Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 533404
Title Does a transdisciplinary approach to forestry education meet students' career aspitations? : Lessons from a curriculum innovation in Ghana
Author(s) Ameyaw, J.A.S.; Wals, A.E.J.; Arts, B.J.M.; Turnhout, E.
Source International Forestry Review 19 (2017)4. - ISSN 1465-5489 - p. 397 - 412.
DOI https://doi.org/10.1505/146554817822272367
Department(s) Forest and Nature Conservation Policy
Education and Competence Studies
WASS
Publication type Refereed Article in a scientific journal
Publication year 2017
Abstract The forestry sector is generally transitioning towards becoming more inclusive, responsive and responsible, thus creating an increasingly dynamic professional environment. Many universities are thus broadening the scope of traditional forestry programmes towards a more transdisciplinary paradigm. This paper assesses the transdisciplinary approach used in a Natural Resource and Environmental Governance programme in Ghana. It identifies students' motivations for choosing this transdisciplinary programme and determines how the programme satisfies their future career aspirations. The study reveals that students prefer transdisciplinarity because they expect it will make them more versatile, thus offering better job prospects. Our study also shows that although the programme exhibits features of transdisciplinarity, its collaborations beyond academia is still rather limited. Despite this, we found that the programme largely satisfies the aspirations of most students, except those with non-academic career aspirations. The paper concludes by arguing that transdisciplinary education requires a supportive institutional environment.
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