@article{JingjingGamarraNicolasetal.2022, author = {Jingjing, Liang and Gamarra, Javier G. P. and Nicolas, Picard and Zhou, Mo and Bryan, Pijanowski and Jacobs, Douglass F. and Reich, Peter B. and Crowther, Thomas W. and Gert-Jan, Nabuurs and Sergio, de-Miguel and Jingyun, Fang and Woodall, Christopher W. and Jens-Christian, Svenning and Tommaso, Jucker and Jean-Francois, Bastin and Wiser, Susan K. and Ferry, Slik and Bruno, H{\´e}rault and Giorgio, Alberti and Gunnar, Keppel and Hengeveld, Geerten M. and Ibisch, Pierre L. and Silva, Carlos A. and Hans ter Steege, and Peri, Pablo L. and Coomes, David A. and Searle, Eric B. and Klaus von Gadow, and Bogdan, Jaroszewicz and Abbasi, Akane O. and Meinrad, Abegg and Adou Yao, Yves C. and Jes{\´u}s, Aguirre-Guti{\´e}rrez and Almeyda Zambrano, Angelica M. and Jan, Altman and Esteban, Alvarez-D{\´a}vila and Juan Gabriel {\´A}lvarez-Gonz{\´a}lez, and Alves, Luciana F. and Amani, Bienvenu H. K. and Amani, Christian A. and Christian, Ammer and Bhely Angoboy Ilondea, and Clara, Ant{\´o}n-Fern{\´a}ndez and Valerio, Avitabile and Aymard, Gerardo A. and Azihou, Akomian F. and Baard, Johan A. and Baker, Timothy R. and Radomir, Balazy and Bastian, Meredith L. and Rodrigue, Batumike and Marijn, Bauters and Hans, Beeckman and Nithanel Mikael Hendrik Benu, and Robert, Bitariho and Pascal, Boeckx and Jan, Bogaert and Frans, Bongers and Olivier, Bouriaud and Brancalion, Pedro H. S. and Susanne, Brandl and Brearley, Francis Q. and Jaime, Briseno-Reyes and Broadbent, Eben N. and Helge, Bruelheide and Erwin, Bulte and Ann Christine Catlin, and Roberto Cazzolla Gatti, and C{\´e}sar, Ricardo G. and Chen, Han Y. H. and Chelsea, Chisholm and Emil, Cienciala and Colletta, Gabriel D. and Jos{\´e} Javier Corral-Rivas, and Anibal, Cuchietti and Aida, Cuni-Sanchez and Dar, Javid A. and Selvadurai, Dayanandan and Thales de Haulleville, and Mathieu, Decuyper and Sylvain, Delabye and G{\´e}raldine, Derroire and Ben, DeVries and John, Diisi and Tran Van Do, and Jiri, Dolezal and Aur{\´e}lie, Dourdain and Durrheim, Graham P. and Nestor Laurier Engone Obiang, and Ewango, Corneille E. N. and Eyre, Teresa J. and Fayle, Tom M. and Feunang, Lethicia Flavine N. and Leena, Fin{\´e}r and Markus, Fischer and Jonas, Fridman and Lorenzo, Frizzera and de Gasper, Andr{\´e} L. and Damiano, Gianelle and Glick, Henry B. and Maria Socorro Gonzalez-Elizondo, and Lev, Gorenstein and Richard, Habonayo and Hardy, Olivier J. and Harris, David J. and Andrew, Hector and Andreas, Hemp and Martin, Herold and Annika, Hillers and Wannes, Hubau and Thomas, Ibanez and Nobuo, Imai and Gerard, Imani and Jagodzinski, Andrzej M. and Stepan, Janecek and Vivian Kvist Johannsen, and Joly, Carlos A. and Blaise, Jumbam and Kabelong, Banoho L. P. R. and Goytom Abraha Kahsay, and Viktor, Karminov and Kuswata, Kartawinat and Kass, Justin N. and Elizabeth, Kearsley and Kennard, Deborah K. and Sebastian, Kepfer-Rojas and Mohammed Latif Khan, and Kigomo, John N. and Hyun Seok Kim, and Carine, Klauberg and Yannick, Klomberg and Henn, Korjus and Subashree, Kothandaraman and Florian, Kraxner and Amit, Kumar and Relawan, Kuswandi and Mait, Lang and Lawes, Michael J. and Leite, Rodrigo V. and Geoffrey, Lentner and Lewis, Simon L. and Libalah, Moses B. and Janvier, Lising and Pablito Marcelo L{\´o}pez-Serrano, and Lukina, Huicui Lu Natalia V. and Anne Mette Lykke, and Vincent, Maicher and Maitner, Brian S. and Eric, Marcon and Marshall, Andrew R. and Martin, Emanuel H. and Olga, Martynenko and Mbayu, Faustin M. and Mbuvi, Musingo T. E. and Meave, Jorge A. and Cory, Merow and Stanislaw, Miscicki and Moreno, Vanessa S. and Albert, Morera and Mukul, Sharif A. and M{\"u}ller, J{\"o}rg C. and Agustinus, Murdjoko and Maria Guadalupe Nava-Miranda, and Litonga Elias Ndive, and Neldner, Victor J. and Nevenic, Radovan V. and Nforbelie, Louis N. and Ngoh, Michael L. and N'Guessan, Anny E. and Ngugi, Michael R. and Ngute, Alain S. K. and Njila, Emile Narcisse N. and Nyako, Melanie C. and Ochuodho, Thomas O. and Jacek, Oleksyn and Alain, Paquette and Parfenova, Elena I. and Minjee, Park and Marc, Parren and Narayanaswamy, Parthasarathy and Sebastian, Pfautsch and Phillips, Oliver L. and Piedade, Maria