|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|90021||2018||39 صفحه PDF||سفارش دهید||8812 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of Cleaner Production, Volume 181, 20 April 2018, Pages 829-841
Results revealed low success in all program types at equipping graduates with anticipatory competencies. Statistically significant differences were also observed between research-oriented and practice-oriented programs, with the latter demonstrating higher success in building interpersonal, strategic and normative competencies. Qualitative questionnaire responses revealed a widespread student demand for more practice-orientated learning and collaborative projects with societal stakeholders. However they also highlight the important role of research-oriented programs at equipping students with theoretical and conceptual knowledge. From a sustainability competency building perspective, the findings point to a need for research-oriented programs to integrate practice-based didactic approaches for building skills and methods via real-world learning projects with external stakeholders. They also prompt a reconsideration of the special importance of research-oriented sustainability and environmental degree programs in a higher education landscape increasingly shaped by vocational and job market expectations.