George Lueddeke - Academia.edu (original) (raw)

Papers by George Lueddeke

Following the Millennium Summit of the United Nations in 2000, the adoption of the United Nations... more Following the Millennium Summit of the United Nations in 2000, the adoption of the United Nations (UN) Millennium Declaration by 189 nations, including the eight Millennium Development Goals (MDGs), has been hailed as a unique achievement in international development. Although the MDGs have raised the profile of global health, particularly in low- and middle-income countries, underpinned by the urgent need to address poverty worldwide, progress has been uneven both between and within countries. With over one billion people, Africa is a case in point. Aside from children completing a full course in primary school and achieving gender equality in primary school, none of the twelve main targets set for SS Africa has been met. A key reason suggested for this lack of progress is that the MDGs fall far short in terms of addressing the broader concept of development encapsulated in the Millennium Declaration, which includes human rights, equity, democracy, and governance. To strengthen the...

The International Journal of Knowledge, Culture, and Change Management: Annual Review, 2007

International Journal for the Scholarship of Teaching and Learning, 2008

Integrating research and teaching in research-intensive universities is an unresolved issue as we... more Integrating research and teaching in research-intensive universities is an unresolved issue as we head into the 21st century. While studies conclude that the early years of the undergraduate curriculum should be more intellectually exciting, few universities have implemented approaches such as research-led learning. The conceptual shift that is necessary involves harmonisation of the collegial and developmental cultures. Of the forces that support convergence, focusing on the curriculum and learning design may offer the best potential for connecting students and academics to knowledge communities and linking the research, teaching and scholarship missions. An important element in transforming the research-intensive university is recognising the importance of flexible and equitable reward systems 'in order to promote an overall balance in the relative importance of research and undergraduate education' (Gray, Froh, & Diamond, 1992, p.15).

Studies in Higher Education, 2003

There has been extensive research in the last few years on adapting teaching to differences among... more There has been extensive research in the last few years on adapting teaching to differences among learners, on the social and institutional context of teaching in higher education and, more recently, on the theory and methods of research on teaching. Less attention has been paid to how academics from different discipline areas actually prefer to engage in teaching-scholarship. The terms 'teaching-scholarship' and the 'scholarship of teaching' are used interchangeably in this article to include both ongoing learning about teaching and the demonstration of teaching knowledge. Most studies in this regard have been normative or descriptive. The 'professionalisation' of teaching practice in higher education is becoming more important as universities try to respond to an increasingly diverse and discerning student population, issues relating to standards and quality, growing international competition, and generally 'doing more with less'. This study sought to inquire into the relationship between a number of factors that characterise academics working in higher education and their approaches to the scholarship of teaching. Findings from this exploratory study suggest that discipline and teaching conceptualisation have the strongest influence on teaching scholarship, while qualifications and years of teaching have a moderate impact, and gender and post do not appear to play a significant part. General strategies in support of teaching scholarship that emerge from the study and the literature relate to the importance of educational and organisational development. Future investigations might examine institutional ethos, work distribution and climate factors and their relationship to promoting teaching scholarship in different types of higher education institutions.

The Journal of Higher Education, 1999

... the same way, campus leaders need to replace casual, political and crisis-oriented administra... more ... the same way, campus leaders need to replace casual, political and crisis-oriented administration ... In higher education, it is essential that mainstream academics become involved in the developments ... with Zlotolow (1995) observe, "Getting a place on the real budget, or changing ...