T. F. and Daniel, Piotto and Martina, Pollastrini and Lourens, Poorter and Poulsen, John R. and Axel Dalberg Poulsen, and Hans, Pretzsch and Mirco, Rodeghiero and Rolim, Samir G. and Francesco, Rovero and Ervan, Rutishauser and Khosro, Sagheb-Talebi and Purabi, Saikia and Moses Nsanyi Sainge, and Christian, Salas-Eljatib and Antonello, Salis and Peter, Schall and Dmitry, Schepaschenko and Michael, Scherer-Lorenzen and Bernhard, Schmid and Jochen, Sch{\"o}ngart and Vladim{\´i}r, Šebeň and Giacomo, Sellan and Federico, Selvi and Serra-Diaz, Josep M. and Douglas, Sheil and Shvidenko, Anatoly Z. and Plinio, Sist and Souza, Alexandre F. and Stereńczak, Krzysztof J. and Sullivan, Martin J. P. and Somaiah, Sundarapandian and Miroslav, Svoboda and Swaine, Mike D. and Natalia, Targhetta and Nadja, Tchebakova and Trethowan, Liam A. and Robert, Tropek and John Tshibamba Mukendi, and Peter Mbanda Umunay, and Usoltsev, Vladimir A. and Gaia Vaglio Laurin, and Riccardo, Valentini and Fernando, Valladares and Fons van der Plas, and Daniel Jos{\´e} Vega-Nieva, and Hans, Verbeeck and Helder, Viana and Vibrans, Alexander C. and Vieira, Simone A. and Jason, Vleminckx and Waite, Catherine E. and Hua-Feng, Wang and Eric Katembo Wasingya, and Chemuku, Wekesa and Bertil, Westerlund and Florian, Wittmann and Verginia, Wortel and Tomasz, Zawiła-Nied{\'{z}}wiecki and Chunyu, Zhang and Xiuhai Zhao Jun Zhu, and Xiao, Zhu and Zhi-Xin, Zhu and Zo-Bi, Irie C. and Cang, Hui}, title = {Co-limitation towards lower latitudes shapes global forest diversity gradients}, series = {Nature Ecology \& Evolution}, volume = {6}, journal = {Nature Ecology \& Evolution}, number = {10}, publisher = {Springer Nature}, doi = {10.1038/s41559-022-01831-x}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4821}, pages = {1423 -- 1437}, year = {2022}, abstract = {The latitudinal diversity gradient (LDG) is one of the most recognized global patterns of species richness exhibited across a wide range of taxa. Numerous hypotheses have been proposed in the past two centuries to explain LDG, but rigorous tests of the drivers of LDGs have been limited by a lack of high-quality global species richness data. Here we produce a high-resolution (0.025° × 0.025°) map of local tree species richness using a global forest inventory database with individual tree information and local biophysical characteristics from ~1.3 million sample plots. We then quantify drivers of local tree species richness patterns across latitudes. Generally, annual mean temperature was a dominant predictor of tree species richness, which is most consistent with the metabolic theory of biodiversity (MTB). However, MTB underestimated LDG in the tropics, where high species richness was also moderated by topographic, soil and anthropogenic factors operating at local scales. Given that local landscape variables operate synergistically with bioclimatic factors in shaping the global LDG pattern, we suggest that MTB be extended to account for co-limitation by subordinate drivers.}, language = {en} } @article{BirdmanBarthLang2022, author = {Birdman, Jodie and Barth, Matthias and Lang, Daniel J.}, title = {Connecting curricula and competence through student learning journeys}, series = {Sustainability: Science, Practice and Policy}, journal = {Sustainability: Science, Practice and Policy}, number = {18/1}, publisher = {Taylor \& Francis}, issn = {1548-7733}, doi = {10.1080/15487733.2022.2097773}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4240}, pages = {560 -- 575}, year = {2022}, abstract = {This research examines the connection between higher education curricula for sustainable development and student development of key competencies for sustainability. The authors conducted a comparative case study that followed ten students from three graduate sustainability programs. Through a combination of student-generated and contextual data, we created a set of learning journeys. These journeys showed that activities which foster reflection, interaction, and real-world connections are especially critical for competence development as part of the whole curriculum. What and how students found most useful depended on individual disposition and we identified four general categories based on prior experience, attitude to learning, and individual goals. Barriers to competency development were frustration, feelings of helplessness, and being unable to link competence to concrete activities or concepts. These barriers could be mitigated through peer interaction and mentorship, environmental support such as spaces for collaboration, and instructor scaffolding. Because no single course can fit the needs of each student, we recommend that beneficial components in the form of courses that support the above-mentioned activities be part of purposeful curriculum design.