Responsibility Through Action Learning—Building up World Relations and Personal Capacity Through Teaching Formats

Abstract

The Catholic University of Eichstätt-Ingolstadt (KU) considers itself an engaged university pursuing a third mission strategy in order to play a responsible role in society. To this dedication, the universities’ overall sustainability concept is closely linked, which is based on six pillars: governance, research, teaching, campus management, student initiatives and transfer. In all areas, there are related specific social practices that are relevant for developing people’s capacity to act responsibly and sustainably in society. We know from management education (Mintzberg, in Managers, not MBAs: a hard look at the soft practice of managing and management development. Berrett-Koehler Publishers, 2014) that the training of professional tools is only effective if it is connected to specific contexts and social practices. At KU we try to systematically unfold the potential of those domains by relating concepts to practices and the overall societal responsibility of the university. We use different formats of education for sustainable development as a means to this end and to empower students, scholars, administrative staff and citizens alike to act sustainably in their specific arena. Consequently, the bandwidth of the KU sustainability education formats reaches from peer coaching, seminars, action and Service Learning courses to further and continuing education and master degrees to the field of transfer activities and societal engagement.

Appendix

• A. The case of an Action Learning seminar on social innovation (3.1)

Specific question	How can we educate context sensitive and responsible managers and integrate different perspectives on business studies and on societal problems?
Theoretical concepts used	* Action Learning approach * stakeholder approach * disruptive innovation * social impact assessment (SROI)
Contextualisation of concepts	* adapt theoretical concepts to specific contexts * multi-perspective view (transdisciplinary) through the confrontation with different lifeworlds * reflection on the partner relations (relational) * reflection on theories and concepts (interdisciplinary)
Normative-ethical aspect	* reflection on social ethics & social impact assessment * evaluation of contribution to sustainability (SDG)
Specific educational tools	* three day workshop for immersion in the cases * structured exchange during the program * different assignments alongside the consulting process * training on intercultural communication & marketing

• B. Service Learning as an Element of Education for Sustainable Development—Insight into a Project Seminar (3.2)

Specific question	How can we link service learning to sustainable development and by this address the development of competences from students as well as the needs of the external partners?
Theoretical concepts used	* “Gestaltungskompetenz” (De Haan 2008) * linking the Service Learning approach with education for sustainable development
Contextualisation of concepts	* multi-perspective view (transdisciplinary) * system thinking * participation in society * confrontation with real world problems
Normative-ethical aspect	* reflection on content, goals and competences an ESD * reflection on the possibilities and limits of civic engagement
Specific educational tools	* Reflection on aspects concerning sustainable development and Service Learning * Self-reliant project management by the students * survey of indicators on the success of the concept of Service Learning * publication of results in local newspaper and meetings

• C. Teacher Professionalization through Service Learning using the Whole School Approach (3.3)

Specific question	How to prepare future teachers for both, a school of the future and the global challenges of the Earth and become part of the Whole School Approach?
Theoretical concepts used	* climate neutrality * Whole school approach * Service learning concept * teacher professionalisation
Contextualisation of concepts	* case work * project work * system thinking * Co-operation with local schools and teachers
Normative-ethical aspect	* reflection on content, goals and competences an ESD * reflection on the possibilities and limits of ESD in school
Specific educational tools	* Seminar and project concept * Greenpeace Schools for Earth initiative * Future Workshop as visioning workshop format * Self-reliant project management by the students

• D. Schools in Region 10 on the move—University support for a transformative school development process

Specific question	How to transform traditional learning places like schools into places of whole school approach and responsibility?
Theoretical concepts used	* Education for sustainable development * Whole SCHOOL APPROACH * Transformation
contextualisation of concepts	* Whole school approach * Project work * Co-operation with local schools and teachers: * Project: Schulen der Region 10 im Aufbruch
normative-ethical aspect	* reflection on content, goals and competences an ESD * reflection on the possibilities and limits of ESD in school
specific educational tools	* Transformation ideas * standardised transformation process * Evaluation of school transformation