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Translating Knowledge into Action at the Norwegian University of Life Sciences (UMB)

Abstract Purpose: This article explores the impacts of action learning on graduates’ abilities to use interdisciplinary knowledge to solve problems, practice teamwork on the job and become change agents through study in two MSc programmes at the Norwegian University of Life Sciences (UMB). Design/methodology/approach: Electronic questionnaires were sent to students who had graduated from the Agroecology and Management of Natural Resources and Sustainable Agriculture (MNRSA) MSc programmes between 2000 and 2007. Findings: Both study programmes encouraged students to become change agents promoting sustainable practices through application of knowledge and methods from natural and social sciences. Agroecology graduates applied a greater range of creative research methods, and improved their capacity for holistic and systems thinking more than MNRSA graduates, while the latter were more skilled in building consensus. Graduates from both programmes increased their abilities to create a positive team environment, bring people together to express their views and take multiple views into consideration when making decisions. Practical implications: This survey documents how action learning develops students’ skills and knowledge to handle complex social and environmental challenges and become change agents. Originality/value: In the context of increasing challenges in agroecology and natural resource management the findings on how to translate knowledge into action are important for teaching/learning institutions dealing with education for sustainable development.