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Transforming universities

Transforming universities The dominant model of universities, especially in the social sciences, is often based upon academic disciplines, objectivity, and a linear knowledge-transfer model. It facilitates competition between academics, educating students for specific profes- sions from an objective, descriptive, and neutral position. This paper argues that this institutional model of universities is inadequate to contribute effectively to societal transitions towards just and sustainable futures. Taking the Erasmus University Rotterdam (EUR), the Netherlands, as an example, this paper illustrates the problems with the dominant (twentieth century) model of universities in the social sciences and explores what strategies universities can develop to transform. It introduces the notions of transformative research and transformative education: transdisciplinary, collaborative, and action-oriented academic work that explicitly aims to support societal transitions. It presents the design impact transition (DIT) platform as an ‘institutional experiment’ at the EUR and a concerted and strategic effort that lays bare current lock-ins of the dominant university model and the kind of institutional work needed to transform universities. Keywords Transition · Sustainability · Transformative research · Transformative education · University Introduction new insight on the long term, but we are increasingly con- fronted with the impacts of this unsustainable development Science is clear: our current economic development path- in the short term: ecological crises, geopolitical tensions, ways based on fossil resources and linear growth leads to financial instabilities, and socio-economic tensions and pro- increasing global ecological destruction and socio-economic tests. Against this backdrop, the failure of policy and busi- inequalities and is, therefore, unsustainable. This is hardly a ness to provide concrete actions rather than ambitions and plans is striking. While economic and social progress has been achieved in terms of reducing global poverty, offering access to electricity, education, and health care, this progress Handled by Mikiko Kainuma, Institute for Global Environment Strategies, Japan. has also led to increasing emissions, accelerated biodiversity loss, displaced communities, and conflicts over resources as * Derk A. Loorbach recent reports by the Intergovernmental panels on climate loorbach@drift.eur.nl 1 2 change (IPCC ) and biodiversity (IPBES ) have identified. Julia Wittmayer The scientific understanding of these existential problems wittmayer@drift.eur.nl and the political consensus built around it has triggered aca- Dutch Research Institute for Transitions (DRIFT), Erasmus demics to take a critical perspective upon dominant assump- University Rotterdam, Rotterdam, The Netherlands tions and approaches within their disciplines and to start Design Impact Transition (DIT) Platform, Erasmus University Rotterdam, Rotterdam, The Netherlands https:// www. ipcc. ch/ sr15/ chapt er/ spm/. 3 2 Erasmus School of Social and Behavioral Sciences (ESSB), https:// ipbes. net/ global- asses sment- report- biodi versi ty- ecosy stem- Erasmus University Rotterdam, Rotterdam, The Netherlandsservi ces. Vol.:(0123456789) 1 3 Sustainability Science exploring new ideas across disciplines (interdisciplinarity) work and ways to produce knowledge of and for sustain- as well as between science and practice (transdisciplinar- ability transitions. In general, it refers to academic practices ity). In this process, it becomes increasingly clear that tra- that are reflexive and critical towards business as usual, and ditional, disciplinary academic structures are often unfit to explorative and experimental with regards to the develop- accommodate such new forms of research and education ment and diffusion of knowledge. We, thus, consider the (Trencher et al. 2014; Horan et al. 2019) and at worst are problem of reproduction of the existing through established actually working against forms of research and education structures and the search for new forms and practices to be that support sustainability transitions (Fazey et al. 2021). relevant for both academic education and research (cf. Fazey Dominant discourses, especially in fields such as eco- et al. 2021). nomics, public administration, business or law, are funda- In this paper, we explore the implications of the need mentally challenged by persistent and complex sustainability for alternative types of research and education on the insti- problems. They have developed in a context of economic tutional design of universities: what are these alternative growth, societal progress and their mainstream applications types of research and education, and which institutional are based on the idea that research needs to be objective, changes are necessary for universities to support accelerat- disciplinary and focused on academic output (Donaldson ing societal transitions? We answer this question through et al. 2010). This is also the kind of science that is supported providing a synthesis of relevant literature and by using our by current institutional structures which organize research home base, the Erasmus University Rotterdam (EUR), the and education in disciplinary ways. Since the social sci- Netherlands, as an illustration. Both authors are involved ences have, thus, contributed largely to how society and our in action researching the Design Impact Transition (DIT) (developed) economies are organized (Kläy et al. 2015), it platform, a strategic initiative of EUR to drive the university also becomes necessary to rethink the role of disciplines, transition towards a new institutional design. That is, we are academia, and academic institutions in addressing the con- employed as DIT academic and DIT academic lead to shape sequences thereof. We, thus, accept the broad thesis already the platform and in so doing learn about how universities can articulated by many that universities are currently incapable transform to become a driver for just sustainability transi- of addressing the scale and urgency of challenges like cli- tions, what the institutional work involved is and where the mate change (Rubens et al. 2017; Fazey et al. 2021). current lock-ins are. We systematically collect and analyze Yet most universities in developed economies are still data throughout based on an approach inspired by reflexive largely disciplinary and centered around academic knowl- monitoring (Van Mierlo et al. 2010). This paper is struc- edge that played such a central role in the historic build-up tured as follows: we first describe the currently dominant of the welfare society. Directly linked to it are the educa- institutional design and its limitations “The 20th century tional programs and the transfer of knowledge through edu- university in transition?” and then introduce transformative cation. Achieving socio-economic transitions to sustainable research and education as a future orientation “Transforma- futures within planetary boundaries while meeting the basic tive research” and “Transformative education”. Building on needs of all in a just and inclusive manner requires to equip that, we describe the approach and activities of the DIT plat- young people with completely new types of knowledge and form to drive the university transition towards a new insti- competences, to provide them with a different education tutional design “Transforming a university”. We close by (Maxwell 2007; Bien and Sassen 2020; O’Riordan et al. reflecting upon the need to proactively help guide and accel- 2020). While the ecological boundary conditions in terms of erate transforming universities “Reflection and discussion”. limiting climate change to 1.5 degrees and stopping the loss of biodiversity seem clear, the ways to get there are deeply contested, uncertain and far from evident. A transformation The twentieth century university of energy, food, or health-care systems, to just name a few, in transition? is inevitable, but how to deal with such systemic changes is a process full of uncertainties, tensions, barriers, and ambi- Impact through knowledge production and transfer guities (Loorbach et al. 2017). This explains the emergence of alternative approaches Universities and academic research have always been rel- to science, be it reparative, engaged, transformative, or sus- evant and have had enormous impact on the development tainability research (Kates et al. 2001; Van de Ven 2018; of society and its economic systems (Jasanoff 2004b). In Hölscher et al. 2021), or to education, such as transforma- the decades after World War II, universities have supported tive learning, or competence-based education rather than economic and human progress through technological and focusing on reproducing (disciplinary) knowledge (Jasanoff institutional advances. The social sciences (e.g., sociology, 2004a; Scholz 2017). These different concepts and terms political sciences, economics, law, business, and innova- are witness of a search for new roles and forms of academic tion) co-evolved with the rise of the modern welfare state, its 1 3 Sustainability Science bureaucracy and economic models. Through their research, EUR Schools this way helped to shape and became suc- universities developed knowledge, models, concepts, insight cessful in a context of economic growth, liberalization, and observations, and formulated recommendations that deregulation, and globalization, developing and advocat- would further progress. In this linear  process of knowl- ing values and practices such as profit maximization, busi- edge transfer, it is then up to policy and practice to take ness efficiency, and process management. It has historically that knowledge and use or implement (or disregard) it. This achieved a top-ranked position on disciplinary academic conception is aided through sharp boundaries being drawn standards: publishing in top-journals in the specific fields is between academic and applied, or between pure and applied a requirement for promotion or tenure, as is receiving grants activities (Flyvbjerg 2001). in competition with peers. With it comes a dominant under- Over time, universities developed into an institutional standing of what constitutes ‘good academic work’. Namely, environment that facilitated this highly successful model as a ‘neutral, objective and descriptive’ activity: using mod- of academic impact through knowledge transfer and further els, theory, and empirical work to describe and analyze real- optimized it. Much aligned with how society evolved in sec- ity and formulate insight and perhaps recommendations. The tors, departments, and specializations, universities estab- dominant discourses, values, and the structures of discipli- lished faculties around emerging disciplines that became nary schools have been translated in educational programs, increasingly specialized on ever ‘smaller’ fractions of through which these are reproduced, reinforced and trans- societal issues (Perkin 2007). Within those faculties, incen- ferred to students. tives and systems of recognition and rewards were set up In educating students, universities like EUR have been that rewarded ‘academic excellence’ and research quality, caught in a process of democratizing higher education, inter- often taking ‘number of citations’ or ‘publication in highest national competition and accomodating enormous growth in ranked journals’ in a specific field as a measure (Aksnes student population. Educational programs are often part of et  al. 2019). Increasingly, universities became managed research groups within schools and act as platforms for aca- through strategies of command and control following ideas demics to educate students within the different disciplines as of ‘new public management’ (Bartels et al. 2020). Academic part of their positions. The educational model is often based career paths are designed to follow a linear pathway within on established curricular and the body of knowledge accu- specific disciplines and reward academics for contributions mulated within the disciplines. The focus is on transferring to the field. In this, temporary contracts and competition knowledge and tests play a central role. In organizational for tenure are the norm for especially younger academics, terms, academics are employed to teach a certain amount of creating precariousness and tensions (Ahmed et al. 2020). their working time. The educational programs themselves There are also structural inequalities, especially with regards receive government funding for each graduated student, to minorities and women in higher positions such as profes- incentivizing growth and optimization of the staff–student sorships (Fox 2006). ratio (at EUR one of the highest in the Netherlands with 1–16). Over the past decades, this has led to an enormous The EUR as example growth in the number of programs and students, recently even leading to a temporary stop in recruitment of interna- Within Erasmus University Rotterdam (EUR ), the Neth- tional students to the Netherlands. erlands, this model was very successful, especially in eco- nomic and public policy. The EUR emerged out of a regional Characterizing the twentieth century model economic school for higher education and has, since 1973, evolved to become one of the prominent Dutch universities This ‘twentieth century model’ has been financed by sub- with a strong economic and business profile. It produced stantial amounts of ‘basic funding’ for universities through Nobel laureate Tinbergen and its School of Economics national governments. Funding mechanisms and systems remains very influential in developing models and theories have developed for research in support of the production and in support of economic development. Its business school, transfer of knowledge. In research, funding schemes have the ‘Rotterdam School of Management’, occupies a top rank developed within the disciplines and focused on financing globally, and the ‘Erasmus School for Social Sciences and excellent research, often supporting individual researchers Behaviour’ is world leading in public administration, playing that compete for grants with their peers. Intricate systems of a role in mainstreaming ideas of new public management in calls, review, and selection have been put in place to ensure the 1990s and network governance since the 2000s. academic quality as well as innovation within the discipline. Collaborative grants are more and more common, especially at the European level, also emphasizing academic quality and proposing research projects that advance the state-of the-art in specific fields. Proposals often have to present See www. eur. nl (accessed 10-03-2023). 