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Abstract
This article contributes with a tested transdisciplinary learning format to the discussion about strategies to increase regional relevance and competence orientation of higher education in the fields of sustainability and rural development. In the Latin American–European network “Rural Society, Economy and Natural Resources—Integrating Competence in Rural Development” (SERIDAR), scientists and practitioners in rural areas have jointly elaborated research problems, which were then investigated—among other formats—by interdisciplinary teams of students within related study programmes. These projects had dual purposes: conveying essential professional competences to students and generating knowledge for and with participating rural actors. Linking approaches of transdisciplinary research and competence-oriented curriculum development, universities thus increased their efforts to fulfil their societal tasks and contribute to sustainable problem-solving. This article provides academic staff with insights into the didactic concept, tested and adapted in Mexico, Colombia, Nicaragua and China according to local conditions. Results of a comprehensive evaluation and systematisation process on local and international level are presented, as well as conclusions on factors and conditions necessary for the implementation and integration of transdisciplinary and problem-based student team research into university curricula as well as on this format as an element of collaboration for problem-solving in multi-stakeholder platforms.
Highlights
The need for training complex problem‐solving competencies in higher educationGraduates of sustainability-related study programmes rely on their professional capacity to tackle complex problems in their field of work
We propose that transdisciplinary education may offer important contributions in particular for sustainable rural development studies and analyse the application of a transdisciplinary student team research format in four different countries
Transdisciplinary Student Team Research” (TdSTR) was implemented with the aim of increasing pedagogical fit of existing study programmes with the professional competencies graduates should develop during their studies
Summary
The need for training complex problem‐solving competencies in higher educationGraduates of sustainability-related study programmes rely on their professional capacity to tackle complex problems in their field of work. It becomes apparent that this relates to the knowledge to be acquired, but to methods, attitudes and practices to be mastered (Lacki 2003; Sarandón and Flores 2010) This is the challenge, more holistic professionals need to be trained— e.g. in sustainable rural development—with a pluralistic vision of food, production and socio-culture, with sensitivity regarding human and social problems of rural families and the capacity to understand and interrelate technical, economic and social issues (Lacki 2003) in the local and global context (Ramón 2010)—in short, complex problem-solving capabilities. Examples of such alternative formats include problem-based learning (Riseman et al 2005), action and decision-oriented investigations (Fiege 2012), student involvement in university–industry partnerships (Larsson et al 2009) and transdisciplinary case studies (e.g. Steiner and Posch 2006)
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