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The Resource Higher Education in a Sustainable Society : A Case for Mutual Competence Building

Higher Education in a Sustainable Society : A Case for Mutual Competence Building

Label
Higher Education in a Sustainable Society : A Case for Mutual Competence Building
Title
Higher Education in a Sustainable Society
Title remainder
A Case for Mutual Competence Building
Creator
Contributor
Subject
Language
eng
Summary
This book addresses the following question: What is a sustainable society, and how can higher education help us to develop toward it? The core argument put forward is that the concept of sustainability reaches much farther than just the direct aspects of environmental threats and carbon emissions. Using higher education as a point of departure, the book shows that sustainability involves a broad range of disciplines, from nursing and nutrition to technology and management. It argues that a sustainable society entails a distinct perspective on society that influences our social thinking in terms of ethics, democracy and knowledge development. The book also discusses if (and if so, how) higher education can and should contribute to such a development based on the principles of the freedom of science in a liberal, democratic society. The book presents Mutual Competence Building as a concept higher education can adapt in order to contribute to a sustainable Society
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
CSR, Sustainability, Ethics and Governance Ser
Higher Education in a Sustainable Society : A Case for Mutual Competence Building
Label
Higher Education in a Sustainable Society : A Case for Mutual Competence Building
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=2095890
Publication
Copyright
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Foreword -- Editorś Preface and Acknowledgments -- Contents -- List of Figures -- List of Tables -- Contributors -- Chapter 1: Higher Education in a Sustainable Society: Addressing Knowledge Disparities and Enabling Debate -- 1.1 Introduction -- 1.2 What Is Sustainability? -- 1.2.1 One Word, Many Interpretations -- 1.2.2 Searching for Balance -- 1.2.3 A Silent Spring? -- 1.2.4 Beyond Social Responsibility -- 1.2.5 Addressing the Need for a Critical Debate -- 1.3 The Role of the University -- 1.3.1 The Higher Education Discourse -- 1.3.2 Higher Education in a Discursive Perspective -- 1.3.3 Mutual Competence Building -- 1.4 The Contribution of This Book Beyond Norway -- 1.4.1 This Book -- Part I: Sustainability in a Humanistic and Cultural Perspective -- Chapter 2: Sustainability and Care: On a Philosophical Contribution to the Project of Sustainability -- 2.1 Introduction -- 2.2 Description -- 2.3 Discussion -- 2.4 Conclusion -- Chapter 3: Education and Social Structure -- 3.1 Introduction -- 3.2 Description -- 3.2.1 Some Facts About Sogn og Fjordane -- 3.2.2 The Various Spheres of Modernisation -- 3.2.3 Emmanuel Todd on Modernisation -- 3.2.4 The Basic Family Typology -- 3.3 Discussion -- 3.3.1 Hierarchy and Equality -- 3.3.2 Counter-Culture and Modernity -- 3.3.3 From Culture to Education -- 3.3.4 Educational Output -- 3.4 Conclusion -- Chapter 4: Toward a More Sustainable Pre-service Teacher Education: A Study in Progress -- 4.1 Introduction -- 4.1.1 A Research Based Teacher Education -- 4.2 Description -- 4.2.1 Mind the Gap(s)! -- 4.2.2 Leaving School and Entering the University -- 4.2.3 From the First Semester Courses to the Second Semester Courses -- 4.2.4 From Research to Subject Didactics in the Subject Ǹorwegiań: Theory and Practice -- 4.2.5 Research-Based Mathematics Teacher Education -- 4.3 Discussion -- 4.4 Conclusion
  • Part II: Sustainability in Life Science -- Chapter 5: Sustainability in Nursing Education -- 5.1 Introduction -- 5.2 Description -- 5.3 Discussion -- 5.3.1 Sustainability and Consequences for Nursing Education -- 5.3.2 Recommendations for Environmental Sustainability -- 5.3.3 Competence for Acting Sustainably in Nursing Education -- 5.3.4 Responsibility for Sustainable Nursing Education -- 5.4 Conclusion -- Chapter 6: Sustainable Diets -- 6.1 Introduction -- 6.1.1 Nutrition and Diets -- 6.1.2 Development of Food -- 6.2 Description -- 6.2.1 Sustainability in Todaýs Dietary Guidelines -- 6.2.2 Dietary Guidelines for Sustainability -- 6.2.3 Definition of Sustainable Diets -- 6.3 Discussion -- 6.3.1 The Mediterranean Diet -- 6.3.2 The New Nordic Diet -- 6.3.3 Other Sustainable Diets -- 6.4 Conclusion -- Part III: Sustainability in Technology and Planning Studies -- Chapter 7: Sustainability and Teaching in Higher Technological Education -- 7.1 Introduction -- 7.2 Description -- 7.2.1 Why Should Sustainability Be a Part of the Education of Engineers? -- 7.2.2 What Will This Imply? -- 7.2.3 So What Is System Thinking in This Connection? -- 7.2.4 So What Shall We Include in the Curriculum and How Shall We Teach? -- 7.3 Discussion -- 7.4 Conclusion -- Chapter 8: Sustainable Manufacturing as Mutual Competence Building -- 8.1 Introduction -- 8.2 Description -- 8.2.1 The Historical Backdrop -- 8.2.2 The Norwegian Tradition -- 8.2.3 The Communicative Turn -- 8.2.4 Recent Discussions of Workplace Innovation -- 8.2.5 Thinkers That Formed Sustainability -- 8.3 Discussion -- 8.3.1 The Challenge to Industrial Organisation -- 8.3.2 Combining Innovation and Sustainability -- 8.4 Conclusion -- Chapter 9: Planning for Sustainability: Between Risks and Lifeworlds -- 9.1 Introduction -- 9.2 Description -- 9.2.1 Sustainability Between Risk and Lifeworld