1 3 Sustainability Science Table 1 Design principles of the twentieth century university universities to focus on addressing grand societal challenges (Schneidewind and Singer-Brodowski 2014; Berchin et al. Institutional dimensions Twentieth century model 2021). It is argued they can do so by engaging in co-creation Incentives Excellence for sustainability with regional actors (Trencher et al. 2014), Career paths Academic and hierarchical through becoming more activistic (Gardner et al. 2021) or Funding Subsidized grants and basic funding through a focus on their ‘societal impact’ (Reed and Fazey Organization Schools and support 2021). The latter seems often to be missing the more criti- Positioning Outside society cal thinking and offers a broad range of different connota - Learning philosophy Linear transfer tions. Some consider societal impact of universities to be the dissemination of academic output or the continuation of a further neoliberalization of the academic system (Bartels what and how they will research to receive funding. Funding et al. 2020; Reed and Fazey 2021) through a focus on valori- schemes often fund up to 90% of the costs (e.g., salary costs zation, transfer offices, science communication, and the like. and part of the overhead cost) but often much less, meaning Others welcome it to reframe and open the dialogue on new that universities have to co-fund it themselves. roles for universities and their researchers to address societal These funding mechanisms at universities are intimately challenges (Bradbury et al. 2019). Still others also high- linked to the dominant models of education and research. light potential problems resulting from this shift to prioritise The basic funding universities receive are combined with social impact, and warn for negative effects on academic the predictable income from education and the competi- freedom (Chubb and Reed 2017) or negative consequences tive grants from research funders as well as from contract of this impact such as an “impact or implode” paradigm research or foundations (VSNU 2022 ). This last category (Reed and Fazey 2021). is substantial, on average 30% of the funding is attracted Arguably, such discourses need to be accompanied by through external sources, at the EUR it is typically well fundamental changes within the institutional design for below 30% and declining. From a business model perspec- universities to fully live up to their ambitions to contrib- tive, these mixed funding structures have led to a cost-based ute to societal transitions—this was the case for the focus model: schools are focused on covering all costs for existing on economic development under the third mission (Rubens staff and educational and research commitments by com- et al. 2017) and it is the case for addressing societal chal- bining the different streams of funding. Under pressures of lenges as this implies alternative ways of knowledge (co-) budget cuts, growth in number of students, and the broader production and dissemination (Stephens and Graham 2010; societal push towards efficiency and competition, it has led Schneidewind et al. 2016; Deleye et al. 2019). Knowledge to decreasing spaces for experimentation and failure and co-production and co-creation challenge and conflict with increasing overhead costs and bureaucratic structures. unidirectional models of knowledge transfer from science to Simultaneously, a process occurred in the social sciences society and are practically also hardly accomodated within that led to a shift in how academic quality is predominantly universities that are organized in a Neo-Taylorist way based defined. Whereas a lot of social sciences scientists in the on disciplinary, academic and ‘neutral’ knowledge ideals 1960s and 1970s were engaged, idealistic, and sometimes (Bartels et al. 2020). activistic, over time they retreated within their disciplines Universities have therefore seen increasing debates and started to define academic quality in similar terms as around their purpose and function in society—especially in the natural sciences: objective, descriptive, and empirical. relation to a mounting pressure to open up the ‘ivory tower’, Researchers should not engage with their subject of research while the way societies consider the legitimacy of scientific but observe and analyze and formulate insight so that others knowledge and academic involvement in public debate is can or cannot use it as they like. Combining these trends, we changing (Saltelli and Funtowicz 2017). Thus, on the one characterize the institutional design of the twentieth century hand, scientific evidence is more than ever guiding policy university as follows (see Table 1). decisions, with expertise by virologists and epidemiologists guiding far-reaching interventions in many countries dur- Redefining the university mission ing the COVID19 pandemic. On the other hand, skepticism towards scientific authority and eroding trust in scientific The Strategy 2019–2024 of the EUR, with its focus on ‘Cre- expertise is mounting. To regain this societal trust and to ating positive societal impact’, fits within broader calls for become relevant for complex societal challenges, implies fundamental changes in how research and education are per- ceived, organized, and practiced. 4 From this account, the path dependency of future direc- See https:// www. unive rsite itenv anned erland. nl/ en_ GB/ change- in- tions for universities and the broader academic system resea rch- fundi ng (accessed 10-03-2023). 1 3 Sustainability Science become clear—there are many structural and cultural bar- interactive and collaborative among diverse actor groups riers that stand in the way of adopting more transformative (Norström et al. 2020). It can create space for experimental approaches to research and education, including institution- processes in which different types of scientific and practi- alized funding streams, pre-determined and internationally cal knowledge are combined to rethink existing situations, harmonized career paths, an academic workforce trained redefine desired futures, and reposition short-term action. in doing ‘excellent’ research, deeply ingrained valuing of Knowledge is not created for its own sake (or mere career objectivist, disciplinary research and more. This means that advancement), but with the “purpose to promote social while universities strategically aspire to engage with ‘soci- analysis and democratic social change”, and following an etal challenges’ to achieve ‘positive societal impact’, there emancipatory intent for communities and organizations “to are many institutionalized values and practices that prevent control their own destinies more effectively and to keep mainstreaming of more transdisciplinary or normative ways improving their capacity to do so within a more sustainable of working. We will next introduce the concepts of trans- and just environment” (Greenwood and Levin 2007). Such formative research and education before reflecting upon the knowledge co-production, thus, differs from more traditional transition in the university necessary to accommodate them. descriptive analytical research and since it sets out to support societal transformation, we refer to this kind of research as transformative research. Transformative research From description to exploration An emerging new paradigm Transformative research does not refer to one specific Since climate change and biodiversity loss started to emerge research methodology or approach, but to a family of as persistent and complex problems, researchers and univer- approaches that have in common a focus on action, research sities have been looking for new ways to do research and sup- and participation related to just sustainability transitions port societal transitions. Transdisciplinary research (Lang (Greenwood and Levin 2007). Transformative research is et al. 2012; Lam et al. 2021), for example, seeks to facilitate part of a broader and loose movement in science towards processes of co-creation between academics and practition- more relevance, robustness and engagement that includes the ers to integrate different types of knowledge. Sustainability approaches outlined above, but also others such as Mode-2 science (Kates et al. 2001; Miller et al. 2014) explores inter- knowledge production (Gibbons et al. 1994; Nowotny et al. disciplinary collaboration across natural and social sciences 2001), post-normal science (Funtowicz and Ravetz 1994; in search of a more holistic and systemic understanding of Wesselink and Hoppe 2011), science and technology stud- persistent problems. Action research (Greenwood and Levin ies (Funtowicz and Ravetz 1994; Saltelli et al. 2016; Dankel 2007; Bradbury et al. 2019; Wittmayer et al. 2021a) is re- et al. 2017), and knowledge co-production in sustainability emerging as an approach to address questions of societal science and sustainability transitions research (Miller 2013; transformation and democratization. Citizen science (Sau- Miller et al. 2014; Caniglia et al. 2021). ermann et al. 2020) mobilizes citizens in research processes, Transformative research carries a future- and solutions e.g., by collecting data and building a knowledge base for orientation (Miller et al. 2014). It explores reconstruction analysis. Finally, transition research (Markard et al. 2012; of new or adapted structures, cultures, and practices that Loorbach et al. 2017) focuses on understanding the systemic can then potentially replace the deconstructed unsustain- patterns of inertia and transformation to develop governance able systems—a focus on that which ‘can be’. According to strategies to guide and accelerate desired future transitions. Avelino and Grin (2017), such reconstruction combines an These alternative research approaches use existing quan- understanding of how things are at a certain point in time, titative and qualitative research methods in collaborative with how they ought to be in the future, and crucially, how processes of knowledge co-production. Such knowledge things ‘can be’ at any point in time. Transformative research co-production for sustainability is situated in particular also has affinities with the work of Science and Technology contexts, builds on and captures the plurality of knowing Studies scholars such as Sheila Jasanoff (2004a, 2015), who and doing, is problem driven and goal oriented as well as has emphasized the necessity to frame differing narratives of the same circumstances as sets of imaginaries—stories told about facts which in turn influence how those facts are interpreted. The reconstruction is not only about visions, Parts of this section are drawing upon the collaborative DIT paper Transformative Research and we want to acknowledge the other imaginaries and narratives, but also encompasses action contributors Bogner, K., Hendlin, Y., Hölscher, K., Lavanga, M., through experimentation with seeds of change to see what Vasques, A. Von Wirth, T. and De Wal, M. to this: https:// www. eur. can be learned about putting these into practice (Wittmayer nl/ en/ media/ 2021- 11- dit- worki ng- paper- 1dit- platf ormer asmus- unive et al. 2019). rsity- rotte rdam2 021 (accessed 01-31-2023). 1 3 Sustainability Science problems but also to confront the approaches, structures and From multi‑ and inter‑ to transdisciplinarity systems that reproduce them (Voß et al. 2006; Hendriks and Grin 2007), which is often related to modernity. As a capac- To explore such alternative futures and narratives as well as to integrate a deeper understanding of how it works in ity, the reflexivity of a transformative research project can then be considered as its “ability to interact with and affect practice, more than scientific knowledge is needed (Hirsch Hadorn et al. 2008; Flyvbjerg et al. 2012). Consequently, the institutional setting in which it operates” (Beers and Van Mierlo 2017). Such a view on reflexivity allows for agency transformative research approaches are inter- and transdis- ciplinary and include the participation of and collaboration of individuals and also for systems change, and is, thus, gen- erative of alternative structures, cultures and practices. with societal stakeholders in addition to trained scientists from multiple disciplines (Kates et al. 2001; Saltelli et al. To summarize, transformative research refers to academic practices in which ‘academic’ researchers work together 2016). Such research approaches are necessary not only to draw on knowledge from across disciplines and actor with practitioners to reframe and interpret existing contexts, the persistent problems present and their historical origins. groups, but also to draw on normative orientations providing guidance for developing solutions, and to increase owner- Based on this, they can collaboratively explore and experi- ment with transformative alternatives (narratives, futures, ship, and legitimacy, but also accountability, for both prob- lem understanding and possible solutions from all involved scenarios, practices, models, structures). Subsequently, they can reflect, learn, and adapt their understanding and (Lang et al. 2012). It also means that insights derived from using different approaches based on progress made and insight developed. To do so, they need to be able to use different methods, tools, research perspectives and approaches are necessary. For example, Avelino (2011, p. 22) contends that we “cannot and approaches, and play different roles (e.g., researcher, knowledge broker, facilitator, mediator, and translator). In afford” to choose sides between different approaches to sci- ence in the face of questions concerning persistent (com- these processes, researchers become engaged with their sub- ject and explicitly explore desired future changes. plex, normative) problems and transition processes. Thus, what is needed here is the knitting together of kindred—and even conflicting—perspectives; and the refusal of letting any one of these dominate at the exclusion of all others, that is Transformative education methodological and possibly theoretical pluralism (Midgley 2011). It has been suggested that the interpretive research An emerging new paradigm paradigm can offer the openness to accommodate such pluralism (Avelino 2011; Avelino and Grin 2017) as can a Finding new ways to address complex persistent problems requires a critical analysis and rethinking of our disciplines pragmatic stance (Greenwood and Levin 2007; Popa et al. 2015). Such a stance requires transformative researchers to and how they contribute to social change. It is now broadly agreed upon amongst sustainability and education research- be skilled in a repertoire of research methods and to engage in methodologically rigorous research, if only because out- ers that proactively dealing with sustainability transitions requires more than deep knowledge within a specific disci- comes will have a direct effect on the lives of stakeholders (Greenwood and Levin 2007). pline and literacy about persistent sustainability problems. It also requires an interdisciplinary perspective and a critical From objectivity to reflexivity mindset. It requires the ability to collaborate across disci- plines and professions. It requires an experimental and entre- In order not to reproduce unequal power relations, taken- preneurial way of working to contribute to societal value creation. for-granted framings or habitual practices through its system analysis or its experimental and generative practice, trans- The academic educational system has for longer been discussed as problematic when it comes to educating stu- formative research practice needs an outspoken orientation and commitment to increase overall reflexivity. There are a dents (learners) for sustainability transitions (Bien and Sas- sen 2020; O’Riordan et al. 2020). A general argument is range of ways through which reflexivity can be engaged in research processes: from accounting for the positionality of that the predominantly knowledge-oriented and disciplinary education limits the learner’s ability to navigate complex- the researcher, allowing differences to be voiced to attending to the broader contexts within which results are produced ity and enhance a linear problem-solving approach rather and shared (Finlay 2002). At its fundament, it acknowledges the impossibility of researchers being positioned ‘outside’ of their research (Schwartz-Shea 2006). Going beyond, reflex- Parts of this section draw upon the unpublished DIT working paper ivity in transformative research also concerns the capacity on Transformative education and we want to acknowledge the con- of individuals and groups to not only diagnose persistent tributing authors Elvira, Q., Dorst, K. and Beers, PJ. 1 3 Sustainability Science than a more design oriented, experimental, and creative one. to fund and support a e fl dgling idea. Design thinking empha - What is generally needed is that learners develop an orienta- sizes the importance of collaboration and multiple perspec- tion towards societal issues and reform processes in societal tives, which builds human connections, creating empathy, systems. Through educational programs, learners need to which helps in making better decisions. Whether it is trans- ‘unlearn’ as well as go through a process that helps them to formative learning or design