by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Landscape approaches have become en vogue in the past couple of decades. Originating from nineteenth-century landscape geography, this renewed popularity since the 1980s is fueled by debates on—among others—nature conservation, landscape restoration, ecosystem services, competing claims on land and resources, sectorial land-use policies, sustainable development, and sense of place. This review illuminates the ambition and potential of these landscape approaches for interdisciplinary and cross-sectoral collaboration. To show this, we work with a T-shaped interdisciplinary model. After a short history of the landscape approaches, we dive into their key dimensions—from ecology to economics and culture to politics. Thereafter, we bring these dimensions together again and reflect on the integrative potential of landscape approaches for offering common ground to various disciplines and sectors. Two examples of applications are also dealt with: a landscape governance framework and a landscape capability framework.

Landscape Approaches : A State-of-the-Art Review

Advancing transformations towards sustainability calls for change agents equipped with a new set of competencies. Such sustainability competencies have been articulated with multiplicity and ambiguity, which is counterproductive to joint and accelerated progress. A unified framework of sustainability learning objectives would provide guidance to students, educators, and administrators of sustainability programs. To this end, we carried out a systematic review of the relevant literature. After scanning thousands of publications, we identified over 270 peer-reviewed articles of highest relevance, spanning two decades. Despite appearance otherwise, we found that there is a high level of agreement among scholars over the sustainability competencies that students should be trained in. Expanding on the five key competencies, namely, systems-thinking, anticipatory, normative, strategic, and interpersonal competence, that have gained widespread use, this article synthesizes the new suggestions made over the past decade into a unified framework. It centers on 8 key competencies in sustainability (the 5 established and 3 emerging—intrapersonal, implementation, and integration competence), which are complemented by separate disciplinary, general, and other professional competencies. This comprehensive framework of key competencies in sustainability is applicable across disciplines and can guide faculty, students, and practitioners in their joint efforts to advance transformations towards sustainability.

Competencies for Advancing Transformations Towards Sustainability

In 2013, the International Association of Hydrological Sciences (IAHS) launched the hydrological decade 2013–2022 with the theme “Panta Rhei: Change in Hydrology and Society”. The decade recognizes the urgency of hydrological research to understand and predict the interactions of society and water, to support sustainable water resource use under changing climatic and environmental conditions. This paper reports on the first Panta Rhei biennium 2013–2015, providing a comprehensive resource that describes the scope and direction of Panta Rhei. We bring together the knowledge of all the Panta Rhei working groups, to summarize the most pressing research questions and how the hydrological community is progressing towards those goals. We draw out interconnections between different strands of research, and reflect on the need to take a global view on hydrology in the current era of human impacts and environmental change. Finally, we look back to the six driving science questions identified at the outset of Panta Rhei, to quantify progress towards those aims.

/pdf/panta-rhei-2013-2015-global-perspectives-on-hydrology-4omx7dhj4m.pdf

Panta Rhei 2013-2015: Global perspectives on hydrology, society and change

Interdisciplinarity is crucial for addressing the complex problems society faces. We present a model for educating doctoral students for careers involving interdisciplinary, team-based research to address problem-focused questions. The educational model is theoretically based and evaluated in light of the literature, faculty perspectives, and an assessment by students of educational successes and challenges they experienced. The educational model involves (a) the identification of integrated research questions combining team members' disciplines, (b) course work to review theoretical underpinnings of interdisciplinarity and to develop integrated research proposals to address the questions, (c) meetings and workshops to enhance team cohesiveness, (d) engagement with stakeholders, and (e) interdisciplinary team research that yields joint dissertation chapters and publications. The model achieved a high level of integration among students. This model addresses the widely acknowledged need to impart interdisciplinary research and team membership skills as part of graduate education. (Resume d'auteur)

A Pedagogical Model for Team-Based, Problem-Focused Interdisciplinary Doctoral Education

Global environmental changes introduce new challenges and expose future university graduates in hydrology and related fields to problems of unprecedented complexity and magnitude. The T-shape model is proposed as a generic competency profile guiding the design of university curricula. This model differentiates between cognitive competencies in a certain field (i.e. hydrology; vertical leg of the T), and other cognitive/knowledge competencies in neighboring fields (e.g. hydraulics, aquatic ecology, land use management etc.) and functional, personal and values competencies and meta-competencies (all summarized in the horizontal bar of the T). It is based on the holistic model of professional competencies by Cheetham and Chivers (1996) and related studies (Oskam, 2009). The T-shape profile should apply to all levels of higher education (1st degree till doctorate level) in hydrology and related fields. For the effectiveness of hydrologists as professionals, a variable mix of competencies is required and further discussed. Key aspects are an open attitude for learning, continuous professional development (lifelong learning), and integrative and team working skills. Furthermore, a stimulating learning environment that promotes active learning is essential. As examples that substantiate the proposed T-shape model, the post-graduate education programmes of UNESCO-IHE and the main outcomes from a university curriculum workshop to promote education for sustainable development are introduced.

/pdf/t-shaped-competency-profile-for-water-professionals-of-the-2yzhys1ww1.pdf

T-shaped competency profile for water professionals of the future

Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

/pdf/on-teaching-styles-of-water-educators-and-the-impact-of-18ui58vl68.pdf

On teaching styles of water educators and the impact of didactic training

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T-shaped competency profile for water professionals of the future

On teaching styles of water educators and the impact of didactic training