1. ZHAW digitalcollection
  2. Life Sciences und Facility Management
  3. Publikationen
  4. Publikationen Life Sciences und Facility Management
Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-21152
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dc.contributor.authorViere, Tobias-
dc.contributor.authorAmor, Ben-
dc.contributor.authorBerger, Nicolas-
dc.contributor.authorFanous, Ruba Dolfing-
dc.contributor.authorArduin, Rachel Horta-
dc.contributor.authorKeller, Regula-
dc.contributor.authorLaurent, Alexis-
dc.contributor.authorLoubet, Philippe-
dc.contributor.authorStrothmann, Philip-
dc.contributor.authorWeyand, Steffi-
dc.contributor.authorWright, Laurie-
dc.contributor.authorSonnemann, Guido-
dc.date.accessioned2021-01-06T15:50:59Z-
dc.date.available2021-01-06T15:50:59Z-
dc.date.issued2020-12-17-
dc.identifier.issn0948-3349de_CH
dc.identifier.issn1614-7502de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/21152-
dc.description.abstractPurpose: Scientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability. Methods: Based on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom’s taxonomy of learning. Results and discussion: The paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels. Conclusions and recommendations: This paper encourages and supports higher educational bodies to implement a minimum of ‘life cycle literacy’ into students’ curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA.de_CH
dc.language.isoende_CH
dc.publisherSpringerde_CH
dc.relation.ispartofThe International Journal of Life Cycle Assessmentde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subjectCompetency levelde_CH
dc.subjectLCAde_CH
dc.subjectLearning outcomede_CH
dc.subjectLife cycle thinkingde_CH
dc.subjectPedagogyde_CH
dc.subjectTeaching approach and contentde_CH
dc.subjectLife cycle assessmentde_CH
dc.subject.ddc333.7: Landflächen, Naturerholungsgebietede_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.titleTeaching life cycle assessment in higher educationde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementLife Sciences und Facility Managementde_CH
zhaw.organisationalunitInstitut für Umwelt und Natürliche Ressourcen (IUNR)de_CH
dc.identifier.doi10.1007/s11367-020-01844-3de_CH
dc.identifier.doi10.21256/zhaw-21152-
dc.identifier.pmid33349738de_CH
zhaw.funding.euNode_CH
zhaw.issue3de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end527de_CH
zhaw.pages.start511de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume26de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.webfeedÖkobilanzierungde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen Life Sciences und Facility Management

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Viere, T., Amor, B., Berger, N., Fanous, R. D., Arduin, R. H., Keller, R., Laurent, A., Loubet, P., Strothmann, P., Weyand, S., Wright, L., & Sonnemann, G. (2020). Teaching life cycle assessment in higher education. The International Journal of Life Cycle Assessment, 26(3), 511–527. https://doi.org/10.1007/s11367-020-01844-3
Viere, T. et al. (2020) ‘Teaching life cycle assessment in higher education’, The International Journal of Life Cycle Assessment, 26(3), pp. 511–527. Available at: https://doi.org/10.1007/s11367-020-01844-3.
T. Viere et al., “Teaching life cycle assessment in higher education,” The International Journal of Life Cycle Assessment, vol. 26, no. 3, pp. 511–527, Dec. 2020, doi: 10.1007/s11367-020-01844-3.
VIERE, Tobias, Ben AMOR, Nicolas BERGER, Ruba Dolfing FANOUS, Rachel Horta ARDUIN, Regula KELLER, Alexis LAURENT, Philippe LOUBET, Philip STROTHMANN, Steffi WEYAND, Laurie WRIGHT und Guido SONNEMANN, 2020. Teaching life cycle assessment in higher education. The International Journal of Life Cycle Assessment. 17 Dezember 2020. Bd. 26, Nr. 3, S. 511–527. DOI 10.1007/s11367-020-01844-3
Viere, Tobias, Ben Amor, Nicolas Berger, Ruba Dolfing Fanous, Rachel Horta Arduin, Regula Keller, Alexis Laurent, et al. 2020. “Teaching Life Cycle Assessment in Higher Education.” The International Journal of Life Cycle Assessment 26 (3): 511–27. https://doi.org/10.1007/s11367-020-01844-3.
Viere, Tobias, et al. “Teaching Life Cycle Assessment in Higher Education.” The International Journal of Life Cycle Assessment, vol. 26, no. 3, Dec. 2020, pp. 511–27, https://doi.org/10.1007/s11367-020-01844-3.


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