thinking the collaboration understand and appreciate complexity, diversity, and uncer- between people is central to bringing about change. tainty, as opposed to understanding the world through one Collaborative learning reflects the ideas that the shared specific paradigm or discipline (Scholz et al. 2006; Herrero learning of interdependent stakeholders—the presence and et al. 2019). participation of other learners is the deni fi ng component—is a key mechanism for arriving at more desirable futures. To From transfer to co‑creation and social learning gain insights into these desirable futures, learning should form a bridge between complexity and governance in that ‘Transformative education’ (Paul and Quiggin 2020) in the it describes and explains the co-evaluation between actors, context of societal transitions is about learning about transi- structures and practices. This means in concrete terms that tions and sustainability but even more so about the process teaching the “how” of complex social issues requires inter- of personal transformation enabling learners to let go of active and collaborative learning processes (community of predeveloped assumptions, social conventions and what is learners) (Miller 2022). Curriculum design that enables the considered ‘normal’ (Sutherland and Crowther 2008). If we “what” of complex social issues to continually emerge and need to fundamentally change how society and the economy be redefined through group interaction around intersubjec- work, learners need to be able to challenge, alter, and replace tive production practices prepares students for the kind of the status quo. Transformative education, therefore, entails experimental creativity, reflexivity, and collaboration that an experiential process through which students develop a will be required to produce new sustainable ways of know- new outlook through engaging with a variety of practices, ing and living. perspectives, and types of knowledge. Learners who go In this process, it is essential to (be able to) combine through such a process experience a “paradigmatic shift” by and possibly integrate diverse types of knowledge (trans- having their frame of reference—assumptions and expecta- disciplinarity) to address the complexity of problems and tions that direct their tacit points of view and influence their the diversity of perceptions of them. Transdisciplinarity thinking, beliefs, and actions—challenged, reflected upon is inherently a process of co-creation and collaboration: and acted on. you cannot do it by yourself. To make such collaboration To help us understand these changes of perspective that productive and transformative implies on the one hand a occur in students, we draw on transformative learning theory structured way to engage students as well as to facilitate a (TLT). Transformative learning is “a deep, structural shift in process of joint learning. On the other hand, it requires the basic premises of thought, feelings, and actions. It is a shift learner to take a holistic perspective to look into the world. of consciousness that dramatically and permanently alters Findeli (2001) stressed that this holistic approach is inherent our way of being in the world” (O’Sullivan et al. 2016). It to design thinking; extending boundaries by emphasizing often describes learning that occurs when a learner engages that a project will more likely produce sense-making results in activities that cause or allow them to see a different world- the further one extends the limits of the system in which a view from their own (Mezirow 2003) and is largely under- project evolves. stood as a means of adapting to the needs and demands of the broader, social–cultural context (Dirkx 1998). Teaching From knowledge to capacities for change is not limited to the individual student journey; complex issues as well require innovative solutions, that Encountering new concepts and terminology from other irrevocably lead to change. disciplines that do not fit existing mental models may result in a disorienting dilemma for the learner. This is the first From individual to collaborative step in transformative learning. Under the right conditions, this may lead to a revision of their existing mental models When working toward change, design thinking—an iterative (i.e., critical reflection). To complete the process of trans- model and prototyping mindset to show people that change formative learning, these revised mental models must then might be possible—considers how focusing on questions, be iteratively vetted and synthesized through reflective dis- ideas, and integration of stakeholder requirements can fos- course with collaborators to generate a salient and inclusive ter creativity and innovation. Design thinking’s process of integrated conceptual framework (Pennington et al. 2013). quickly building and iterating on solutions is valuable for Transformative education, thus, has at its core a collabo- generating the evidence necessary to persuade stakeholders ration between learners: instead of an individual learning 1 3 Sustainability Science process, it implies a learning journey that a learner goes started a wide number of initiatives focused on impact in through in interaction and collaboration with her or his envi- education and research and changing university structures ronment (including peers, teachers, and practitioners), build- and conditions to enable impact-oriented academic work, ing upon ideas around group and team learning (Decuyper including recognition and rewards, measuring and evalu- et al. 2010). ating societal impact, and bringing impact into education In this approach, ‘sharing’, ‘co-construction’, and ‘con- (Erasmus University Rotterdam 2022) . structive conflict’ are considered as the basic collaborative It also links up to, for example, the cross-university learning processes. Where the basic process variables are program of Dutch universities on Recognition & Rewards responsible for the power of team learning, the facilitating (Erkennen en Waarderen). The Recognition & Rewards pro- process variables give context and focus to team learning, gram is a response to the need for a modernized system influencing both its efficiency and effectiveness (DeCuyper of recognition and rewards that moves away from the one- et al. 2010). These collaborative learning processes lead to sided emphasis on research performance, and more towards outcomes that describe what learners should know, under- including scientific education and impact in quality assess- stand, and be able to do in a course or program (Huba and ment (Universiteiten van Nederland 2019). Consequently, Freed 2000). It provides direction for the design of instruc- the newly updated Standard Evaluation Protocol that is used tional activities and clearly communicates to learners the to evaluate research units has incorporated a greater empha- end-product of the learning journey. The outcomes of trans- sis on societal impact, open science, diversity and talent formative education should be knowledge, skills, attitudes policy (Universiteiten van Nederland 2020). and mindset that can be used in future debates about com- As part of Strategy 2024, the EUR initiated the Design plex social problems. In general, these include outcomes Impact Transition (DIT) platform as one of the strategic relating to cognitive (‘think’), relational (‘connect’), entre- projects. DIT is funded for four years as an ‘institutional preneurial (‘act’), and reflexive (‘learn’) competences. These experiment’ with the explicit aim to explore, through action four dimensions are interrelated and in one way or another research, how the transition of the university could be accel- used in recent literatures on sustainable education (Berchin erated. It experiments with a new model of how a transform- et  al. 2021), inner development goals or transformative ative university could be and, in this process, encounters the learning (Pennington et al. 2013). barriers and resistance against it from the existing model. To summarize, transformative education implies the crea- Its aim is to advance sustainability and transition in educa- tion of programs that are inter- and transdisciplinary and tion and research and do so by exploring how the university cater for a student journey that is transformative in itself but more broadly could become more impactful on sustainability also builds transformative capacities in the students. This transitions. It received a budget of over four million Euros is a process that can only be partly assessed in summative and started in the summer of 2021. ways through tests and exams, and also requires formative DIT aims to establish the institutional basis for devel- assessments in terms of qualitative feedback and reflexive oping design, impact and transition-oriented education, learning. It also means program designs that include prac- research and engagement. As a facilitator and catalyst for titioners, group exercises, experiences and a diversity of impact-oriented academic ecosystems, co-creation with teachers representing different views from academia and stakeholders in transitions, and societal engagement, it has practice. By definition, this not only requires collaborative a threefold mission: efforts from academics from different disciplines, but also that they develop curricula together to provide an integrated 1. Advance transdisciplinary design, impact, and transition and overall coherent program for the students. methodologies and programs. 2. Develop and nurture transformative academic ecosys- tems to impact the envisioned changes. Transforming a university 3. Help scholars develop their design, impact, and transi- tion career pathways. In 2020, Erasmus University launched its Strategy 2024 ‘Creating Positive Societal Impact’ following a longer dis- The model DIT works from is to experiment with the cussion from within the different schools and across campus, idea of a transformative university: what values would it that there is a need for more scientific relevance and col- laboration to address complex societal challenges (Erasmus University Rotterdam 2019). Under its strategy, the EUR See https:// www. eur. nl/ en/ about- eur/ strat egy- 2024/ strat egy- pract ice (accessed 10-03-2023). See here https:// www. eur. nl/ en/ about- eur/ strat egy- 2024/ strat egy- See here https:// www. inner devel opmen tgoals. org/.pract ice/ dit- platf orm (accessed 10-03-2023). 1 3 Sustainability Science foster, which institutional design elements would it exhibit skill, and knowledge that are complementary to research and how would transformative academic work be practiced. and education skills. Around this core team, a group of aca- Drawing upon the described characteristics of transforma- demics is engaged: these continue to be employed by their tive research (Sect. "Transformative research") and edu- respective faculties and are linked via secondments to DIT. cation (Sect.  "Transformative education") and a design- Each DIT academic formulates their assignment allowing based approach, DIT developed a ‘narrative for change’ them to (continue to) research specific issues related to the (DIT platform 2023) that outlines the following princi- design of a future university. Through this organizational ples and values underlying an academic environment for set-up, DIT practically explores new ways of devising aca- transdisciplinarity: demic career paths and organizing diverse teams needed to support transformation. Together: providing space to connect, collaborate, and As part of the academic assignments and DIT’s mission, exchange the aim is to develop wider engagement with the univer- Profound: value and apply academic rigor sity community to build academic ecosystems: partly self- Systemic: research and develop new ways of thinking, organized networks of academics that share knowledge and doing, framing, and organizing experience, meet and collaborate across disciplines and Appreciative and respectful: being inclusive and honor- institutional boundaries and together work on transformative ing different points of view changes. For example, in the ecosystem around transforma- Experimental: learning-by-doing tive education, EUR academics at large discuss and share Reflexive and self-reflexive: Challenging ourselves and new models for transformative learning, develop shared pub- others. lications, and exchange ideas to develop new educational programs and trainings for staff. The core team of DIT sup- From these values, DIT develops transformative research ports these types of activities by bringing in design skills, and education initiatives, projects and activities that in them- communication, and organizational support to co-create selves challenge the dominant university model. The ten- events that are engaging, sustainable, and fun. sions DIT encounters in actually practicing university tran- As an example of such a collaborative effort, DIT is sition already shed light on the types of structural changes currently co-organizing university-wide dialogs on sus- necessary and the institutional design for a transformative tainability. It had already proposed to do so to the uni- university. In the following, we describe several DIT activi- versity boards, but the process accelerated following ties to illustrate future directions of universities and to shed ‘OccupyEUR’, a local student protest in December 2022 light on the tensions with the twentieth century model. Our which is part of a broader global movement to cut the ties knowledge about these activities is based on our involve- between universities and the fossil industry. After students ment with the DIT initiative in different capacities: as DIT were evicted from the campus by the police, academic staff academic and DIT academic lead, we have been part of the rallied in their support, pressuring the university board to initiative and its action research from its inception. take more rapid and substantial action on sustainability. DIT then supported and worked with a team of all female Career paths and organizing academics to organize a round table with students, staff and the university board with the goal to formulate con- From DIT’s vision on academia as a collaborative, experi- crete steps the university can take in understanding and mental, and action-oriented environment, it built up a plat- cutting its ties with the fossil industry. It led to a concrete form that is designed for (i.e., rewards and recognizes) and substantial commitment of the university board to collaboration and transformative academic work. An organi- address the climate emergency and mainstream sustain- zational structure was developed consisting of a core team ability. Thereafter, DIT was commissioned by the univer- of designers, facilitators, developers, and academic and sity board to organize a series of dialogs and sessions and organizational leaders. Rather than being considered ‘sup- has organized it so that the academics working on these port’ functions, these roles are responsible for transforming will receive formal acknowledgement of this institutional research and education and require a diversity of expertise, See https:// www. eur. nl/ nieuws/ state ment- colle ge- van- bestu ur (accessed 10-03-2023). 10 13 See the extended description of the mission and approach here: See https:// www. eur. nl/ nieuws/ dit- solid air- met- de- ontru imde- stude https:// www. eur. nl/ en/ media/ 2021- 11- narra tive- chang edit- platf ormer nten- van- occup yeur (accessed 10-03-2023). asmus- unive rsity- rotte rdam2 021 (accessed 10-03-2023). See the declaration here: https:// www. eur. nl/ en/ news/ erasm us- See https:// www. eur. nl/ en/ about- eur/ strat egy- 2024/ strat egy- pract unive rsity - r o tte r dam- decla r es- clima te- and- ecolo gical- emer g ency ice/ dit- platf orm/ about- dit (accessed 10-03-2023). (accessed 10-03-2023). 