research based education at life science universities in...
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Barbara Hinterstoisser, CASEE 2018 1
Barbara Hinterstoisser University of Natural Resources and Life Sciences, Vienna
Research based education at Life Science Universities in the Danube Region
for a sustainable future
9th CASEE Conference, București, Romania,2018
Barbara Hinterstoisser, CASEE 2018
Research based education at life science universities in the Danube region
towards a sustainable future
9th CASEE Conference, București, Romania,2018
Barbara Hinterstoisser, CASEE 2018
many questions have to be solved in/for the future
climate change and global warming
growing energy consumption
limited resources
natural and anthropogenic disasters
population dynamics and globalisation
social inbalance and poverty
....
Society expects solutions !
Challenge for our Life Science Universities
Barbara Hinterstoisser, CASEE 2018
On September 25th
2015, the UN General
Assembly adopted the
Agenda for Sustainable
Development: Goals
to end poverty, protect
the planet, and ensure
prosperity for all.
achievement of these goals depends in part on
• research of our Life Science Universities
• education of our graduates, who will become
the leaders in addressing these challenges
SDG
Barbara Hinterstoisser, CASEE 2018
http://www.cocktail-biene.de/
Cocktails of high quality research based education:
outstanding research: each university has its specific expertise and experts outstanding educators: researchers with ability to infect their students with the love
for their subject and the longing for deep understanding outstanding students ready to gain knowledge and critically reflect, discuss and
further develop ideas
Barbara Hinterstoisser, CASEE 2018
dev
elo
pm
ent
time
education
Research and Education
to develop and improve teaching and learning based on university
research:
=> research as driving force for education
Barbara Hinterstoisser, CASEE 2018
comprises "creative and systematic work undertaken to increase the stock of knowledge, including knowledge of humans, culture and society, and the use of this stock of knowledge to devise new applications."
Source: OECD (2015), Frascati Manual 2015:
is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.
Research
Education
Dewey, John (1944) [1916]. Democracy and Education. The Free Press. pp. 1–4. ISBN 0-684-83631-9.
Barbara Hinterstoisser, CASEE 2018
early 19th century:
Humboldtian model of higher education
(German: Humboldt‘sches Bildungsideal)
academic education is a holistic
combination of research and studies
goal to achieve
both general learning and cultural knowledge
=> universal education of the individual
It is not the duty of universities to train students for a particular
career, because "...if a university was to do this, it would no longer
be a university, or universitas litterarum, but merely a school".
Research based Education
https://www.donau-uni.ac.at/imperia/md/content/alumni-club/vortrag_kern_varna.pdf
Von Lithographie von Franz Krüger (http://www.sammlungen.hu-berlin.de/dokumente/6012/) - http://www.sammlungen.hu-berlin.de/dokumente/171/, Gemeinfrei, https://commons.wikimedia.org/w/index.php?curid=5500908
Wilhelm von Humboldt
Barbara Hinterstoisser, CASEE 2018
Research based education research:
state of the art knowledge, tools to predict and innovate
educators /researchers as role models
interaction students-educators-researchers
Barbara Hinterstoisser, CASEE 2018
Research based education has to provide basic competences to graduates
understanding of a scientific work process and ability to perform scientific work
• critical choice of theories and methods
• proof of validity and relevance of data
• transparency of methods and data acquisition
• thoughtfully drawn conclusions ...
ability of critical reflection • reflecting on the conceptual and theoretical substance of statements
• prove of presented hypothese
• verify and check proofs and evidences
• stay open minded...
deep knowledge in the research areas of Life Sciences • e.g. sustainable management of natural resources
• development of living space
• food production/ food technology...
Barbara Hinterstoisser, CASEE 2018
Decision-makers and policy-makers should know
what and why they are deciding
about whom they are talking
about what they are talking
about the possible consequences of their decisions
Our University Graduates are the decision-makers and the policy-makers of today and tomorrow!
It is our duty to prepare students for these jobs and to provide them with the necessary competences !