In an informative piece, 'What do we mean by governance?' (1), Anna Bruce-Lockhart, editor at the... more In an informative piece, 'What do we mean by governance?' (1), Anna Bruce-Lockhart, editor at the World Economic Forum, cuts through a lot of the 'buzzwords' that are used to describe governance. She refers to governance in its 'purest form', that is 'the structures and decisionmaking processes that allow a state, organization or group of people to conduct affairs' and applies the term to organisations, such as the International Monetary Fund, the World Bank and the United Nations (UN) that 'have an authority that is recognized in the world'. In a business context, the label generally refers to how companies regulate themselves and contribute to the regulation of global frameworks. Referencing the Australian Audit Office, she shares the view that good governance is about openness, transparency, integrity, effective collaboration, and performance orientation. She emphasises that it is a central concept that applies to most areas and levels of human activity, and includes human rights, freedom of speech, economic transactions on a worldwide basis, full access to the internet, and to financial markets. Unfortunately, however, given the risks facing us categorised as Global Warming, Global Divides, Global Security, Global Instability, and Global Health (2), few might question her conclusion: 'Global regimes are experiencing an erosion of authority in the face of intensifying threats'. More might agree that as things stand "textbook" political governance is generally not working on the global, regional and national stage anymore. On many counts, it is a failing concept.As Edward Lucas, former editor of The Economist, points out, 'the Brexit vote and Donald Trump's election in the US both stem from a widespread feeling that the system no longer works properly. In the advanced industrialised world, two thirds of the population, or 580 million people saw their incomes before taxpayer-financed top-ups stagnate or fall between 2004 and 2014. Between 1993 and 2005 that figure was only 10 million (3). Professor Ian Goldin at Oxford Martin School in his book "Divided Nations: Why global governance is failing, andwhat we can do about it" (4), highlights that one of the main reasons why we are failing 'to manage global issues'-migration, climate change, cybersecurity etc. alongside their prevention-is that global institutions, such as the UN as well as most other ones, have not kept pace with 'their growing complexity and danger' and as a result are no longer fit for purpose. The author puts forth that we need 'a fundamental rethink of the way we approach global governance'. In his view governance is failing in global institutions because their power or authority is 'circumscribed by its members.' In other words, as we have seen time and time again in the UN Security Council member allegiance is generally not to the UNto which they all belong but to their respective nation-states. To make these institutions work for the benefit of the world or region would mean ceding powers to them, which as history has shown is highly unlikely. The difficult question, then, is howself-interests and cooperation for the common good can be reconciled? One option for Professor Goldin is to view sovereignty in a different light-'to imagine a world where sovereignty is not just about preventing but also about enabling. If we redefine sovereignty, to look beyond coercion and exclusion but also consider cooperation and inclusion, it no longer makes sense as something one can monopolize'. A hallmark of the seventeen UN-2030 Sustainable Development Goals (5) with which most are now familiar,is their interconnectedness and interdependency-as examples, climate, health, food production, peace, education, prosperity, security-and that progressing the goals and targets could be optimised by "building cooperative organisations out of self-interested components". This fundamental principle underpinning the UN-2030 Agenda and the SDGs could apply equally well to other issues of global governance (trade, migration, conflicts), that is, ensuring that interactions and negotiations take a more holistic approach tackling

A previous concept paper published in this journal and a Press Release in June 2016 focused on th... more A previous concept paper published in this journal and a Press Release in June 2016 focused on the importance of raising awareness about the UN-2030 Sustainable Development Goals (SDGs) and, in particular, developing a better understanding about the critical need to ensure the sustainability of people and the planet in this decade and beyond. A recurring theme that weaves through the literature and practical realities is that education presents the best option for ensuring a sustainable future– one that encompasses the health and well-being of humans, animals and the environment (One Health!). To this end, the One Health Education Task Force (OHETF), led by the One Health Commission in association with the One Health Initiative, agreed to conduct an online survey and conference in the fall of 2016to engage interested colleagues in a discussion about the possible application of One Health in K-12 (or equivalent) educational settings. Seventy-six people from around the world particip...

Survival: One Health, One Planet, One Future

The central mission of the GHW-2030 multi-sectoral think tank is to contribute to the implementat... more The central mission of the GHW-2030 multi-sectoral think tank is to contribute to the implementation of the UN Sustainable Development Goals (SDGs) by working toward achieving the education and health goals in cooperation with the Commonwealth Secretariat using an international interdisciplinary/multidisciplinary/transdisciplinary global One Health approach. A major focus of the think tank will be on the health and well-being – physical, emotional, aspirational – of children and young people particularly as these relate to their personal security, physical and emotional well-being, education and employment and the sustainability of life on the planet.

