ID:0538
Authors: Olivier Petit, Franck-Dominique Vivien

Abstract: This paper proposes a qualitative and historical analysis of two trandisciplinary concepts which have been developed in the framework of ecological economics, namely ‘coevolution’ and ‘ecosystem services’. Our analysis aims at retracing the conceptual history (by mobilizing key articles published on these topics by ecological economists over the past 25 years) of these concepts, their epistemological trajectories and branching-off points. The paper will first trace the conceptual and epistemological history of the concept of coevolution (1). Then we will apply a similar analysis to the concept of ecosystem services (2). The last section (3) will draw from the previous analysis the main lessons on the relations between ecology and economics and on the kind of transdisciplinarity at work.

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ID:0852
Authors: Stig Ingebrigtsen, Are Severin Ingulfsvann, Ove Daniel Jakobsen, Øystein Nystad

Abstract: In this article we penetrate the connection between the students previous education and professional experience on the one side and, on the other side, their motivation to take a three-year master’s degree program in ecological economics. A tentative problem statement is; who choose education in ecological economics and what kind of knowledge are they searching for? Secondly, we investigate to what extent the master’s degree in ecological economics has had significance for their individual development, both personally and as a practitioner in their work situations. Thirdly, we draw some conclusion concerning how to develop the courses to be more relevant for the students. We conclude with some reflection on how the MBA program in ecological economics could develop concerning content and pedagogy to be more relevant and meaningful for the students in their work to introduce changes from mainstream economy to ecological economic in their different fields of practice.

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ID:0883
Authors: Michael Soder, Katarzyna Gruszka, Annika Scharbert,

Abstract: In the wake of the economic crises, students and researchers came together to highlight the lack of pluralism and heterodox approaches in economics curricula. However, the students engaged in this, while vocal, represent a minority. In this paper, we argue that the way lecturers see their teaching and interpret their role as facilitators in a university setting is also crucial since they are the ones that instruct the new generation of economists. Stepping out of the individual behaviour as central, we turn to teaching itself as our basic unit of analysis and look at it through the lens of theories of social practices. To unravel the role instructors play in co-constructing the change processes in question, we look into the routinized teaching practices via a Q-study with lecturers in introductory macroeconomic courses. The input from Q enables the first step of identifying issues and potential areas for alternating teaching practices.

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ID:0287
Authors: Gaël Plumecocq, Robert Costanza, Steve Hatfield-Dodds, Richard Howarth, Shuang Liu, Chunbo Ma, David Stern

Abstract: We revisit the analysis of Costanza et al. (2004, Ecological Economics) of influential publications in ecological economics to discover what has changed a decade on. We examine which sources have been influential on the field of ecological economics in the past decade, which articles in the journal Ecological Economics have had the most influence on the field and the rest of science, and what areas of science the journal is having the most influence on.

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