1 3 Sustainability Science work by receiving a compensation of 0.1 fte. This is a very practical way to actually ‘recognize and reward’ academ- ics for impact. This way, DIT is seeking to create a context within which both academics and others are working on a specific form of impact, assuming that as academics, they will also investigate this through publications, proposals, courses, and programs as part of their academic work. This specific form of ‘impact’ itself is always linked to societal transi- tions or in this case the university transition: as transform- ative academic work, it builds upon a hypothesis around persistent problems and explores a desired direction for change. This is different from the formal Recognition and Reward approach in which ‘impact’ is added to research, education and management as core activities and mainly framed in neutral terms as ‘societal engagement’. This often means that impact is added to the existing workload Fig. 1 Transformative capacities. Source: Erasmus School of Philoso- and to develop the impact profile implies the need to first phy and DIT Platform (2022, p. 13) excel in research and/or education. Fig. 2 Original program design Master of Societal Transitions. Source: Erasmus School of Philosophy and DIT Platform (2022, p. 17) 1 3 Sustainability Science identify the tensions, barriers and drivers towards transform- Transformative education and the Master in Societal Transitions ative research. This includes classic interviews and work- shops with those fellow academics across different schools The transformative learning philosophy as outlined under that do engaged work to understand which forces support and hinder them in doing such academic work. Two striking Sect. "Transformative education" has been translated in the design of a new masters program on Societal Transitions. insights emerged from this. First, that a lot of researchers are uncertain and sometimes afraid that deviating from the For it, the DIT team built a program to support the develop- ment of four different capacities with students (see Fig.  1) dominant academic pathways threatens their possibilities for promotion, while they do not know what the rewards through a learning journey (see Fig. 2) in which co-crea- tion and constructive conflict are embedded. The program for a more impact-oriented approach would be or how they could do that. Second, researchers at all levels (from PhD to engages learners in a process of confronting assumptions and facing the ecological crisis via developing systemic retired professors) say that they now ‘accept certain unpleas- ant tasks to be rewarded in the next phase’: PhD that do understanding and appreciation for plurality towards practi- cal tools and methods for engaging in societal transitions. education and work on a professor’s project and expect to be able to do their own research when they become postdoc up Their journey ends by developing a collaborative and trans- formative intervention where students show their progress to professors that will finally write the book they want when they retire. The results are shared with the university board on each of the competences. Added to the program are a leadership and a reflexivity track meant to support the stu- and are communicated via policy briefs (DIT Platform 2022) and interviews with the university magazine. dents and teachers to systematically reflect upon their pro- gress, emotions, and challenges (Erasmus School of Philoso- Another stream of more action-oriented research is about new ways of funding for which DIT partners with ACCEZ, phy and DIT Platform 2022). The governance of the program was to be a ‘joint ven- a knowledge program by the Dutch Province of South Hol- land to accelerate the development of its circular economy. ture’: different groups from different schools and institutes of the EUR were to contribute to the program and invest in its ACCEZ has rounded off its first stage of transdisciplinary and impact-oriented research funding in 2022 and together development. Contributions were to be calculated based on actual cost (salary plus overhead) and income and revenues with DIT is now taking stock of lessons learned (DIT Plat- form and ACCEZ 2023). Together, they want to learn about were to be shared according to contributions made. This model, however, coni fl cted with the dominant model, where how research programs that allow for more transformative forms of academic work (e.g., participatory, engaged or masters programs are governed by one school and the hiring of external staff (i.e., from other schools) is done based on action-oriented) are designed with a focus on their fund- ing and governance. While this work is ongoing, emerg- salary cost. Not only does this not cover actual costs, but it also effectively translates into the purchase of a ‘service’, ing lessons include: (a) the topic needs to be formulated in a way that it is interesting for a broad array of actors thereby disincentivizing actual collaboration. This program received official accreditation by the end of 2022 and now including universities, policy makers, businesses, and civil society; (b) funding needs to be available already for a pre- creates internal dynamics around the need for revisiting the organizational model of financing masters programs, phase that leads to a research proposal—this initial phase is where actors with different perspectives come together but also the need for new exam boards for interdisciplinary programs and synchronization across different programs on to understand each other’s questions and knowledge needs; (c) exchange between research projects of a research pro- campus to facilitate exchange, combined tests, shared lec- tures and in general more coordinated programming. gram needs to be facilitated to increase learning amongst one another and find synergies; (d) funding needs to cover all Transformative research costs including salary, overhead and risk; (e) funded activi- ties should allow for anticipatory, experimental, future-ori- To explore and develop new ways to organize research, DIT ented, reflexive, and critical work in relation to the societal problem at hand; (f) funders need to become partners; and academics are building ecosystems around transformative research, where in working groups, workshops, and collabo- (g) trainings on skills and competences pertaining to inter- and transdisciplinary work (e.g., communication, facilita- rative writing, the academic basis for doing transformative research is laid (Wittmayer et al. 2021b). But they also apply tion, etc.) needs to be provided to all those funded. more traditional academic research on the university itself to See for example https:// www. erasm usmag azine. nl/ en/ 2023/ 01/ 26/ See https:// www. eur. nl/ en/ esphil/ master/ socie tal- trans itions p os i t i ve - a n d- i m p a c t fu l - r e se a r ch - c u r r e n tly- n o t - t e na b l e - a t - t hi s - u ni ve (accessed 10-03-2023). rsity/ (accessed 10-03-2023). 1 3 Sustainability Science Table 2 Core design principles Institutional dimensions Twentieth century model Transformative university for a transformative university Incentives Excellence Relevance Career paths Academic and hierarchical Role diversity Funding Subsidized grants and basic funding Entrepreneurial and basic funding Organization Schools and support Schools and ecosystems Positioning Outside society Part of society Learning philosophy Linear transfer Co-creation was highlighted as shedding light upon the structural and Institutional design institutional changes needed through being an institutional experiment accompanied by action research. These activities try to shape research, education and engage- With no claims to be all encompassing, this exam- ment within the EUR in a new way and in doing so also iden- ple shows that a university transition implies institutional tify barriers and mechanisms now in place that prevent it. work: career incentives, organizational structures and fund- As an ‘institutional experiment’ DIT seeks to systematically ing schemes often work against collaboration, transdisci- do so, using a reflexive monitoring inspired approach (Van plinarity and entrepreneurship. But also, the approach to Mierlo et al. 2010; Beers and Van Mierlo 2017) internally research, definitions of ‘academic quality’, epistemological to track and reflect upon these interactions; with an ulti- perspectives, and attitudes towards working with practition- mate goal to support structural changes within the university ers are often hampering steps forward and, thus, need to be structures towards accommodating transformative academic addressed. Within EUR discussions on these topics as well work. In a very general way and based on the experiences as initiatives within and around the existing organization so far, we can summarize the contours of a new institutional have been developing for awhile, but to build up the momen- design for a transformative university in Table 2. tum and pressure for transformative change requires a much more concerted and strategic effort. We also have to note that the ideas presented in this paper Reflection and discussion are primarily focused on the internal transition of universi- ties. Obviously, aiming on the longer term to have a dif- In this paper, we sought to explore the way universities can ferent kind of impact in the outside world. Right now, the transform so that they become a driving force for societal dominant model of external collaboration is often ‘triple transitions towards sustainable and just futures. Building on helix’: institutional exchange and partnerships between the literature, we argued that the currently dominant model academia, government and industry to advance societal in many universities is shaped around a notion of progress growth and innovation. A transformative university would and subsequent role of academic research and education allow for and facilitate more networked collaboration and that is not sufficient for this purpose. Instead, it is optimized co-creating between academics and social actors to advance around the accumulation of knowledge within disciplines, just sustainability transitions. It would imply critical posi- educating professionals for specific positions and in general tioning and developing a self-assessment of what is unjust understanding academia as a producer and provider of objec- and unsustainable and formulating conditions upon which tive knowledge. While many universities are engaging in a collaboration is possible or not. It would require developing process to reconnect to society in support of sustainability, university-based future visions and aims to collaborate for. this often remains limited to specific institutes or initiatives: The DIT platform in our paper acted as an example of a wider transformation of universities is needed but only a concerted and strategic effort to build momentum. It small steps are visible. needs to be understood in its context and is only two years Taking the Erasmus University Rotterdam (EUR), the into operation. While it will not achieve a full transition Netherlands, as an example, we aimed to illustrate the by itself, it already uncovered some of the sore points and problems with the dominant (twentieth century) model of structural constraints for achieving critical changes. In doing universities in the social sciences, but also how experimen- so, it opened institutional conversations and actions around tation can take place to support a transition. Within the these. In its design and approach, however, it might serve as broader context of Dutch universities’ efforts to diversify exemplar and inspiration for others that seek to help scale career paths and engage with complex societal challenges, and diffuse ideas about a transformative university. Be it at EUR’s Strategy 2024 pushes the university community to the operational level as academic or at a more institutional open up for more diverse forms of research and education level as policymaker: it requires a critical analysis of the to increase societal impact and relevance. The DIT initiative 1 3 Sustainability Science Bradbury H, Waddell S, O’Brien K et  al (2019) A call to action current status quo, an inspiring and transformative vision research for transformations: the times demand it. Action Res for the future and an experimental, learning-by-doing action 17:3–10. https:// doi. org/ 10. 1177/ 14767 50319 829633 approach to make transformation work in practice. Caniglia G, Luederitz C, von Wirth T et  al (2021) A pluralistic and integrated approach to action-oriented knowledge for sus- Acknowledgements The authors would like to acknowledge the work, tainability. Nat Sustain 4:93–100. https:// doi. or g/ 10. 1038/ expertise, and wisdom of their colleagues at DIT platform, Erasmus s41893- 020- 00616-z University Rotterdam and in the broader academic ecosystem that Chubb J, Reed M (2017) Epistemic responsibility as an edifying force helped shape the practices we described and our thinking about it. in academic research: investigating the moral challenges and We also would like to thank the two reviewers for their constructive opportunities of an impact agenda in the UK and Australia. Pal- comments. grave Commun 3:1–5 Dankel DJ, Vaage NS, van der Sluijs JP (2017) Post-normal science in Funding This paper is based on original academic work of the authors. practice. Futures 91:1–4. https:// doi. org/ 10. 1016/j. futur es. 2017. The authors received funding from the Erasmus University’s Strat- 05. 009 egy Office through the DIT platform to experiment with and (action) Decuyper S, Dochy F, van den Bossche P (2010) Grasping the dynamic research new forms of academic work. complexity of team learning: an integrative model for effective team learning in organisations. Educ Res Rev 5:111–133 Data availability For this paper we have not analysed or generated Deleye M, van Poeck K, Block T (2019) Lock-ins and opportunities datasets but build on literature, publishes interviews and conceptual for sustainability transition: a multi-level analysis of the Flemish work. One can obtain the relevant materials from the references below. higher education system. Int J Sustain High Educ 20:1109–1124. https:// doi. org/ 10. 1108/ IJSHE- 09- 2018- 0160 Open Access This article is licensed under a Creative Commons Attri- Dirkx JM (1998) Transformative learning theory in the practice of adult bution 4.0 International License, which permits use, sharing, adapta- education: an overview. PAACE J Lifelong Learn 7:1–14 tion, distribution and reproduction in any medium or format, as long DIT Platform (2022) Engaged scholarship at Erasmus University: as you give appropriate credit to the original author(s) and the source, Obstacles & Lessons for change. Policy brief. Rotterdam provide a link to the Creative Commons licence, and indicate if changes DIT Platform, ACCEZ (2023) Proposal for ACCEZ-DIT Collaboration. were made. The images or other third party material in this article are Rotterdam, The Hague included in the article's Creative Commons licence, unless indicated Donaldson A, Ward N, Bradley S (2010) Mess among disciplines: otherwise in a credit line to the material. If material is not included in interdisciplinarity in environmental research. Environ Plan A the article's Creative Commons licence and your intended use is not 42:1521–1536. https:// doi. org/ 10. 1068/ a42483 permitted by statutory regulation or exceeds the permitted use, you will Erasmus University Rotterdam (2019) Strategy 2024. Creating positive need to obtain permission directly from the copyright holder. To view a societal impact. The Erasmian way. Rotterdam copy of this licence, visit http://cr eativ ecommons. or g/licen ses/ b y/4.0/ . Erasmus School of Philosophy, DIT Platform (2022) Master societal transitions—initial accreditation application. 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Transforming universities

Loorbach, Derk A.; Wittmayer, Julia
Sustainability Science , Volume OnlineFirst – Jun 23, 2023
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Springer Journals
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1862-4065