}, language = {en} } @article{FritzHolstLangetal.2022, author = {Fritz, Hilke and Holst, Jorrit and Lang, Daniel J. and N{\"o}lting, Benjamin and Parodi, Oliver and Potthast, Thomas and Singer-Brodowski, Mandy}, title = {Transformationspfade f{\"u}r eine Kultur der Nachhaltigkeit an deutschen Hochschulen}, series = {GAIA - Ecological Perspectives for Science and Society}, volume = {31}, journal = {GAIA - Ecological Perspectives for Science and Society}, number = {4}, publisher = {oekom Verlag}, issn = {0940-5550}, doi = {10.14512/gaia.31.4.14}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-7515}, pages = {254 -- 256}, year = {2022}, abstract = {Die Hochschulrektorenkonferenz hat sich 2018 f{\"u}r eine „Kultur der Nachhaltigkeit" ausgesprochen. Um dieses neue Leitbild f{\"u}r die Hochschulentwicklung auszugestalten, hat sich das Verbundvorhaben Hochschulen in Gesellschaft - Realexperimente transformativer Lern- und Forschungsprozesse f{\"u}r eine Kultur der Nachhaltigkeit an Hochschulen gegr{\"u}ndet. Es will alle relevanten Stakeholder von Hochschulen ansprechen und einen wichtigen Impuls f{\"u}r die Nachhaltigkeitstransformation an Hochschulen setzen.}, language = {de} } @misc{BarthGossenLangetal.2023, author = {Barth, Matthias and Gossen, Maike and Lang, Daniel J. and Santarius, Tilman}, title = {Sustainable digitalization - fostering the twin transformation in a transdisciplinary way}, series = {GAIA - Ecological Perspectives for Science and Society}, volume = {Volume 32}, journal = {GAIA - Ecological Perspectives for Science and Society}, number = {Supplement 1}, publisher = {oekom verlag}, issn = {2625-5413}, doi = {10.14512/gaia.32.S1.3}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4058}, pages = {6 -- 9}, year = {2023}, abstract = {Can digitalization be designed in such a way that it does not harm the environment or promote unsustainable lifestyles? Can it even promote a green transformation? The authors of this GAIA special issue discuss how stakeholder engagement and transdisciplinary approaches can help address digitalization and sustainability in an integrated way. The special issue deepens insights into the state of knowledge on sustainable digitalization in both scientific and political discourses.}, language = {en} } @article{BarthJimenezAceitunoPMLametal.2023, author = {Barth, Matthias and Jim{\´e}nez-Aceituno, Amanda and PM Lam, David and B{\"u}rgener, Lina and J Lang, Daniel}, title = {Transdisciplinary learning as a key leverage for sustainability transformations}, series = {Current Opinion in Environmental Sustainability}, volume = {64}, journal = {Current Opinion in Environmental Sustainability}, publisher = {Elsevier}, issn = {1877-3435}, doi = {10.1016/j.cosust.2023.101361}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-6483}, pages = {8}, year = {2023}, abstract = {Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations, it is relevant to pay attention to two dimensions that define transdisciplinary learning: social interaction (individual learning in a social setting, as a group, or beyond the group), and learning forms (single-, double-, or triple-loop learning). This article introduces a conceptual framework built upon these two dimensions to understand three specific forms of transdisciplinary learning as a) individual competence development, b) experience-based collaboration, and c) societal interaction. This framework helps to clarify the design of learning processes as well as their interactions in transdisciplinary processes to support transformative change.}, language = {en} }