Abstract
Economic trends and the nature of current economic and educational policies in most advanced industrial nations, and in the transnational organizations which they support, are signaling a transition from a mass production economy to a knowledge economy and towards sustainability. As a result, society worldwide is facing challenges and pressure to move towards increased knowledge generation and technological innovation as a means of economic activity, which will also support sustainable development. Within this scenario demands on higher education to provide appropriate education and lifelong learning pose a tremendous challenge that is further complicated by the obvious contradiction between the intellectual viewpoint and the economic viewpoint regarding the nature of a true knowledge society. In this second part of a two part paper, several issues are taken up from within this context by focusing on the synergy between post-modern research as a form of problem-solving oriented knowledge generation and the development of new forms of teaching aimed at fostering active learning with a student focus.
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Otto, H.E. (2012). The Teaching-Research Nexus in the Rise of Sustainability Science: Infrastructure and Way of Conduct. In: Matsumoto, M., Umeda, Y., Masui, K., Fukushige, S. (eds) Design for Innovative Value Towards a Sustainable Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3010-6_44
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DOI: https://doi.org/10.1007/978-94-007-3010-6_44
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