Abstract
The research object of this study is the in-depth discourse on the sustainability transfer activities of higher education institutions (HEIs) and their contribution to a regional sustainable transformation. For this purpose, a heuristically-derived concept of sustainability transfer is empirically tested with a mixed-methods approach based on the example of Eberswalde University for Sustainable Development (HNEE). The empirical findings demonstrate that the realization of sustainability transfer depends mainly on the personal initiative of teachers and researchers. Major barriers are a lack of time and financial resources. The observed concept of sustainability transfer is applicable to all study and research areas of HNEE. Involvement in sustainability transfer can include the whole of society, from politics, enterprises, and civil society to education and research institutions. Overall, the empirical testing of the concept offered by this study illustrates its practical suitability to capturing specifically those sustainability transfer activities that are not tapped by third mission approaches. This opens up a novel dimension for transfer potential at universities and their role in regional sustainability transformation. It also highlights that the interdependencies between HEIs and practitioners need to be more contextualized with quality criteria such as the value of the transfer performance or level of ambition.
Highlights
Higher education institutions (HEI) are one of several actors in a regional sustainability transformation because they can contribute theoretical and empirical knowledge, methodological competence, criticism and the ability to reflect on promoting regional transitions towards sustainability [1]
We propose the concept of sustainability transfer focusing on the agency of HEIs for regional sustainability transformation, providing practical knowledge as well as strategic and normative orientation
Sustainability transfer is a concept that is difficult to connect to their own knowledge production and teaching practices
Summary
Higher education institutions (HEI) are one of several actors in a regional sustainability transformation because they can contribute theoretical and empirical knowledge, methodological competence, criticism and the ability to reflect on promoting regional transitions towards sustainability [1]. University research and/or students can be niche actors promoting sustainability innovations through projects and networks [2,3]. Can universities be the sole actor driving regional sustainable development, they depend on cooperation with further actors bringing in practical knowledge and experience-based expertise, resources, and operational capacities [4]. We call these societal actors from outside of the university system “practitioners”. There is a growing focus on transfer from HEIs, as expectations of both society and policy in Germany increase for universities to have a direct societal impact beyond education and research [5,6]. Effective university-practitioner cooperation has an enormous but as yet un-tapped potential for dealing with regional sustainability challenges
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