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Transforming Knowledge for Sustainability: Towards Adaptive Academic Institutions
ARTICLE

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IJSHE Volume 12, Number 2, ISSN 1467-6370

Abstract

Purpose: The purpose of this paper is to argue that the types of and ways in which academic institutions produce knowledge are insufficient to contribute to a transition to sustainability. Design/methodology/approach: Reflecting on experiences at the School of Sustainability, the authors contend that a different kind of knowledge is needed, what we call sustainability knowledge. A conceptual approach is taken wherein the authors propose several characteristics of sustainability knowledge and offer some proposals on how academic institutions must be structured to produce it. Findings: Sustainability knowledge has several characteristics including social robustness, recognition of system complexity and uncertainty, acknowledgement of multiple ways of knowing and the incorporation of normative and ethical premises. In order to produce sustainability knowledge, the knowledge production process itself must be changed to be more adaptive and engaged with society. Two organizing characteristics for institutions seeking to produce such knowledge are proposed--epistemological pluralism and reflexivity. The adaptive cycle from resilience theory is then used as a heuristic to illustrate how these design characteristics play out in making the institution (and individual) more adaptive. Practical implications: As more academic institutions move to address sustainability, this paper does not offer a roadmap; rather, it raises important issues that must be addressed in performing research and education for sustainability. Originality/value: The paper shows that type of knowledge that academia must produce and how it might produce it are redefined for sustainability problems. (Contains 3 figures.)

Citation

Miller, T.R., Munoz-Erickson, T. & Redman, C.L. (2011). Transforming Knowledge for Sustainability: Towards Adaptive Academic Institutions. International Journal of Sustainability in Higher Education, 12(2), 177-192. Retrieved May 24, 2019 from .

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