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Society needs experts with climate change competencies – what is the role of higher education in atmospheric and Earth system sciences? Cover

Society needs experts with climate change competencies – what is the role of higher education in atmospheric and Earth system sciences?

Tellus B: Chemical and Physical Meteorology
Volume 73 (2021): Issue 1
By: ,  ,   and    
Open Access
|Jan 2021
Figures & tables

Figures & Tables

Table 1.

Sustainability competencies and their description used in the questionnaire, based on Wiek et al. (2011).

CompetencyCompetency concepts listed to respondentsSystems-thinkingVariables/indicators, sub-systems, structures, functions, Feedback loops, complex cause-effect chains, cascading effects, inertia, tipping points, legacy, resilience, adaptation, structuration, Across/multiple scales: local to global, Across/multiple/coupled domains: society, environment, economy, technology, People and social systems: values, preferences, needs, perceptions, (collective) actions, decisions, power, tactics, politics, institutions.AnticipatoryConcepts of time including temporal phases (past, present, future), terms (short, long), states, continuity (dynamics, paths), non-linearity, Concept of uncertainty and epistemic status including possibility, probability, desirability of future developments (predictions, scenarios, visions), Concepts of inertia, path dependency, non-interventions, Concepts of consistency and plausibility of future developments, Concepts of risk, intergenerational equity, precaution.Normative(Un-)sustainability of current or future states, Sustainability principles, goals, targets, thresholds (tipping points), Concepts of justice, fairness, responsibility, safety, happiness, etc., Concept of risk, harm, damage, Concept of reinforcing gains (‘win–win’) and tradeoffs, Ethical concepts.StrategicIntentionality, transitions and transformation, Sustainability principles, goals, targets, thresholds (tipping points), Adaptation and mitigation, Success factors, viability, feasibility, effectiveness, efficiency, Obstacles (resistance, reluctance, path dependency, habits) and synergies, Instrumentalization and alliances, social learning and social movements.InterpersonalFunctions, types, and dynamics of collaboration (within and beyond academia), Strengths, weaknesses, success, and failure in teams etc., thresholds (tipping points), Concepts of leadership, Limits of cooperation and empathy, Concepts of solidarity and ethnocentrism.
Table 2.

Universtity degree programmes that are part of the ABS network or had a member of faculty attending the Euroflux workshop were sent the programme questionnaire and their internet pages investigated (retrieved February 2020).