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10.1007/s11625-023-01335-y
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Abstract

The dominant model of universities, especially in the social sciences, is often based upon academic disciplines, objectivity, and a linear knowledge-transfer model. It facilitates competition between academics, educating students for specific profes- sions from an objective, descriptive, and neutral position. This paper argues that this institutional model of universities is inadequate to contribute effectively to societal transitions towards just and sustainable futures. Taking the Erasmus University Rotterdam (EUR), the Netherlands, as an example, this paper illustrates the problems with the dominant (twentieth century) model of universities in the social sciences and explores what strategies universities can develop to transform. It introduces the notions of transformative research and transformative education: transdisciplinary, collaborative, and action-oriented academic work that explicitly aims to support societal transitions. It presents the design impact transition (DIT) platform as an ‘institutional experiment’ at the EUR and a concerted and strategic effort that lays bare current lock-ins of the dominant university model and the kind of institutional work needed to transform universities. Keywords Transition · Sustainability · Transformative research · Transformative education · University Introduction new insight on the long term, but we are increasingly con- fronted with the impacts of this unsustainable development Science is clear: our current economic development path- in the short term: ecological crises, geopolitical tensions, ways based on fossil resources and linear growth leads to financial instabilities, and socio-economic tensions and pro- increasing global ecological destruction and socio-economic tests. Against this backdrop, the failure of policy and busi- inequalities and is, therefore, unsustainable. This is hardly a ness to provide concrete actions rather than ambitions and plans is striking. While economic and social progress has been achieved in terms of reducing global poverty, offering access to electricity, education, and health care, this progress Handled by Mikiko Kainuma, Institute for Global Environment Strategies, Japan. has also led to increasing emissions, accelerated biodiversity loss, displaced communities, and conflicts over resources as * Derk A. Loorbach recent reports by the Intergovernmental panels on climate loorbach@drift.eur.nl 1 2 change (IPCC ) and biodiversity (IPBES ) have identified. Julia Wittmayer The scientific understanding of these existential problems wittmayer@drift.eur.nl and the political consensus built around it has triggered aca- Dutch Research Institute for Transitions (DRIFT), Erasmus demics to take a critical perspective upon dominant assump- University Rotterdam, Rotterdam, The Netherlands tions and approaches within their disciplines and to start Design Impact Transition (DIT) Platform, Erasmus University Rotterdam, Rotterdam, The Netherlands https:// www. ipcc. ch/ sr15/ chapt er/ spm/. 3 2 Erasmus School of Social and Behavioral Sciences (ESSB), https:// ipbes. net/ global- asses sment- report- biodi versi ty- ecosy stem- Erasmus University Rotterdam, Rotterdam, The Netherlandsservi ces. Vol.:(0123456789) 1 3 Sustainability Science exploring new ideas across disciplines (interdisciplinarity) work and ways to produce knowledge of and for sustain- as well as between science and practice (transdisciplinar- ability transitions. In general, it refers to academic practices ity). In this process, it becomes increasingly clear that tra- that are reflexive and critical towards business as usual, and ditional, disciplinary academic structures are often unfit to explorative and experimental with regards to the develop- accommodate such new forms of research and education ment and diffusion of knowledge. We, thus, consider the (Trencher et al. 2014; Horan et al. 2019) and at worst are problem of reproduction of the existing through established actually working against forms of research and education structures and the search for new forms and practices to be that support sustainability transitions (Fazey et al. 2021). relevant for both academic education and research (cf. Fazey Dominant discourses, especially in fields such as eco- et al. 2021). nomics, public administration, business or law, are funda- In this paper, we explore the implications of the need mentally challenged by persistent and complex sustainability for alternative types of research and education on the insti- problems. They have developed in a context of economic tutional design of universities: what are these alternative growth, societal progress and their mainstream applications types of research and education, and which institutional are based on the idea that research needs to be objective, changes are necessary for universities to support accelerat- disciplinary and focused on academic output (Donaldson ing societal transitions? We answer this question through et al. 2010). This is also the kind of science that is supported providing a synthesis of relevant literature and by using our by current institutional structures which organize research home base, the Erasmus University Rotterdam (EUR), the and education in disciplinary ways. Since the social sci- Netherlands, as an illustration. Both authors are involved ences have, thus, contributed largely to how society and our in action researching the Design Impact Transition (DIT) (developed) economies are organized (Kläy et al. 2015), it platform, a strategic initiative of EUR to drive the university also becomes necessary to rethink the role of disciplines, transition towards a new institutional design. That is, we are academia, and academic institutions in addressing the con- employed as DIT academic and DIT academic lead to shape sequences thereof. We, thus, accept the broad thesis already the platform and in so doing learn about how universities can articulated by many that universities are currently incapable transform to become a driver for just sustainability transi- of addressing the scale and urgency of challenges like cli- tions, what the institutional work involved is and where the mate change (Rubens et al. 2017; Fazey et al. 2021). current lock-ins are. We systematically collect and analyze Yet most universities in developed economies are still data throughout based on an approach inspired by reflexive largely disciplinary and centered around academic knowl- monitoring (Van Mierlo et al. 2010). This paper is struc- edge that played such a central role in the historic build-up tured as follows: we first describe the currently dominant of the welfare society. Directly linked to it are the educa- institutional design and its limitations “The 20th century tional programs and the transfer of knowledge through edu- university in transition?” and then introduce transformative cation. Achieving socio-economic transitions to sustainable research and education as a future orientation “Transforma- futures within planetary boundaries while meeting the basic tive research” and “Transformative education”. Building on needs of all in a just and inclusive manner requires to equip that, we describe the approach and activities of the DIT plat- young people with completely new types of knowledge and form to drive the university transition towards a new insti- competences, to provide them with a different education tutional design “Transforming a university”. We close by (Maxwell 2007; Bien and Sassen 2020; O’Riordan et al. reflecting upon the need to proactively help guide and accel- 2020). While the ecological boundary conditions in terms of erate transforming universities “Reflection and discussion”. limiting climate change to 1.5 degrees and stopping the loss of biodiversity seem clear, the ways to get there are deeply contested, uncertain and far from evident. A transformation The twentieth century university of energy, food, or health-care systems, to just name a few, in transition? is inevitable, but how to deal with such systemic changes is a process full of uncertainties, tensions, barriers, and ambi- Impact through knowledge production and transfer guities (Loorbach et al. 2017). This explains the emergence of alternative approaches Universities and academic research have always been rel- to science, be it reparative, engaged, transformative, or sus- evant and have had enormous impact on the development tainability research (Kates et al. 2001; Van de Ven 2018; of society and its economic systems (Jasanoff 2004b). In Hölscher et al. 2021), or to education, such as transforma- the decades after World War II, universities have supported tive learning, or competence-based education rather than economic and human progress through technological and focusing on reproducing (disciplinary) knowledge (Jasanoff institutional advances. The social sciences (e.g., sociology, 2004a; Scholz 2017). These different concepts and terms political sciences, economics, law, business, and innova- are witness of a search for new roles and forms of academic tion) co-evolved with the rise of the modern welfare state, its 1 3 Sustainability Science bureaucracy and economic models. Through their research, EUR Schools this way helped to shape and became suc- universities developed knowledge, models, concepts, insight cessful in a context of economic growth, liberalization, and observations, and formulated recommendations that deregulation, and globalization, developing and advocat- would further progress. In this linear  process of knowl- ing values and practices such as profit maximization, busi- edge transfer, it is then up to policy and practice to take ness efficiency, and process management. It has historically that knowledge and use or implement (or disregard) it. This achieved a top-ranked position on disciplinary academic conception is aided through sharp boundaries being drawn standards: publishing in top-journals in the specific fields is between academic and applied, or between pure and applied a requirement for promotion or tenure, as is receiving grants activities (Flyvbjerg 2001). in competition with peers. With it comes a dominant under- Over time, universities developed into an institutional standing of what constitutes ‘good academic work’. Namely, environment that facilitated this highly successful model as a ‘neutral, objective and descriptive’ activity: using mod- of academic impact through knowledge transfer and further els, theory, and empirical work to describe and analyze real- optimized it. Much aligned with how society evolved in sec- ity and formulate insight and perhaps recommendations. The tors, departments, and specializations, universities estab- dominant discourses, values, and the structures of discipli- lished faculties around emerging disciplines that became nary schools have been translated in educational programs, increasingly specialized on ever ‘smaller’ fractions of through which these are reproduced, reinforced and trans- societal issues (Perkin 2007). Within those faculties, incen- ferred to students. tives and systems of recognition and rewards were set up In educating students, universities like EUR have been that rewarded ‘academic excellence’ and research quality, caught in a process of democratizing higher education, inter- often taking ‘number of citations’ or ‘publication in highest national competition and accomodating enormous growth in ranked journals’ in a specific field as a measure (Aksnes student population. Educational programs are often part of et  al. 2019). Increasingly, universities became managed research groups within schools and act as platforms for aca- through strategies of command and control following ideas demics to educate students within the different disciplines as of ‘new public management’ (Bartels et al. 2020). Academic part of their positions. The educational model is often based career paths are designed to follow a linear pathway within on established curricular and the body of knowledge accu- specific disciplines and reward academics for contributions mulated within the disciplines. The focus is on transferring to the field. In this, temporary contracts and competition knowledge and tests play a central role. In organizational for tenure are the norm for especially younger academics, terms, academics are employed to teach a certain amount of creating precariousness and tensions (Ahmed et al. 2020). their working time. The educational programs themselves There are also structural inequalities, especially with regards receive government funding for each graduated student, to minorities and women in higher positions such as profes- incentivizing growth and optimization of the staff–student sorships (Fox 2006). ratio (at EUR one of the highest in the Netherlands with 1–16). Over the past decades, this has led to an enormous The EUR as example growth in the number of programs and students, recently even leading to a temporary stop in recruitment of interna- Within Erasmus University Rotterdam (EUR ), the Neth- tional students to the Netherlands. erlands, this model was very successful, especially in eco- nomic and public policy. The EUR emerged out of a regional Characterizing the twentieth century model economic school for higher education and has, since 1973, evolved to become one of the prominent Dutch universities This ‘twentieth century model’ has been financed by sub- with a strong economic and business profile. It produced stantial amounts of ‘basic funding’ for universities through Nobel laureate Tinbergen and its School of Economics national governments. Funding mechanisms and systems remains very influential in developing models and theories have developed for research in support of the production and in support of economic development. Its business school, transfer of knowledge. In research, funding schemes have the ‘Rotterdam School of Management’, occupies a top rank developed within the disciplines and focused on financing globally, and the ‘Erasmus School for Social Sciences and excellent research, often supporting individual researchers Behaviour’ is world leading in public administration, playing that compete for grants with their peers. Intricate systems of a role in mainstreaming ideas of new public management in calls, review, and selection have been put in place to ensure the 1990s and network governance since the 2000s. academic quality as well as innovation within the discipline. Collaborative grants are more and more common, especially at the European level, also emphasizing academic quality and proposing research projects that advance the state-of the-art in specific fields. Proposals often have to present See www. eur. nl (accessed 10-03-2023). 