Higher education graduates
Barbara Hinterstoisser, CASEE 2018
after : Wessel,D.(2011). Was ist eigentlich kritisches Denken? wissens.blitz (45). http://www.wissensdialoge.de/was_ist_kritisches_denken
• comprehensive search for information, no matter which position is favoured by yourself
• creative generation of possible hypotheses
• accurate evaluation of information and evidences
• identification of possible (counter-)evidences for different hypotheses
• assessment and prioritising of the possible hypotheses according to the available evidences and counter-evidences
• respect/appreciation of other perceptions – even if one does not agree with them
• knowing about tentativeness of each position and view and willingness to change or adapt according to new informations
criteria for critical thinking
Barbara Hinterstoisser, CASEE 2018
encouraging students to ask (all kind of) questions
allowing and fostering discussions
making students aware – we just teach state of the art <= things might change!
teaching students to take nothing for granted without proof
teaching students to respect others – the basis for good dialogue
confronting students with complex problems
involving students in inter- and transdisciplinary projects
and
encouraging the inter- and transdisciplinary dialogue
fostering team teaching, problem and project based learning,....
working in/with small groups
.......
education critical thinking
Barbara Hinterstoisser, CASEE 2018
Research based education at Life Science Universities in the Danube Region
for a sustainable future
is the process of change, in which the exploitation of resources, the direction of investments, the orientation of technological development and institutional change are all in harmony and enhance both current and future potential to meet human needs and aspirations.
Sustainability
"What is sustainability". www.globalfootprints.org. Retrieved 2018-05-02.
Barbara Hinterstoisser, CASEE 2018
habitat/biodiversity
economic space
recreation area
protection against natural risks
CO2-sink
protection of soil and water resources
wood production
tourism, outdoor sports
hunting, forest grazing
nature conservation
biomass production
landconsumption/ clear cutting
e.g. conflicts and competition in forestry
dialogue between people etc....
after H. Hinterstoisser
Sustainable use of forests?
Barbara Hinterstoisser, CASEE 2018
"Bioeconomy is the knowledge-based production and use of organic
resources in order to provide products, procedures and services for all
economic sectors in the framework of a sustainable economic system....
Among the most important sectors of the bioeconomy are those of
primary production (agriculture, forestry and fisheries), the food and
feeding stuff industry, the wood-processing businesses, the pulp and
paper industry, as well as parts of the chemical and biotechnological
industry, and of renewable power industry...."
Source: Policy Paper BIOS Science Austria, 2017
How to prepare our students for a sustainable Bioeconomy?
e.g. Bioeconomy
Barbara Hinterstoisser, CASEE 2018
Life Science Study Programs
deliver graduates who are innovators
with holistic systems thinking skills and deep knowledge in
Life Science Universities
Natural Sciences
Technical Sciences
Economics and Social Sciences
providing knowledge for an
ecologically and economically sustainable use of natural resources
Barbara Hinterstoisser, CASEE 2018
Life Science study program example
an interdisciplinary and intercultural Master program for students with background in Agriculture, Biotechnology, Food Science, Foodtechnology,... understanding the intercultural and regional aspects of sustainable
agriculture and food technology
finding viable pathways to long-term success in Central and Eastern
European agriculture
opportunity to improve students knowledge and grow their skill set of
sustainability in agriculture and the food industry in the Danube region:
intercultural and social aspects
anthropic landscape
natural resources
Danube AgriFood Master:
Sustainability in Agriculture, Food Production and Food Technology in the Danube Region (DAFM)
Barbara Hinterstoisser, CASEE 2018
idea behind:
Universities of the Danube region => strengthen the cooperation
specific expertises of the universities => strengthen the consortium partners
interdisciplinary study program => fosters mutual understanding
high flexibility within the curriculum => specialisation possibilities
students attend 3 different universities => 3 different regions/countries
=> fosters intercultural competence
