Generating Knowledge: Research and Teaching for the 'Real World'
Global Sustainable Development (GSD) is not just worrying about the state of the world, but undertaking indepth research and developing concrete proposals to better manage the development process.
To this end, we strive to fully integrate Research and Teaching. While our research active staff contribute cutting edge knowledge to wider stakeholders and our degree programmes, much of our student experience involves Research-based-Learning. Here students learn as they are guided by academics through collaborative and often personalised research, right from Year 1. Much of this work might be described as Problem-Based-Learning (PBL): wherein students take real world problems and seek to identify relevant intellectual and practical responses. Here we aim to transform the student experience: encouraging students to work alongside academic mentors in creating knowledge of potential value to outside stakeholders, be they other students, citizens or real-world decision makers.
Taking this approach, we aspire to fully integrate the mission of the University of Warwick to create excellent research that is relevant to local, national and international stakeholders (UWG2, UWG4), while at the same time providing a highly enabling environment for students to achieve their potential as Global Citizens (UG1). Through this holistic relationship between research and education, we are better placed to collectively champion social, cultural and economic growth (UWG5), and promote much more sustainable development for the future (UG6).
You can explore a selection of our students' research work below:
Global Sustainable Development Mini-Project (GD107):
High Speed 2 (HS2)
As part of GD107, students engage with a major development project and evaluate its economic, environmental, and social impact. During the 2016/17 academic year, students researched HS2, choosing specific aspects of the project to focus in on, and investigate engaging ways in which to communicate their findings.
Project titles included:
- HS2: The New Fair Metric for Biodiversity Assessment
- HS2: A Tail of Two Cities
- HS3: A More Socially and Economically Inclusive Alternative to HS2
Environmental Principles (GD105):
Policy Briefings and Pitches
As part of GD105, students are required to research and write a professional policy briefing. The core focus is to create a pitch aimed at someone capable of making the recommended policy changes. The module therefore combines individual research with the professional skills necessary for enacting positive change in the world.
Project titles included:
- Reducing Biodiversity Loss in Australia: Reintroducing predators
- Sustainable Irrigation: A Multi-dimensional Approach to Freshwater Management in Agriculture
- “Let’s all ‘Cry Wolf’ more positively”: Changing perception and collective action on biodiversity loss in Norway