1 3 Sustainability Science Table 1 Design principles of the twentieth century university universities to focus on addressing grand societal challenges (Schneidewind and Singer-Brodowski 2014; Berchin et al. Institutional dimensions Twentieth century model 2021). It is argued they can do so by engaging in co-creation Incentives Excellence for sustainability with regional actors (Trencher et al. 2014), Career paths Academic and hierarchical through becoming more activistic (Gardner et al. 2021) or Funding Subsidized grants and basic funding through a focus on their ‘societal impact’ (Reed and Fazey Organization Schools and support 2021). The latter seems often to be missing the more criti- Positioning Outside society cal thinking and offers a broad range of different connota - Learning philosophy Linear transfer tions. Some consider societal impact of universities to be the dissemination of academic output or the continuation of a further neoliberalization of the academic system (Bartels what and how they will research to receive funding. Funding et al. 2020; Reed and Fazey 2021) through a focus on valori- schemes often fund up to 90% of the costs (e.g., salary costs zation, transfer offices, science communication, and the like. and part of the overhead cost) but often much less, meaning Others welcome it to reframe and open the dialogue on new that universities have to co-fund it themselves. roles for universities and their researchers to address societal These funding mechanisms at universities are intimately challenges (Bradbury et al. 2019). Still others also high- linked to the dominant models of education and research. light potential problems resulting from this shift to prioritise The basic funding universities receive are combined with social impact, and warn for negative effects on academic the predictable income from education and the competi- freedom (Chubb and Reed 2017) or negative consequences tive grants from research funders as well as from contract of this impact such as an “impact or implode” paradigm research or foundations (VSNU 2022 ). This last category (Reed and Fazey 2021). is substantial, on average 30% of the funding is attracted Arguably, such discourses need to be accompanied by through external sources, at the EUR it is typically well fundamental changes within the institutional design for below 30% and declining. From a business model perspec- universities to fully live up to their ambitions to contrib- tive, these mixed funding structures have led to a cost-based ute to societal transitions—this was the case for the focus model: schools are focused on covering all costs for existing on economic development under the third mission (Rubens staff and educational and research commitments by com- et al. 2017) and it is the case for addressing societal chal- bining the different streams of funding. Under pressures of lenges as this implies alternative ways of knowledge (co-) budget cuts, growth in number of students, and the broader production and dissemination (Stephens and Graham 2010; societal push towards efficiency and competition, it has led Schneidewind et al. 2016; Deleye et al. 2019). Knowledge to decreasing spaces for experimentation and failure and co-production and co-creation challenge and conflict with increasing overhead costs and bureaucratic structures. unidirectional models of knowledge transfer from science to Simultaneously, a process occurred in the social sciences society and are practically also hardly accomodated within that led to a shift in how academic quality is predominantly universities that are organized in a Neo-Taylorist way based defined. Whereas a lot of social sciences scientists in the on disciplinary, academic and ‘neutral’ knowledge ideals 1960s and 1970s were engaged, idealistic, and sometimes (Bartels et al. 2020). activistic, over time they retreated within their disciplines Universities have therefore seen increasing debates and started to define academic quality in similar terms as around their purpose and function in society—especially in the natural sciences: objective, descriptive, and empirical. relation to a mounting pressure to open up the ‘ivory tower’, Researchers should not engage with their subject of research while the way societies consider the legitimacy of scientific but observe and analyze and formulate insight so that others knowledge and academic involvement in public debate is can or cannot use it as they like. Combining these trends, we changing (Saltelli and Funtowicz 2017). Thus, on the one characterize the institutional design of the twentieth century hand, scientific evidence is more than ever guiding policy university as follows (see Table 1). decisions, with expertise by virologists and epidemiologists guiding far-reaching interventions in many countries dur- Redefining the university mission ing the COVID19 pandemic. On the other hand, skepticism towards scientific authority and eroding trust in scientific The Strategy 2019–2024 of the EUR, with its focus on ‘Cre- expertise is mounting. To regain this societal trust and to ating positive societal impact’, fits within broader calls for become relevant for complex societal challenges, implies fundamental changes in how research and education are per- ceived, organized, and practiced. 4 From this account, the path dependency of future direc- See https:// www. unive rsite itenv anned erland. nl/ en_ GB/ change- in- tions for universities and the broader academic system resea rch- fundi ng (accessed 10-03-2023). 1 3 Sustainability Science become clear—there are many structural and cultural bar- interactive and collaborative among diverse actor groups riers that stand in the way of adopting more transformative (Norström et al. 2020). It can create space for experimental approaches to research and education, including institution- processes in which different types of scientific and practi- alized funding streams, pre-determined and internationally cal knowledge are combined to rethink existing situations, harmonized career paths, an academic workforce trained redefine desired futures, and reposition short-term action. in doing ‘excellent’ research, deeply ingrained valuing of Knowledge is not created for its own sake (or mere career objectivist, disciplinary research and more. This means that advancement), but with the “purpose to promote social while universities strategically aspire to engage with ‘soci- analysis and democratic social change”, and following an etal challenges’ to achieve ‘positive societal impact’, there emancipatory intent for communities and organizations “to are many institutionalized values and practices that prevent control their own destinies more effectively and to keep mainstreaming of more transdisciplinary or normative ways improving their capacity to do so within a more sustainable of working. We will next introduce the concepts of trans- and just environment” (Greenwood and Levin 2007). Such formative research and education before reflecting upon the knowledge co-production, thus, differs from more traditional transition in the university necessary to accommodate them. descriptive analytical research and since it sets out to support societal transformation, we refer to this kind of research as transformative research. Transformative research From description to exploration An emerging new paradigm Transformative research does not refer to one specific Since climate change and biodiversity loss started to emerge research methodology or approach, but to a family of as persistent and complex problems, researchers and univer- approaches that have in common a focus on action, research sities have been looking for new ways to do research and sup- and participation related to just sustainability transitions port societal transitions. Transdisciplinary research (Lang (Greenwood and Levin 2007). Transformative research is et al. 2012; Lam et al. 2021), for example, seeks to facilitate part of a broader and loose movement in science towards processes of co-creation between academics and practition- more relevance, robustness and engagement that includes the ers to integrate different types of knowledge. Sustainability approaches outlined above, but also others such as Mode-2 science (Kates et al. 2001; Miller et al. 2014) explores inter- knowledge production (Gibbons et al. 1994; Nowotny et al. disciplinary collaboration across natural and social sciences 2001), post-normal science (Funtowicz and Ravetz 1994; in search of a more holistic and systemic understanding of Wesselink and Hoppe 2011), science and technology stud- persistent problems. Action research (Greenwood and Levin ies (Funtowicz and Ravetz 1994; Saltelli et al. 2016; Dankel 2007; Bradbury et al. 2019; Wittmayer et al. 2021a) is re- et al. 2017), and knowledge co-production in sustainability emerging as an approach to address questions of societal science and sustainability transitions research (Miller 2013; transformation and democratization. Citizen science (Sau- Miller et al. 2014; Caniglia et al. 2021). ermann et al. 2020) mobilizes citizens in research processes, Transformative research carries a future- and solutions e.g., by collecting data and building a knowledge base for orientation (Miller et al. 2014). It explores reconstruction analysis. Finally, transition research (Markard et al. 2012; of new or adapted structures, cultures, and practices that Loorbach et al. 2017) focuses on understanding the systemic can then potentially replace the deconstructed unsustain- patterns of inertia and transformation to develop governance able systems—a focus on that which ‘can be’. According to strategies to guide and accelerate desired future transitions. Avelino and Grin (2017), such reconstruction combines an These alternative research approaches use existing quan- understanding of how things are at a certain point in time, titative and qualitative research methods in collaborative with how they ought to be in the future, and crucially, how processes of knowledge co-production. Such knowledge things ‘can be’ at any point in time. Transformative research co-production for sustainability is situated in particular also has affinities with the work of Science and Technology contexts, builds on and captures the plurality of knowing Studies scholars such as Sheila Jasanoff (2004a, 2015), who and doing, is problem driven and goal oriented as well as has emphasized the necessity to frame differing narratives of the same circumstances as sets of imaginaries—stories told about facts which in turn influence how those facts are interpreted. The reconstruction is not only about visions, Parts of this section are drawing upon the collaborative DIT paper Transformative Research and we want to acknowledge the other imaginaries and narratives, but also encompasses action contributors Bogner, K., Hendlin, Y., Hölscher, K., Lavanga, M., through experimentation with seeds of change to see what Vasques, A. Von Wirth, T. and De Wal, M. to this: https:// www. eur. can be learned about putting these into practice (Wittmayer nl/ en/ media/ 2021- 11- dit- worki ng- paper- 1dit- platf ormer asmus- unive et al. 2019). rsity- rotte rdam2 021 (accessed 01-31-2023). 1 3 Sustainability Science problems but also to confront the approaches, structures and From multi‑ and inter‑ to transdisciplinarity systems that reproduce them (Voß et al. 2006; Hendriks and Grin 2007), which is often related to modernity. As a capac- To explore such alternative futures and narratives as well as to integrate a deeper understanding of how it works in ity, the reflexivity of a transformative research project can then be considered as its “ability to interact with and affect practice, more than scientific knowledge is needed (Hirsch Hadorn et al. 2008; Flyvbjerg et al. 2012). Consequently, the institutional setting in which it operates” (Beers and Van Mierlo 2017). Such a view on reflexivity allows for agency transformative research approaches are inter- and transdis- ciplinary and include the participation of and collaboration of individuals and also for systems change, and is, thus, gen- erative of alternative structures, cultures and practices. with societal stakeholders in addition to trained scientists from multiple disciplines (Kates et al. 2001; Saltelli et al. To summarize, transformative research refers to academic practices in which ‘academic’ researchers work together 2016). Such research approaches are necessary not only to draw on knowledge from across disciplines and actor with practitioners to reframe and interpret existing contexts, the persistent problems present and their historical origins. groups, but also to draw on normative orientations providing guidance for developing solutions, and to increase owner- Based on this, they can collaboratively explore and experi- ment with transformative alternatives (narratives, futures, ship, and legitimacy, but also accountability, for both prob- lem understanding and possible solutions from all involved scenarios, practices, models, structures). Subsequently, they can reflect, learn, and adapt their understanding and (Lang et al. 2012). It also means that insights derived from using different approaches based on progress made and insight developed. To do so, they need to be able to use different methods, tools, research perspectives and approaches are necessary. For example, Avelino (2011, p. 22) contends that we “cannot and approaches, and play different roles (e.g., researcher, knowledge broker, facilitator, mediator, and translator). In afford” to choose sides between different approaches to sci- ence in the face of questions concerning persistent (com- these processes, researchers become engaged with their sub- ject and explicitly explore desired future changes. plex, normative) problems and transition processes. Thus, what is needed here is the knitting together of kindred—and even conflicting—perspectives; and the refusal of letting any one of these dominate at the exclusion of all others, that is Transformative education methodological and possibly theoretical pluralism (Midgley 2011). It has been suggested that the interpretive research An emerging new paradigm paradigm can offer the openness to accommodate such pluralism (Avelino 2011; Avelino and Grin 2017) as can a Finding new ways to address complex persistent problems requires a critical analysis and rethinking of our disciplines pragmatic stance (Greenwood and Levin 2007; Popa et al. 2015). Such a stance requires transformative researchers to and how they contribute to social change. It is now broadly agreed upon amongst sustainability and education research- be skilled in a repertoire of research methods and to engage in methodologically rigorous research, if only because out- ers that proactively dealing with sustainability transitions requires more than deep knowledge within a specific disci- comes will have a direct effect on the lives of stakeholders (Greenwood and Levin 2007). pline and literacy about persistent sustainability problems. It also requires an interdisciplinary perspective and a critical From objectivity to reflexivity mindset. It requires the ability to collaborate across disci- plines and professions. It requires an experimental and entre- In order not to reproduce unequal power relations, taken- preneurial way of working to contribute to societal value creation. for-granted framings or habitual practices through its system analysis or its experimental and generative practice, trans- The academic educational system has for longer been discussed as problematic when it comes to educating stu- formative research practice needs an outspoken orientation and commitment to increase overall reflexivity. There are a dents (learners) for sustainability transitions (Bien and Sas- sen 2020; O’Riordan et al. 2020). A general argument is range of ways through which reflexivity can be engaged in research processes: from accounting for the positionality of that the predominantly knowledge-oriented and disciplinary education limits the learner’s ability to navigate complex- the researcher, allowing differences to be voiced to attending to the broader contexts within which results are produced ity and enhance a linear problem-solving approach rather and shared (Finlay 2002). At its fundament, it acknowledges the impossibility of researchers being positioned ‘outside’ of their research (Schwartz-Shea 2006). Going beyond, reflex- Parts of this section draw upon the unpublished DIT working paper ivity in transformative research also concerns the capacity on Transformative education and we want to acknowledge the con- of individuals and groups to not only diagnose persistent tributing authors Elvira, Q., Dorst, K. and Beers, PJ. 1 3 Sustainability Science than a more design oriented, experimental, and creative one. to fund and support a e fl dgling idea. Design thinking empha - What is generally needed is that learners develop an orienta- sizes the importance of collaboration and multiple perspec- tion towards societal issues and reform processes in societal tives, which builds human connections, creating empathy, systems. Through educational programs, learners need to which helps in making better decisions. Whether it is trans- ‘unlearn’ as well as go through a process that helps them