=> fosters internationalisation
Danube AgriFood Master: Sustainability in Agriculture, Food Production and Food Technology in the Danube Region (DAFM)
Barbara Hinterstoisser, CASEE 2018
The Master's degree is jointly offered by:
• University of Natural Resources and Life Sciences, Vienna, Austria
• Szent István University, Hungary
• University of Novi Sad, Serbia
• University of Zagreb, Croatia
• Banat University of Agricultural Sciences and Veterinary Medicine
Timisoara, Romania
Additional program partner universities:
• Czech University of Life Sciences Prague, Czech Republic
• Slovak University of Agriculture in Nitra, Slovak Republic
• Warsaw University of Life Sciences, Poland
Danube AgriFood Master: Sustainability in Agriculture, Food Production and Food Technology in the Danube Region (DAFM)
Barbara Hinterstoisser, CASEE 2018
Barbara Hinterstoisser, CASEE 2018
9 Focus Areas of which 4 Focus Areas are compulsory:
“Sustainable Agriculture” (compulsory – min. 20 ECTS)
“Food Safety and Consumer Science” (compulsory – min. 20 ECTS)
“Intercultural Learning” (compulsory – min. 12 ECTS)
“Sustainable rural and regional development and policy”
“Biodiversity and sustainable use of natural resources”
“Soil, water and climate” (compulsory – min. 10 ECTS)
“Biotechnology”
“Regional specialities”
“Sustainable energy systems”
Danube AgriFood Master: Sustainability in Agriculture, Food Production and Food Technology in the Danube Region (DAFM)
Barbara Hinterstoisser, CASEE 2018
deep knowledge of agriculture and food production under the aspect of sustainability in
the Danube Region
understand the development of Danube Region from point of view of ecology, rural
development and cultural history
capability to critically select and apply adequate methods for sustainability in
agriculture, food production and food technology
interdisciplinary knowledge, competencies and skills in agricultural and/or food science
with a major focus on sustainability and sustainable technologies
analyse social interactions in an intercultural context, which allows a deeper
understanding of the cultural and social development of and in the Danube region
Research based education at Life Science Universities in the Danube Region for a sustainable future
Danube AgriFood Master: Sustainability in Agriculture, Food Production and Food Technology in the Danube Region (DAFM)
Barbara Hinterstoisser, CASEE 2018
Mission
to provide the opportunity to discuss, evaluate and deliver innovative
approaches in higher education in life sciences in support of the European and
global agenda for
• a sustainable bioeconomy (biomass production, and the food and non food
value chains),
• the protection of biodiversity,
• a vibrant rural development and
• a sustainable environment
ICA Edu Network for Innovation in Life Sciences Higher Education
Barbara Hinterstoisser, CASEE 2018
Objectives:
• develop and maintain an active network to support cooperation between
innovators in life sciences higher education
• contribute to the European and global agenda for the enhancement of the
higher education curricula in the life sciences
• share experiences and outcomes from the best current national and
international practice and projects to improve the overall quality and
relevance of the teaching and learning process
• define need, frame the scope for and deliver staff development initiatives to
support the enhancement of the delivery of higher education in the life
sciences
• secure resources (human and financial) to reach theses objectives
ICA Edu Network for Innovation in Life Sciences Higher Education
Barbara Hinterstoisser, CASEE 2018
output e.g. Colloquium 2017 in Zagreb
Delivering Graduates to meet the challenges of the sustainable development goals (SDGs): embedding the development of ethical and sustainable values in the curriculum.
Barbara Hinterstoisser, CASEE 2018
A successful research based education at Life Science Universities in the Danube
Region for a sustainable future needs
• researchers/educators and students who
• are aware of the necessity to think critical,
• have a deep insight in life sciences,
• use our renewable resources carefully and responsibly
• are able to act in an interdisciplinary and transdisciplinary working
environment
• a strong network among the Universities in the Danube Region to support
cooperation in research and education
• strong internationalisation strategy for the Danube Region Universities
Résumé:
Barbara Hinterstoisser, CASEE 2018
Let´s row together even if it‘s sometimes against the stream!
Thank‘s for your attention!