research based education at life science universities in...

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


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


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


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


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


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.


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


Research based education research:

state of the art knowledge, tools to predict and innovate

educators /researchers as role models

interaction students-educators-researchers


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...


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


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


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


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.


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?


"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


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


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)


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)


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



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”



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



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


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


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.


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:


Let´s row together even if it‘s sometimes against the stream!

Thank‘s for your attention!

research based education at life science universities in...

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