to formative learning or design thinking the collaboration understand and appreciate complexity, diversity, and uncer- between people is central to bringing about change. tainty, as opposed to understanding the world through one Collaborative learning reflects the ideas that the shared specific paradigm or discipline (Scholz et al. 2006; Herrero learning of interdependent stakeholders—the presence and et al. 2019). participation of other learners is the deni fi ng component—is a key mechanism for arriving at more desirable futures. To From transfer to co‑creation and social learning gain insights into these desirable futures, learning should form a bridge between complexity and governance in that ‘Transformative education’ (Paul and Quiggin 2020) in the it describes and explains the co-evaluation between actors, context of societal transitions is about learning about transi- structures and practices. This means in concrete terms that tions and sustainability but even more so about the process teaching the “how” of complex social issues requires inter- of personal transformation enabling learners to let go of active and collaborative learning processes (community of predeveloped assumptions, social conventions and what is learners) (Miller 2022). Curriculum design that enables the considered ‘normal’ (Sutherland and Crowther 2008). If we “what” of complex social issues to continually emerge and need to fundamentally change how society and the economy be redefined through group interaction around intersubjec- work, learners need to be able to challenge, alter, and replace tive production practices prepares students for the kind of the status quo. Transformative education, therefore, entails experimental creativity, reflexivity, and collaboration that an experiential process through which students develop a will be required to produce new sustainable ways of know- new outlook through engaging with a variety of practices, ing and living. perspectives, and types of knowledge. Learners who go In this process, it is essential to (be able to) combine through such a process experience a “paradigmatic shift” by and possibly integrate diverse types of knowledge (trans- having their frame of reference—assumptions and expecta- disciplinarity) to address the complexity of problems and tions that direct their tacit points of view and influence their the diversity of perceptions of them. Transdisciplinarity thinking, beliefs, and actions—challenged, reflected upon is inherently a process of co-creation and collaboration: and acted on. you cannot do it by yourself. To make such collaboration To help us understand these changes of perspective that productive and transformative implies on the one hand a occur in students, we draw on transformative learning theory structured way to engage students as well as to facilitate a (TLT). Transformative learning is “a deep, structural shift in process of joint learning. On the other hand, it requires the basic premises of thought, feelings, and actions. It is a shift learner to take a holistic perspective to look into the world. of consciousness that dramatically and permanently alters Findeli (2001) stressed that this holistic approach is inherent our way of being in the world” (O’Sullivan et al. 2016). It to design thinking; extending boundaries by emphasizing often describes learning that occurs when a learner engages that a project will more likely produce sense-making results in activities that cause or allow them to see a different world- the further one extends the limits of the system in which a view from their own (Mezirow 2003) and is largely under- project evolves. stood as a means of adapting to the needs and demands of the broader, social–cultural context (Dirkx 1998). Teaching From knowledge to capacities for change is not limited to the individual student journey; complex issues as well require innovative solutions, that Encountering new concepts and terminology from other irrevocably lead to change. disciplines that do not fit existing mental models may result in a disorienting dilemma for the learner. This is the first From individual to collaborative step in transformative learning. Under the right conditions, this may lead to a revision of their existing mental models When working toward change, design thinking—an iterative (i.e., critical reflection). To complete the process of trans- model and prototyping mindset to show people that change formative learning, these revised mental models must then might be possible—considers how focusing on questions, be iteratively vetted and synthesized through reflective dis- ideas, and integration of stakeholder requirements can fos- course with collaborators to generate a salient and inclusive ter creativity and innovation. Design thinking’s process of integrated conceptual framework (Pennington et al. 2013). quickly building and iterating on solutions is valuable for Transformative education, thus, has at its core a collabo- generating the evidence necessary to persuade stakeholders ration between learners: instead of an individual learning 1 3 Sustainability Science process, it implies a learning journey that a learner goes started a wide number of initiatives focused on impact in through in interaction and collaboration with her or his envi- education and research and changing university structures ronment (including peers, teachers, and practitioners), build- and conditions to enable impact-oriented academic work, ing upon ideas around group and team learning (Decuyper including recognition and rewards, measuring and evalu- et al. 2010). ating societal impact, and bringing impact into education In this approach, ‘sharing’, ‘co-construction’, and ‘con- (Erasmus University Rotterdam 2022) . structive conflict’ are considered as the basic collaborative It also links up to, for example, the cross-university learning processes. Where the basic process variables are program of Dutch universities on Recognition & Rewards responsible for the power of team learning, the facilitating (Erkennen en Waarderen). The Recognition & Rewards pro- process variables give context and focus to team learning, gram is a response to the need for a modernized system influencing both its efficiency and effectiveness (DeCuyper of recognition and rewards that moves away from the one- et al. 2010). These collaborative learning processes lead to sided emphasis on research performance, and more towards outcomes that describe what learners should know, under- including scientific education and impact in quality assess- stand, and be able to do in a course or program (Huba and ment (Universiteiten van Nederland 2019). Consequently, Freed 2000). It provides direction for the design of instruc- the newly updated Standard Evaluation Protocol that is used tional activities and clearly communicates to learners the to evaluate research units has incorporated a greater empha- end-product of the learning journey. The outcomes of trans- sis on societal impact, open science, diversity and talent formative education should be knowledge, skills, attitudes policy (Universiteiten van Nederland 2020). and mindset that can be used in future debates about com- As part of Strategy 2024, the EUR initiated the Design plex social problems. In general, these include outcomes Impact Transition (DIT) platform as one of the strategic relating to cognitive (‘think’), relational (‘connect’), entre- projects. DIT is funded for four years as an ‘institutional preneurial (‘act’), and reflexive (‘learn’) competences. These experiment’ with the explicit aim to explore, through action four dimensions are interrelated and in one way or another research, how the transition of the university could be accel- used in recent literatures on sustainable education (Berchin erated. It experiments with a new model of how a transform- et  al. 2021), inner development goals or transformative ative university could be and, in this process, encounters the learning (Pennington et al. 2013). barriers and resistance against it from the existing model. To summarize, transformative education implies the crea- Its aim is to advance sustainability and transition in educa- tion of programs that are inter- and transdisciplinary and tion and research and do so by exploring how the university cater for a student journey that is transformative in itself but more broadly could become more impactful on sustainability also builds transformative capacities in the students. This transitions. It received a budget of over four million Euros is a process that can only be partly assessed in summative and started in the summer of 2021. ways through tests and exams, and also requires formative DIT aims to establish the institutional basis for devel- assessments in terms of qualitative feedback and reflexive oping design, impact and transition-oriented education, learning. It also means program designs that include prac- research and engagement. As a facilitator and catalyst for titioners, group exercises, experiences and a diversity of impact-oriented academic ecosystems, co-creation with teachers representing different views from academia and stakeholders in transitions, and societal engagement, it has practice. By definition, this not only requires collaborative a threefold mission: efforts from academics from different disciplines, but also that they develop curricula together to provide an integrated 1. Advance transdisciplinary design, impact, and transition and overall coherent program for the students. methodologies and programs. 2. Develop and nurture transformative academic ecosys- tems to impact the envisioned changes. Transforming a university 3. Help scholars develop their design, impact, and transi- tion career pathways. In 2020, Erasmus University launched its Strategy 2024 ‘Creating Positive Societal Impact’ following a longer dis- The model DIT works from is to experiment with the cussion from within the different schools and across campus, idea of a transformative university: what values would it that there is a need for more scientific relevance and col- laboration to address complex societal challenges (Erasmus University Rotterdam 2019). Under its strategy, the EUR See https:// www. eur. nl/ en/ about- eur/ strat egy- 2024/ strat egy- pract ice (accessed 10-03-2023). See here https:// www. eur. nl/ en/ about- eur/ strat egy- 2024/ strat egy- See here https:// www. inner devel opmen tgoals. org/.pract ice/ dit- platf orm (accessed 10-03-2023). 1 3 Sustainability Science foster, which institutional design elements would it exhibit skill, and knowledge that are complementary to research and how would transformative academic work be practiced. and education skills. Around this core team, a group of aca- Drawing upon the described characteristics of transforma- demics is engaged: these continue to be employed by their tive research (Sect. "Transformative research") and edu- respective faculties and are linked via secondments to DIT. cation (Sect.  "Transformative education") and a design- Each DIT academic formulates their assignment allowing based approach, DIT developed a ‘narrative for change’ them to (continue to) research specific issues related to the (DIT platform 2023) that outlines the following princi- design of a future university. Through this organizational ples and values underlying an academic environment for set-up, DIT practically explores new ways of devising aca- transdisciplinarity: demic career paths and organizing diverse teams needed to support transformation. Together: providing space to connect, collaborate, and As part of the academic assignments and DIT’s mission, exchange the aim is to develop wider engagement with the univer- Profound: value and apply academic rigor sity community to build academic ecosystems: partly self- Systemic: research and develop new ways of thinking, organized networks of academics that share knowledge and doing, framing, and organizing experience, meet and collaborate across disciplines and Appreciative and respectful: being inclusive and honor- institutional boundaries and together work on transformative ing different points of view changes. For example, in the ecosystem around transforma- Experimental: learning-by-doing tive education, EUR academics at large discuss and share Reflexive and self-reflexive: Challenging ourselves and new models for transformative learning, develop shared pub- others. lications, and exchange ideas to develop new educational programs and trainings for staff. The core team of DIT sup- From these values, DIT develops transformative research ports these types of activities by bringing in design skills, and education initiatives, projects and activities that in them- communication, and organizational support to co-create selves challenge the dominant university model. The ten- events that are engaging, sustainable, and fun. sions DIT encounters in actually practicing university tran- As an example of such a collaborative effort, DIT is sition already shed light on the types of structural changes currently co-organizing university-wide dialogs on sus- necessary and the institutional design for a transformative tainability. It had already proposed to do so to the uni- university. In the following, we describe several DIT activi- versity boards, but the process accelerated following ties to illustrate future directions of universities and to shed ‘OccupyEUR’, a local student protest in December 2022 light on the tensions with the twentieth century model. Our which is part of a broader global movement to cut the ties knowledge about these activities is based on our involve- between universities and the fossil industry. After students ment with the DIT initiative in different capacities: as DIT were evicted from the campus by the police, academic staff academic and DIT academic lead, we have been part of the rallied in their support, pressuring the university board to initiative and its action research from its inception. take more rapid and substantial action on sustainability. DIT then supported and worked with a team of all female Career paths and organizing academics to organize a round table with students, staff and the university board with the goal to formulate con- From DIT’s vision on academia as a collaborative, experi- crete steps the university can take in understanding and mental, and action-oriented environment, it built up a plat- cutting its ties with the fossil industry. It led to a concrete form that is designed for (i.e., rewards and recognizes) and substantial commitment of the university board to collaboration and transformative academic work. An organi- address the climate emergency and mainstream sustain- zational structure was developed consisting of a core team ability. Thereafter, DIT was commissioned by the univer- of designers, facilitators, developers, and academic and sity board to organize a series of dialogs and sessions and organizational leaders. Rather than being considered ‘sup- has organized it so that the academics working on these port’ functions, these roles are responsible for transforming will receive formal acknowledgement of this institutional research and education and require a diversity of expertise, See https:// www. eur. nl/ nieuws/ state ment- colle ge- van- bestu ur (accessed 10-03-2023). 10 13 See the extended description of the mission and approach here: See https:// www. eur. nl/ nieuws/ dit- solid air- met- de- ontru imde- stude https:// www. eur. nl/ en/ media/ 2021- 11- narra tive- chang edit- platf ormer nten- van- occup yeur (accessed 10-03-2023). asmus- unive rsity- rotte rdam2 021 (accessed 10-03-2023). See the declaration here: https:// www. eur. nl/ en/ news/ erasm us- See https:// www. eur. nl/ en/ about- eur/ strat egy- 2024/ strat egy- pract unive rsity - r o tte r dam- decla r es- clima te- and- ecolo gical- emer g ency ice/ dit- platf orm/ about- dit (accessed 10-03-2023). (accessed 10-03-2023). 