Learning networks in higher education: universities in search of making effective regional impacts

This introductory article provides the context for the genesis of this Special Volume. It is based upon a dialogue among the authors on the topic of university outreach and the sharing of practical experiences regarding regional cooperation, as well as theoretical considerations related to facilitating the interface between science and policy as sustainability values. The strategic challenges posed by the Decade of Education for Sustainable Development (DESD) are discussed with regard to their applicability in higher education and their potential to transform knowledge generation and distribution patterns, as well as in regard to the modification of relevant processes. The DESD was designed to help university faculties to assist more effectively in meeting the needs of society make the transition to more sustainable development patterns. It was also envisioned to support internal and external relationships and interactions to ensure that they are more open, and bring about changes in teaching/learning, their hierarchies and their communication procedures. Changes were also sought with regard to perceptions of what defines an ‘authority’, including scientists, texts, institutions and science itself. erall theme of sustainability-oriented transformation at the higher educational level was addressed from the point of view of openness towards society, and its potential barriers and benefits. The introductory article explains the different aspects, such as learning processes in transdisciplinary learning environments, the assessment of these processes, associated curricula, and their holistic design and regional applicability. It summarizes these experiences with regard to the communication patterns that evolved among the partners in regional sustainability cooperation. This communication was found to be a process that established a discourse among all the actors involved. alysis of those interactions provided insight into the on-going changes taking place in scientific paradigms and university practices, which helped to create a solid basis to promote and extend this sustainability-oriented transformation process. The prospects for further research to enhance the impact of science and education on society and a review of the issues raised are summarized.