Complex societal, environmental, and economic challenges are affecting the post-covid-19 societies. They must increasingly rely on multi-stakeholders’ and multi-domain coalitions to find innovative solutions and achieve sustainability transitions in the near future. Triple helix model featuring interactions among academia, industry, and government successfully explained collaboration in technological innovation dynamics. The models integrating a fourth helix., i.e., bringing knowledge from the civil society and a fifth helix i.e., bringing knowledge from the natural environment, emerged to understand innovations addressing complex societal and environmental problems. By adopting an evolutionary perspective and incorporating agency in the quintuple helix, we propose a conceptual framework to shed light on how multi-domain coalitions might emerge in local productive systems engaging in sustainability transitions. Drawing on this framework, we analyze the case of a rural local system where a quintuple helix coalition emerges together with the development and adoption of sustainable agronomic practices triggering a sustainability transition process.
Pedagogy of Hope in the outgoing Anthropocene? A Plea for a Pedagogy of Hope within the Boundaries of mere Prognosis
The article marks hope as a mode of dealing with the future. It starts from the finding that hope is not particularly popular in pedagogy. Since pedagogy has increasingly emancipated itself from its religious roots in favor of scientific approaches since the 20th century, the article addresses the scientific approach to the future, prognosis, using the example of predictions about global warming. In a second attempt, it is shown that the category of hope is implicitly inherent in pedagogy as practice and theory, due to its reference to the doubly open future of society and the individual to be educated. Such hope, however, can only be justified in secular pedagogical terms if it respects the limits of scientific prognoses and does not illusionary ignore them. In a final section, two variants of such pedagogically responsible hope are discussed with Ernst Bloch and bell hooks.
The recognition of the importance of learning communities for postgraduate students has been on the rise in recent times. As a result, many postgraduate students may wish to establish a learning community (lc) with peers and/or faculty members as a way of benefiting from the support lc s offer. This study undertakes a conceptual analysis of some key features required for organising and sustaining lc s and utilises the comparative institutional analysis (cia) approach in order to model a variety of coordination types that can exist between faculty members and masters’ course students or doctoral students undertaking lc activities. This paper endeavours to conceptually depict the typologies of two lc s with respect to cia principles, and to draw conclusions about their respective cost-efficiency and sustainability, as well as outline implications for further research.
This paper follows on from the previous bulletin (), which covered the education remit of the Parliament’s Education, Children and Young Peoples Committee between September 2021 and January 2022. The following bulletin covers the major pieces of work of the Education, Children and Young People Committee from February 2022 to January 2023.
The Norwegian Centres for Excellence in Education have been developing quality in higher education for a decade. Yet a concerted mapping of the activities that centres employ has yet to be done. Based on the annual reports from the Centres of Excellence in Education we present a concerted mapping of activities that the centres initiate to develop higher education. The mapping of the activities is useful to create a broader picture of the current practices for quality enhancement in higher education and can serve as a starting point for other academic communities that are interested in developing higher education.
Our findings suggest that the centres’ initiatives are interrelated and that several activities serve multiple goals. We have found that three key activity areas encapsulate the principal activities initiated by the centres: (1) knowledge building, (2) role development and (3) partnership/collaboration. Our understanding of these key activity areas can create a broader picture of current practices for quality enhancement in higher education.
The introduction of Universal Credit and the effects of the economic crisis precipitated by the Covid-19 pandemic, compounded by the Russian invasion of Ukraine, have all contributed to a rise in the levels of poverty and child poverty in Scotland and the wider United Kingdom. The rise in child poverty will have an impact on an increasing number of children and young people and their effective engagement with school education. This article presents a series of research findings and insights by leading researchers from Scottish Universities on key themes in Scottish education that were highly relevant in the pre-Covid and pre-war era, themes that will continue to be highly relevant in the forthcoming years. The themes are: Education in Local Child Poverty Action Reports; Digital Poverty and Education; School Uniform; Challenges for music education in Scotland and Teacher preparation for educational inclusion.
Most research into parental involvement and engagement examines the perspectives of teachers and parents, but often not pupils. Additionally, the focus is commonly on younger children. This study addresses these gaps. A questionnaire was distributed to pupils in Primaries 5, 6 and 7 (ages 9–12), which, after data cleaning, resulted in a sample of 842 responses. The questionnaire asked about frequency of and attitudes towards support with learning at home and pupils’ attitudes towards adults from home coming in to school. Findings show that changes in attitude towards home support previously reported in secondary pupils are also evident in this younger group. The oldest pupils in the study showed increased apathy, but no increased embarrassment, about adults from home coming in to school. Most children were happy with the support they received, with children at all stages wanting more help with writing than reading. Implications for practice are considered.
Analysis of data on school leavers in Scotland points towards considerable inequality in access to higher education. This is highlighted in terms of participation in higher education by young people from lower-income households or identifying as first in their families to consider going to university. The situation is more acute in terms of access to the most competitive courses leading to careers in medicine, veterinary medicine, dentistry and law. This paper draws on data from an ongoing research and development project in the area of mentoring to present a case study of a young woman progressing an application to study medicine. Drawing on the concept of Academic Capital Formation it illuminates the ways in which institutional practices advance or impede access to higher education and particularly, to those courses which facilitate entry into high status professional occupations. The findings in this research problematise current thinking about how to widen participation in higher education and the most competitive professions.