@misc{CieslewiczLangBarth2022, author = {Cieslewicz, Kira and Lang, Daniel and Barth, Matthias}, title = {Der europ{\"a}ische Weg}, series = {{\"O}kologisches Wirtschaften}, journal = {{\"O}kologisches Wirtschaften}, number = {37(1)}, publisher = {oekom Verlag}, address = {M{\"u}nchen}, doi = {10.14512/OEW370108}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4040}, pages = {8 -- 9}, year = {2022}, abstract = {F{\"u}r eine nachhaltige Zukunftsgestaltung spielt es eine zentrale Rolle, Digitalisierung in den Dienst einer nachhaltigen Entwicklung zu stellen. Neben dem chinesischen und dem US‑amerikanischen Modell bleibt die Frage offen, ob sich hierf{\"u}r ein alternativer, spezifisch europ{\"a}ischer Weg der Digitalisierung herausbilden kann.}, 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} } @misc{GoettertHobelsbergerKoenigetal.2022, author = {G{\"o}ttert, Thomas and Hobelsberger, Christine and K{\"o}nig, Bettina and N{\"o}lting, Benjamin and Roose, Ilka and Barth, Matthias}, title = {Nachhaltigkeitstransfer: Austausch zwischen Wissenschaft und Praxis zum Wohl der Gesellschaft: Hochschule Eberswalde tritt NaWis-Runde bei}, series = {GAIA - Ecological Perspectives for Science and Society}, journal = {GAIA - Ecological Perspectives for Science and Society}, number = {31/1 (2022)}, publisher = {oekom verlag}, issn = {2625-5413}, doi = {10.14512/gaia.31.1.16}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4077}, pages = {62 -- 64}, year = {2022}, abstract = {Der 2011 gegr{\"u}ndete Verbund f{\"u}r Nachhaltige Wissenschaft (NaWis) strebt die St{\"a}rkung transdisziplin{\"a}rer Nachhaltigkeitswissenschaften an Hochschulen und Forschungsinstituten an. Mit der Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde wird die NaWis-Runde seit September 2021 durch eine Institution gest{\"a}rkt, der wie kaum einer anderen deutschen Hochschule der Nachhaltigkeitsgedanke ins Stammbuch geschrieben steht.}, language = {de} } @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{FischerKingRieckmannetal.2022, author = {Fischer, Daniel and King, Jordan and Rieckmann, Marco and Barth, Matthias and B{\"u}ssing, Alexander and Hemmer, Ingrid and Lindau-Bank, Detlev}, title = {Teacher Education for Sustainable Development: A Review of an Emerging Research Field}, series = {Journal of Teacher Education}, volume = {Volume 73}, journal = {Journal of Teacher Education}, number = {Issue 5}, publisher = {Sage}, address = {London}, issn = {0022-4871}, doi = {10.1177/00224871221105784}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4306}, pages = {509 -- 524}, year = {2022}, abstract = {Abstract Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a growing field characterized by five types of inquiry: designing learning environments, understanding learner attributes, measuring learning outcomes, promoting systems change, and advancing visions for the field. Major innovation potentials of TESD for more general teacher education are its emphasis on the grand socio-environmental challenges of our times, methodologies to engage with knowledge diversity (e.g., inter/transdisciplinarity), and sustainability science learning approaches (e.g., backcasting). We suggest that future work builds from this review to strengthen links between teacher education and TESD in enhancing quality education.