Dear Colleagues, Here is a link to a copy of a high level Communique from the InterActionCounci... more Dear Colleagues, Here is a link to a copy of a high level Communique from the InterActionCouncil that may also be of interest to SEEJPH readers. As you may be aware, the Council brings together former world leaders (heads of government and senior officials) and focuses on issues related, among others, to global security and has been examining the role of health security over the last few years. At this year’s meeting (30-31 May), co-chaired by HE Obasanjo from Nigeria and HE Bertie Ahern from Ireland, the session on Planetary Health, coordinated by Professor John Wyn Owen, resulted in the endorsement of the “Dublin Charter for One Health”. Dr Joanna Nurse presented on the policy implications of Planetary and One Health in this session and is tasked by the InterAction Council with advancing the One Health Charter in collaboration with key partners. Below is a summary of the main actions in the Charter for One Health that may in due course help to inform trans-disciplinary re...

The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved b... more The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved by individual nations alone and that there is an urgency to committing to shared global values that reflect the OHWB concept and approach. By drawing on our collective experience and expertise informed by the UN-2030 SDGs, we will be in a much stronger position to shape and strengthen multilateral strategies to achieve the UN-2030 Transformative Vision – “ending poverty, hunger, inequality and protecting the Earth’s natural resources,” and thereby helping “to save the world from itself.”

Following the Millennium Summit of the United Nations in 2000, the adoption of the United Nations... more Following the Millennium Summit of the United Nations in 2000, the adoption of the United Nations (UN) Millennium Declaration by 189 nations, including the eight Millennium Development Goals (MDGs), has been hailed as a unique achievement in international development. Although the MDGs have raised the profile of global health, particularly in low- and middle-income countries, underpinned by the urgent need to address poverty worldwide, progress has been uneven both between and within countries. With over one billion people, Africa is a case in point. Aside from children completing a full course in primary school and achieving gender equality in primary school, none of the twelve main targets set for SS Africa has been met. A key reason suggested for this lack of progress is that the MDGs fall far short in terms of addressing the broader concept of development encapsulated in the Millennium Declaration, which includes human rights, equity, democracy, and governance. To strengthen the...

The International Journal of Knowledge, Culture, and Change Management: Annual Review, 2007

International Journal for the Scholarship of Teaching and Learning, 2008

Integrating research and teaching in research-intensive universities is an unresolved issue as we... more Integrating research and teaching in research-intensive universities is an unresolved issue as we head into the 21st century. While studies conclude that the early years of the undergraduate curriculum should be more intellectually exciting, few universities have implemented approaches such as research-led learning. The conceptual shift that is necessary involves harmonisation of the collegial and developmental cultures. Of the forces that support convergence, focusing on the curriculum and learning design may offer the best potential for connecting students and academics to knowledge communities and linking the research, teaching and scholarship missions. An important element in transforming the research-intensive university is recognising the importance of flexible and equitable reward systems 'in order to promote an overall balance in the relative importance of research and undergraduate education' (Gray, Froh, & Diamond, 1992, p.15).

Studies in Higher Education, 2003

There has been extensive research in the last few years on adapting teaching to differences among... more There has been extensive research in the last few years on adapting teaching to differences among learners, on the social and institutional context of teaching in higher education and, more recently, on the theory and methods of research on teaching. Less attention has been paid to how academics from different discipline areas actually prefer to engage in teaching-scholarship. The terms 'teaching-scholarship' and the 'scholarship of teaching' are used interchangeably in this article to include both ongoing learning about teaching and the demonstration of teaching knowledge. Most studies in this regard have been normative or descriptive. The 'professionalisation' of teaching practice in higher education is becoming more important as universities try to respond to an increasingly diverse and discerning student population, issues relating to standards and quality, growing international competition, and generally 'doing more with less'. This study sought to inquire into the relationship between a number of factors that characterise academics working in higher education and their approaches to the scholarship of teaching. Findings from this exploratory study suggest that discipline and teaching conceptualisation have the strongest influence on teaching scholarship, while qualifications and years of teaching have a moderate impact, and gender and post do not appear to play a significant part. General strategies in support of teaching scholarship that emerge from the study and the literature relate to the importance of educational and organisational development. Future investigations might examine institutional ethos, work distribution and climate factors and their relationship to promoting teaching scholarship in different types of higher education institutions.