  • 9.2.2 Planning Sustainability: Theoretical Considerations -- 9.2.3 Environmental Planning and Nature Protection: The Case of Heiplanen -- 9.3 Discussion -- 9.4 Conclusion -- 9.4.1 Sustainable Development as an Open Political Field -- 9.4.2 The Educational Role of the University for Sustainable Planning -- Part IV: Sustainability and the Teaching of Management and Business Development -- Chapter 10: Teaching the Sensitive Stuff: Does Industry Matter? Issues in Corporate Social Responsibility and Sustainability -- 10.1 Introduction -- 10.2 Description -- 10.2.1 The Environment Versus Business Tension -- 10.2.2 Environmental Roots -- 10.2.3 Business, Government and Management-Educator Responses -- 10.2.4 Stakeholders, NGOs and CSR -- 10.2.5 Environmental and Social Challenges to Business Strategy -- 10.2.6 From Pure Profit to Common Good to Concrete Negatives -- 10.2.7 The Invisible Hand -- 10.2.8 Common Good: The Great Divide -- 10.3 Discussion -- 10.3.1 Reasons for Concern -- 10.3.2 Concrete Negatives by Industry -- 10.3.3 Starting with Crime -- 10.3.4 Additional Issues in Five Branches -- 10.3.5 A Business Model Defined -- 10.3.6 The Hidden Business Model -- 10.3.7 To Summarise -- 10.3.8 Three Levels of Engagement -- 10.4 Conclusion -- Chapter 11: Management as Intervention -- 11.1 Introduction -- 11.2 Description -- 11.2.1 Varieties of Capitalism -- 11.2.2 Responsible Management -- 11.2.3 Convergence of Traditions -- 11.2.4 Quality as Empowerment -- 11.2.5 Workplace Innovation -- 11.2.6 Skill and Tacit Knowledge -- 11.2.7 Action and Inaction -- 11.2.8 The Knowledge Business -- 11.2.9 Reason and Sustainability -- 11.3 Discussion -- 11.3.1 UK: Work and Health -- 11.3.2 Spain: Working with Policy Makers -- 11.3.3 Sweden: Power Generation -- 11.4 Conclusion -- 11.4.1 Sustainability as Mutual Competence Building
  • Chapter 12: Agder as Mutual Competence Builders: Developing Sustainability as a Competitive Advantage -- 12.1 Introduction -- 12.2 Description -- 12.2.1 The Eyde Cluster -- 12.3 Discussion -- 12.4 Conclusion -- Part V: The Sustainable University -- Chapter 13: Translating the Global Script of the Sustainable University: The Case of the University of Oslo -- 13.1 Introduction -- 13.2 Description -- 13.2.1 Global Scripts and Local Translations -- 13.2.2 The Sustainable Organization -- 13.2.3 Sustainability Enters the Organisational Field of Higher Education -- 13.2.4 University of Oslo: The G̀̀reen Universitý ́-- 13.2.5 Problem Assessment and Benchmarking -- 13.2.6 The Rise and Fall of G̀̀reen UiÓ ́-- 13.2.7 Institutionalisation, Editing, Translation -- 13.3 Discussion -- 13.4 Conclusion -- Chapter 14: Rhetoric About Sustainability in Education: The Presence of the Words Not Spoken -- 14.1 Introduction -- 14.2 Description -- 14.2.1 The Rhetorical Situation -- 14.2.2 Exigence, Audience, Constraints -- 14.3 Description and Discussion -- 14.3.1 The Message -- 14.3.2 The Circumstances -- 14.3.3 The Style -- 14.3.4 The Audience -- 14.3.5 The Source -- 14.4 Conclusion -- Chapter 15: Higher Education in a Knowledge Society: How to Close the Knowledge Divide -- 15.1 Introduction -- 15.2 Description -- 15.2.1 Social Development -- 15.2.2 The Case of the UK -- 15.2.3 The Case of Norway -- 15.2.4 Public Management -- 15.2.5 Technology -- 15.3 Discussion -- 15.3.1 Ideological Challenges -- 15.3.2 How Could R̀̀esponsibilitý ́Be Interpreted in Our Respective Contexts? -- 15.3.3 Higher Education Beyond the National Models -- 15.3.4 Communication, Participation and Development -- 15.3.5 The Penny University -- 15.3.6 Beyond National Boundaries -- 15.4 Conclusion -- Part VI: Conclusion -- Chapter 16: The Challenge of Mutual Competence Building -- 16.1 Introduction
  • 16.1.1 Short Review of the Book -- 16.2 A Balanced Society as Precondition, Enabler and Embodiment of Sustainability -- 16.2.1 Does a Sustainable Society Imply a New Role for the University? -- 16.3 What Is Mutual Competence Building? -- 16.3.1 A Mode for Addressing Sustainability in Higher Education: Mutual Competence Building -- 16.4 Conclusion -- References -- Index
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{'f': 'http://opac.lib.rpi.edu/record=b4383262'}
Extent
1 online resource (309 pages)
Form of item
online
Isbn
9783319159195
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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