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Abstract：
Educational strategies globally are changing from an authoritative, top-down model to one focused on greater student and stakeholder participation in planning and implementation of research and educational activities. In addition to emphasis on student-centered education, strategies currently evolve to encompass learning organizations and multistakeholder learning networks. These are essential to address the complexity and scope of tomorrow\'s challenges, involving issues that could be called \'wicked problems\' not easily addressed by single disciplines nor resulting in solutions that please all the players. In this study we describe how a transformative innovation - the NEXTFOOD educational approach - may contribute substantially to a transition of agricultural and food education and how it can be developed and diffused within and between teaching institutions. The method was action research informed by several workshops organized at annual consortium conferences during the first three years of the project. The findings show that a successful transformation involves learning both within and across innovation projects repeated at various organisations in a network. The action research model presented in this paper may be useful as an instrument to support the facilitation of transformative innovations. The transition process resulted in substantial changes in mindset, educational practices and organisational structures at the teaching institutions. However, scaling-up promising educational initiatives may encounter several barriers that need to be overcome at individual, group and institutional levels, and we provide insight on how this can be accomplished in a multi-national consortium of universities.
摘要：
全球范围内的教育战略正在从权威转变,自上而下的模式侧重于更多的学生和利益相关者参与研究和教育活动的规划和实施。除了强调以学生为中心的教育，战略目前发展到包括学习型组织和多利益相关方学习网络。这些对于解决未来挑战的复杂性和范围至关重要，涉及的问题可能被称为“邪恶的问题”，不容易通过单一学科解决，也不导致令所有玩家满意的解决方案。在这项研究中，我们描述了变革性的创新-NEXTFOOD教育方法-可能对农业和食品教育的过渡做出重大贡献，以及如何在教学机构内部和之间发展和传播。该方法是在项目的前三年期间，在年度财团会议上组织的几次研讨会上进行的行动研究。研究结果表明，成功的转型涉及在网络中的各种组织重复的创新项目内部和之间的学习。本文提出的行动研究模型可能是支持促进变革性创新的工具。过渡过程导致心态发生了重大变化，教学机构的教育实践和组织结构。然而,扩大有前途的教育计划可能会遇到一些需要克服的障碍，团体和机构层面，我们提供了有关如何在多国大学联盟中实现这一目标的见解。
