environment
Carbon footprint
Competence
Context
Context Effect
Course Descriptions
Critical thinking
Curricula
Curriculum Development
Data collection
Deep learning
Domains
Educational Researchers
Engineering
Engineering Education
Environmental stewardship
Ethnography
Evaluation
Foreign Countries
Grounded Theory
Guidelines
Holistic Approach
Integration
Interdisciplinary Approach
Iterative methods
Knowledge Level
Knowledge management
Learning
Learning Theories
Learning theory
Metacognition
Outcomes of Education
Population
Problem Solving
R&D
Research & development
Research methodology
Skills
Students
Sustainability
Sustainable design
Sustainable Development
Systems design
Taxonomy
Teaching Methods
Teamwork
Thinking Skills
Travel
Undergraduate Students
Urban environments
title Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-07T00%3A50%3A36IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Exploring%20the%20development%20of%20context%20appreciation%20in%20coursework%20that%20targets%20problem-solving%20for%20sustainable%20development&rft.jtitle=International%20journal%20of%20sustainability%20in%20higher%20education&rft.au=Desha,%20Cheryl&rft.date=2021-08-16&rft.volume=22&rft.issue=5&rft.spage=1186&rft.epage=1224&rft.pages=1186-1224&rft.issn=1467-6370&rft.eissn=1758-6739&rft_id=info:doi/10.1108/IJSHE-01-2020-0024&rft_dat=%3Cproquest_eric_%3E2580799313%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2561002886&rft_id=info:pmid/&rft_ericid=EJ1305029&rfr_iscdi=true