1 3 Sustainability Science work by receiving a compensation of 0.1 fte. This is a very practical way to actually ‘recognize and reward’ academ- ics for impact. This way, DIT is seeking to create a context within which both academics and others are working on a specific form of impact, assuming that as academics, they will also investigate this through publications, proposals, courses, and programs as part of their academic work. This specific form of ‘impact’ itself is always linked to societal transi- tions or in this case the university transition: as transform- ative academic work, it builds upon a hypothesis around persistent problems and explores a desired direction for change. This is different from the formal Recognition and Reward approach in which ‘impact’ is added to research, education and management as core activities and mainly framed in neutral terms as ‘societal engagement’. This often means that impact is added to the existing workload Fig. 1 Transformative capacities. Source: Erasmus School of Philoso- and to develop the impact profile implies the need to first phy and DIT Platform (2022, p. 13) excel in research and/or education. Fig. 2 Original program design Master of Societal Transitions. Source: Erasmus School of Philosophy and DIT Platform (2022, p. 17) 1 3 Sustainability Science identify the tensions, barriers and drivers towards transform- Transformative education and the Master in Societal Transitions ative research. This includes classic interviews and work- shops with those fellow academics across different schools The transformative learning philosophy as outlined under that do engaged work to understand which forces support and hinder them in doing such academic work. Two striking Sect. "Transformative education" has been translated in the design of a new masters program on Societal Transitions. insights emerged from this. First, that a lot of researchers are uncertain and sometimes afraid that deviating from the For it, the DIT team built a program to support the develop- ment of four different capacities with students (see Fig.  1) dominant academic pathways threatens their possibilities for promotion, while they do not know what the rewards through a learning journey (see Fig. 2) in which co-crea- tion and constructive conflict are embedded. The program for a more impact-oriented approach would be or how they could do that. Second, researchers at all levels (from PhD to engages learners in a process of confronting assumptions and facing the ecological crisis via developing systemic retired professors) say that they now ‘accept certain unpleas- ant tasks to be rewarded in the next phase’: PhD that do understanding and appreciation for plurality towards practi- cal tools and methods for engaging in societal transitions. education and work on a professor’s project and expect to be able to do their own research when they become postdoc up Their journey ends by developing a collaborative and trans- formative intervention where students show their progress to professors that will finally write the book they want when they retire. The results are shared with the university board on each of the competences. Added to the program are a leadership and a reflexivity track meant to support the stu- and are communicated via policy briefs (DIT Platform 2022) and interviews with the university magazine. dents and teachers to systematically reflect upon their pro- gress, emotions, and challenges (Erasmus School of Philoso- Another stream of more action-oriented research is about new ways of funding for which DIT partners with ACCEZ, phy and DIT Platform 2022). The governance of the program was to be a ‘joint ven- a knowledge program by the Dutch Province of South Hol- land to accelerate the development of its circular economy. ture’: different groups from different schools and institutes of the EUR were to contribute to the program and invest in its ACCEZ has rounded off its first stage of transdisciplinary and impact-oriented research funding in 2022 and together development. Contributions were to be calculated based on actual cost (salary plus overhead) and income and revenues with DIT is now taking stock of lessons learned (DIT Plat- form and ACCEZ 2023). Together, they want to learn about were to be shared according to contributions made. This model, however, coni fl cted with the dominant model, where how research programs that allow for more transformative forms of academic work (e.g., participatory, engaged or masters programs are governed by one school and the hiring of external staff (i.e., from other schools) is done based on action-oriented) are designed with a focus on their fund- ing and governance. While this work is ongoing, emerg- salary cost. Not only does this not cover actual costs, but it also effectively translates into the purchase of a ‘service’, ing lessons include: (a) the topic needs to be formulated in a way that it is interesting for a broad array of actors thereby disincentivizing actual collaboration. This program received official accreditation by the end of 2022 and now including universities, policy makers, businesses, and civil society; (b) funding needs to be available already for a pre- creates internal dynamics around the need for revisiting the organizational model of financing masters programs, phase that leads to a research proposal—this initial phase is where actors with different perspectives come together but also the need for new exam boards for interdisciplinary programs and synchronization across different programs on to understand each other’s questions and knowledge needs; (c) exchange between research projects of a research pro- campus to facilitate exchange, combined tests, shared lec- tures and in general more coordinated programming. gram needs to be facilitated to increase learning amongst one another and find synergies; (d) funding needs to cover all Transformative research costs including salary, overhead and risk; (e) funded activi- ties should allow for anticipatory, experimental, future-ori- To explore and develop new ways to organize research, DIT ented, reflexive, and critical work in relation to the societal problem at hand; (f) funders need to become partners; and academics are building ecosystems around transformative research, where in working groups, workshops, and collabo- (g) trainings on skills and competences pertaining to inter- and transdisciplinary work (e.g., communication, facilita- rative writing, the academic basis for doing transformative research is laid (Wittmayer et al. 2021b). But they also apply tion, etc.) needs to be provided to all those funded. more traditional academic research on the university itself to See for example https:// www. erasm usmag azine. nl/ en/ 2023/ 01/ 26/ See https:// www. eur. nl/ en/ esphil/ master/ socie tal- trans itions p os i t i ve - a n d- i m p a c t fu l - r e se a r ch - c u r r e n tly- n o t - t e na b l e - a t - t hi s - u ni ve (accessed 10-03-2023). rsity/ (accessed 10-03-2023). 1 3 Sustainability Science Table 2 Core design principles Institutional dimensions Twentieth century model Transformative university for a transformative university Incentives Excellence Relevance Career paths Academic and hierarchical Role diversity Funding Subsidized grants and basic funding Entrepreneurial and basic funding Organization Schools and support Schools and ecosystems Positioning Outside society Part of society Learning philosophy Linear transfer Co-creation was highlighted as shedding light upon the structural and Institutional design institutional changes needed through being an institutional experiment accompanied by action research. These activities try to shape research, education and engage- With no claims to be all encompassing, this exam- ment within the EUR in a new way and in doing so also iden- ple shows that a university transition implies institutional tify barriers and mechanisms now in place that prevent it. work: career incentives, organizational structures and fund- As an ‘institutional experiment’ DIT seeks to systematically ing schemes often work against collaboration, transdisci- do so, using a reflexive monitoring inspired approach (Van plinarity and entrepreneurship. But also, the approach to Mierlo et al. 2010; Beers and Van Mierlo 2017) internally research, definitions of ‘academic quality’, epistemological to track and reflect upon these interactions; with an ulti- perspectives, and attitudes towards working with practition- mate goal to support structural changes within the university ers are often hampering steps forward and, thus, need to be structures towards accommodating transformative academic addressed. Within EUR discussions on these topics as well work. In a very general way and based on the experiences as initiatives within and around the existing organization so far, we can summarize the contours of a new institutional have been developing for awhile, but to build up the momen- design for a transformative university in Table 2. tum and pressure for transformative change requires a much more concerted and strategic effort. We also have to note that the ideas presented in this paper Reflection and discussion are primarily focused on the internal transition of universi- ties. Obviously, aiming on the longer term to have a dif- In this paper, we sought to explore the way universities can ferent kind of impact in the outside world. Right now, the transform so that they become a driving force for societal dominant model of external collaboration is often ‘triple transitions towards sustainable and just futures. Building on helix’: institutional exchange and partnerships between the literature, we argued that the currently dominant model academia, government and industry to advance societal in many universities is shaped around a notion of progress growth and innovation. A transformative university would and subsequent role of academic research and education allow for and facilitate more networked collaboration and that is not sufficient for this purpose. Instead, it is optimized co-creating between academics and social actors to advance around the accumulation of knowledge within disciplines, just sustainability transitions. It would imply critical posi- educating professionals for specific positions and in general tioning and developing a self-assessment of what is unjust understanding academia as a producer and provider of objec- and unsustainable and formulating conditions upon which tive knowledge. While many universities are engaging in a collaboration is possible or not. It would require developing process to reconnect to society in support of sustainability, university-based future visions and aims to collaborate for. this often remains limited to specific institutes or initiatives: The DIT platform in our paper acted as an example of a wider transformation of universities is needed but only a concerted and strategic effort to build momentum. It small steps are visible. needs to be understood in its context and is only two years Taking the Erasmus University Rotterdam (EUR), the into operation. While it will not achieve a full transition Netherlands, as an example, we aimed to illustrate the by itself, it already uncovered some of the sore points and problems with the dominant (twentieth century) model of structural constraints for achieving critical changes. In doing universities in the social sciences, but also how experimen- so, it opened institutional conversations and actions around tation can take place to support a transition. Within the these. In its design and approach, however, it might serve as broader context of Dutch universities’ efforts to diversify exemplar and inspiration for others that seek to help scale career paths and engage with complex societal challenges, and diffuse ideas about a transformative university. Be it at EUR’s Strategy 2024 pushes the university community to the operational level as academic or at a more institutional open up for more diverse forms of research and education level as policymaker: it requires a critical analysis of the to increase societal impact and relevance. The DIT initiative 1 3 Sustainability Science Bradbury H, Waddell S, O’Brien K et  al (2019) A call to action current status quo, an inspiring and transformative vision research for transformations: the times demand it. Action Res for the future and an experimental, learning-by-doing action 17:3–10. https:// doi. org/ 10. 1177/ 14767 50319 829633 approach to make transformation work in practice. Caniglia G, Luederitz C, von Wirth T et  al (2021) A pluralistic and integrated approach to action-oriented knowledge for sus- Acknowledgements The authors would like to acknowledge the work, tainability. Nat Sustain 4:93–100. https:// doi. or g/ 10. 1038/ expertise, and wisdom of their colleagues at DIT platform, Erasmus s41893- 020- 00616-z University Rotterdam and in the broader academic ecosystem that Chubb J, Reed M (2017) Epistemic responsibility as an edifying force helped shape the practices we described and our thinking about it. in academic research: investigating the moral challenges and We also would like to thank the two reviewers for their constructive opportunities of an impact agenda in the UK and Australia. Pal- comments. grave Commun 3:1–5 Dankel DJ, Vaage NS, van der Sluijs JP (2017) Post-normal science in Funding This paper is based on original academic work of the authors. practice. Futures 91:1–4. https:// doi. org/ 10. 1016/j. futur es. 2017. The authors received funding from the Erasmus University’s Strat- 05. 009 egy Office through the DIT platform to experiment with and (action) Decuyper S, Dochy F, van den Bossche P (2010) Grasping the dynamic research new forms of academic work. complexity of team learning: an integrative model for effective team learning in organisations. Educ Res Rev 5:111–133 Data availability For this paper we have not analysed or generated Deleye M, van Poeck K, Block T (2019) Lock-ins and opportunities datasets but build on literature, publishes interviews and conceptual for sustainability transition: a multi-level analysis of the Flemish work. One can obtain the relevant materials from the references below. higher education system. Int J Sustain High Educ 20:1109–1124. https:// doi. org/ 10. 1108/ IJSHE- 09- 2018- 0160 Open Access This article is licensed under a Creative Commons Attri- Dirkx JM (1998) Transformative learning theory in the practice of adult bution 4.0 International License, which permits use, sharing, adapta- education: an overview. PAACE J Lifelong Learn 7:1–14 tion, distribution and reproduction in any medium or format, as long DIT Platform (2022) Engaged scholarship at Erasmus University: as you give appropriate credit to the original author(s) and the source, Obstacles & Lessons for change. Policy brief. Rotterdam provide a link to the Creative Commons licence, and indicate if changes DIT Platform, ACCEZ (2023) Proposal for ACCEZ-DIT Collaboration. were made. The images or other third party material in this article are Rotterdam, The Hague included in the article's Creative Commons licence, unless indicated Donaldson A, Ward N, Bradley S (2010) Mess among disciplines: otherwise in a credit line to the material. If material is not included in interdisciplinarity in environmental research. Environ Plan A the article's Creative Commons licence and your intended use is not 42:1521–1536. https:// doi. org/ 10. 1068/ a42483 permitted by statutory regulation or exceeds the permitted use, you will Erasmus University Rotterdam (2019) Strategy 2024. Creating positive need to obtain permission directly from the copyright holder. To view a societal impact. The Erasmian way. Rotterdam copy of this licence, visit http://cr eativ ecommons. or g/licen ses/ b y/4.0/ . Erasmus School of Philosophy, DIT Platform (2022) Master societal transitions—initial accreditation application. 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Journal

Sustainability Science – Springer Journals

Published: Jun 23, 2023

Keywords: Transition; Sustainability; Transformative research; Transformative education; University

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