}, 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} } @inproceedings{WolffLenzPanitzetal.2023, author = {Wolff, Ian and Lenz, Claudia and Panitz, Michael and Pfriem, Alexander}, title = {Chart for the Core Objectives of Data Publishing within Technical Infrastructure for Research Data Management}, doi = {10.5281/zenodo.8388953}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-8240}, pages = {1}, year = {2023}, abstract = {Academic data stewardship at universities has to fulfil many different roles. One of the most important is to build up a connection to researchers and bridge the gap between research data infrastructure and researchers. Different scientific communities have different requirements for research data management and expectations regarding text and data publication. In many of the sub-disciplines of engineering sciences, research data management practices are not established so far. When it comes to contact between data stewards and researchers, a common knowledge base has to be established to become clear about why and what actions for research data management has to take, that engineering researchers can adapt them for their research data management practices. Many research data management standards have to take into consideration. However, to this point of time, the research data management community lacks for data literacy graphics to explain how the technical data management ecosystem works together with standards like the findability, accessibility, interoperability and reuse (FAIR) principles. Therefore, we developed a graphic for data literacy and consulting scenarios.}, language = {en} } @incollection{Wolff2023, author = {Wolff, Ian}, title = {Auswertung Bedarfserhebung mit daraus folgenden Aktivit{\"a}ten f{\"u}r die Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde}, series = {IN-FDM-BB Werkstattbericht: W 1.2.2 Auswertung Bedarfserhebung mit daraus folgenden Aktivit{\"a}ten}, booktitle = {IN-FDM-BB Werkstattbericht: W 1.2.2 Auswertung Bedarfserhebung mit daraus folgenden Aktivit{\"a}ten}, editor = {Haase, Claudia and Mertzen, Daniela and Musolff, Myriam and Panitz, Michael and Schiller, Carina and Schreiber, Stefanie and Spiecker, Claus and Wolff, Ian}, doi = {10.5281/zenodo.10408198}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-8266}, publisher = {Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde}, pages = {52}, year = {2023}, abstract = {Forschungsdatenmanagement (FDM) gewinnt an den Hochschulen in Brandenburg eine immer gr{\"o}ßere Bedeutung. F{\"u}r den Aufbau und die Institutionalisierung eines nachhaltigen FDM an den brandenburgischen Hochschulen ist eine m{\"o}glichst genaue Ermittlung des aktuellen Kenntnisstandes der Forschenden und deren Bedarfe bez{\"u}glich des Umgangs mit Forschungsdaten erforderlich. Hierzu diente die Bedarfserhebung, die im Rahmen des vom BMBF und dem MWFK gef{\"o}rderten Projekts IN-FDM-BB durchgef{\"u}hrt wurde. Beteiligt an der brandenburgweiten Umfrage waren alle acht staatlichen forschenden Hochschulen: vier Universit{\"a}ten (die Brandenburgische Technische Universit{\"a}t Cottbus - Senftenberg (BTU), die Filmuniversit{\"a}t Babelsberg KONRAD WOLF (FB), die Europa-Universit{\"a}t Viadrina Frankfurt (Oder) (EUV) und die Universit{\"a}t Potsdam (UP)) und vier Hochschulen f{\"u}r Angewandte Wissenschaften (die Fachhochschule Potsdam (FHP), die Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde (HNEE), die Technische Hochschule Brandenburg (THB) und die Technische Hochschule Wildau (THW)). Die Hochschulen unterscheiden sich erheblich in ihrer Gr{\"o}ße und fachlichen Ausrichtung. So hat die UP deutlich {\"u}ber 20.000 Studierende und {\"u}ber 1.900 Professor*innen und akademische Mitarbeiter*innen, die FB hingegen, weniger als 1.000 Studierende und ca. 140 Professor*innen und akademische Mitarbeiter*innen. Landesweit sind fast alle Fachdisziplinen vertreten, jedoch mit unterschiedlichen Schwerpunkten je Hochschule. Das Ziel der Bedarfserhebung war, den Kenntnisstand bez{\"u}glich des professionellen Umgangs mit Forschungsdaten der Forschenden an den einzelnen Hochschulen zu ermitteln, FDM-Bedarfe zu erkennen und daraus m{\"o}gliche FDM-Aktivit{\"a}ten f{\"u}r die jeweilige Hochschule abzuleiten. Die Bedarfserhebung richtete sich daher in erster Linie an die Forschenden der jeweiligen Hochschule.}, language = {de} }