Degree programmeUniversityLevelNetworkMaster's Programme Atmospheric SciencesUniversity of InnsbruckMasterEuroflux*https://www.uibk.ac.at/studium/angebot/ma-atmosphaerenwissenschaften-15w/Master's Programme Environmental MeteorologyUniversity of InnsbruckMasterEuroflux*https://www.uibk.ac.at/studium/angebot/ma-umweltmeteorologie/index.html.enBachelorstudium AtmosphärenwissenschaftenUniversity of InnsbruckBachelorEuroflux*https://www.uibk.ac.at/studium/angebot/ba-atmosphaerenwissenschaften/infos-pruefungsreferate.htmlMaster's Programme in GeosciencesUniversity of OsloMasterABS^https://www.uio.no/english/studies/programmes/geosciences-master/Environmental Changes in Higher LatitudesAgricultural University of IcelandMasterABS^https://enchil.net/Master’s Programme in Environmental Science: Atmosphere-Biogeochemistry-ClimateStockholm UniversityMasterABS^https://www.aces.su.se/education/masters-program/masters-programme-in-environmental-science-atmosphere-biogeochemistry- climate-change-es-abc/Master’s program in Atmospheric science, Oceanography and ClimateStockholm UniversityMasterABS^https://www.misu.su.se/education/courses-and-programmes/master-s-programmeBSc in Physical Geography and Ecosystem ScienceLund UniversityBachelorABS^ & Eurolux*https://www.lunduniversity.lu.se/sites/www.lunduniversity.lu.se/files/physical-geography-ecosystem-science-bsc-2020-fact-sheet.pdfMaster's Programme in Atmospheric SciencesUniversity of HelsinkiMasterABS^ & Eurolux*https://www.helsinki.fi/en/admissions/degree-programmes/atmospheric-sciences-masters-programmeSovellettu fysiikka, luonnontieteiden kandidaattiUniversity of Eastern FinlandBachelorABS^https://opintopolku.fi/app/#!/korkeakoulu/1.2.246.562.17.19767050529Forest Ecology and Sustainable ManagementSwedish University of Agricultural SciencesMasterEuroflux*https://www.slu.se/en/education/programmes-courses/masters-programmes/forest-ecology-and-sustainable-management/MSc in Environmental EngineeringTechnical University of DenmarkMasterABS^ & Eurolux*https://www.dtu.dk/english/education/msc/programmes/environmental_engineering#descriptionAtmosphere, Climate and Ecosystems, Master's ProgrammeGothenburg UniversityMasterABS^https://utbildning.gu.se/education/courses-and-programmes/program_detail?programid=N2ACEMeteorologie M.Sc.Karlsruhe Institute of TechnologyMasterEuroflux*https://www.sle.kit.edu/english/vorstudium/1986.phpMaster in Geography, Global changeUniversity of LiègeMasterEuroflux*https://www.programmes.uliege.be/cocoon/20192020/en/formations/bref/S2UGGC01.htmlEarth Sciences MasterUniversity of HeidelbergMasterEuroflux*https://www.uni-heidelberg.de/en/study/all-subjects/earth-sciences/earth-sciences-masterEarth Sciences BachelorUniversity of HeidelbergBachelorEuroflux*https://www.uni-heidelberg.de/en/study/all-subjects/earth-sciences/earth-sciences-bachelor-100

[i] Contact persons were contacted for the degree programme's that are part of the Atmosphere-Biosphere Studies (ABS^) university network or if the University was the home organisation of the Euroflux* workshop participants.

Fig. 1.

How the respondents to the teacher survey see their field of expertise. Colours indicate if the respondents were classified as atmospheric (atmos) or Earth system scientists (earth). X-axis is the number of answers. The respondents were able to select multiple options.

Fig. 2.

How the respondents to the programme survey see the fields they educate experts in.

Fig. 3.

Competencies in teaching. X-axis is how much on scale 0-9 did the respondents on average see they and their colleagues as well as the studied programmes teach the mentioned competencies. Values are averages of all answers and error bars show standard deviation (+/-1 STD).

Fig. 4.

Importance of competencies. X-axis shows how important on scale 0-9 did the respondents on average rate these competencies for the students to learn. Values are averages of all answers and error bars show standard deviation (+/-1 STD).

Fig. 5.

Familiarity of competencies. X-axis shows how familiar on scale 0-9 did the respondents on average rate the studied competencies. Values are averages of all answers and error bars show standard deviation (+/-1 STD).

Fig. 6.

Teaching gap, defined as the importance minus teaching of the competencies (both on scale 0-9). Error bars show standard deviation. The difference was statistically significant (p < 0.05) in cases of AC5-7, SC1 and SC5 (teachers) and AC2-4, AC6-7, SC1 and SC4-5 (programmes).

Fig. 7.

Teaching gap. Teachers who were identified as atmospheric (atmos) or Earth system (earth) scientists as well as atmospheric degree programmes are presented separately. Error bars show standard deviation. Due to small sample size, most of the differencies are not statistically significant.

Fig. 8.

Teaching collaboration. Teachers who were identified as atmospheric (atmos) or Earth system (earth) scientists as well as degree programmes are presented separately. X-axis is the number each option was chosen, respondents could select as many options as they wanted to.

DOI: https://doi.org/10.1080/16000889.2021.1917862 | Journal eISSN: 1600-0889
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Language: English
Page range: 1917862 - 1917862
Published on: Jan 1, 2021
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
Keywords:
sustainability competencies,
academic competencies,
higher education,
climate education

© 2021 Laura Riuttanen, Taina Ruuskanen, Mikko Äijälä, Anniina Lauri, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.

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