The Journal of Higher Education, 1999

... the same way, campus leaders need to replace casual, political and crisis-oriented administra... more ... the same way, campus leaders need to replace casual, political and crisis-oriented administration ... In higher education, it is essential that mainstream academics become involved in the developments ... with Zlotolow (1995) observe, "Getting a place on the real budget, or changing ...

In an informative piece, 'What do we mean by governance?' (1), Anna Bruce-Lockhart, editor at the... more In an informative piece, 'What do we mean by governance?' (1), Anna Bruce-Lockhart, editor at the World Economic Forum, cuts through a lot of the 'buzzwords' that are used to describe governance. She refers to governance in its 'purest form', that is 'the structures and decisionmaking processes that allow a state, organization or group of people to conduct affairs' and applies the term to organisations, such as the International Monetary Fund, the World Bank and the United Nations (UN) that 'have an authority that is recognized in the world'. In a business context, the label generally refers to how companies regulate themselves and contribute to the regulation of global frameworks. Referencing the Australian Audit Office, she shares the view that good governance is about openness, transparency, integrity, effective collaboration, and performance orientation. She emphasises that it is a central concept that applies to most areas and levels of human activity, and includes human rights, freedom of speech, economic transactions on a worldwide basis, full access to the internet, and to financial markets. Unfortunately, however, given the risks facing us categorised as Global Warming, Global Divides, Global Security, Global Instability, and Global Health (2), few might question her conclusion: 'Global regimes are experiencing an erosion of authority in the face of intensifying threats'. More might agree that as things stand "textbook" political governance is generally not working on the global, regional and national stage anymore. On many counts, it is a failing concept.As Edward Lucas, former editor of The Economist, points out, 'the Brexit vote and Donald Trump's election in the US both stem from a widespread feeling that the system no longer works properly. In the advanced industrialised world, two thirds of the population, or 580 million people saw their incomes before taxpayer-financed top-ups stagnate or fall between 2004 and 2014. Between 1993 and 2005 that figure was only 10 million (3). Professor Ian Goldin at Oxford Martin School in his book "Divided Nations: Why global governance is failing, andwhat we can do about it" (4), highlights that one of the main reasons why we are failing 'to manage global issues'-migration, climate change, cybersecurity etc. alongside their prevention-is that global institutions, such as the UN as well as most other ones, have not kept pace with 'their growing complexity and danger' and as a result are no longer fit for purpose. The author puts forth that we need 'a fundamental rethink of the way we approach global governance'. In his view governance is failing in global institutions because their power or authority is 'circumscribed by its members.' In other words, as we have seen time and time again in the UN Security Council member allegiance is generally not to the UNto which they all belong but to their respective nation-states. To make these institutions work for the benefit of the world or region would mean ceding powers to them, which as history has shown is highly unlikely. The difficult question, then, is howself-interests and cooperation for the common good can be reconciled? One option for Professor Goldin is to view sovereignty in a different light-'to imagine a world where sovereignty is not just about preventing but also about enabling. If we redefine sovereignty, to look beyond coercion and exclusion but also consider cooperation and inclusion, it no longer makes sense as something one can monopolize'. A hallmark of the seventeen UN-2030 Sustainable Development Goals (5) with which most are now familiar,is their interconnectedness and interdependency-as examples, climate, health, food production, peace, education, prosperity, security-and that progressing the goals and targets could be optimised by "building cooperative organisations out of self-interested components". This fundamental principle underpinning the UN-2030 Agenda and the SDGs could apply equally well to other issues of global governance (trade, migration, conflicts), that is, ensuring that interactions and negotiations take a more holistic approach tackling

A previous concept paper published in this journal and a Press Release in June 2016 focused on th... more A previous concept paper published in this journal and a Press Release in June 2016 focused on the importance of raising awareness about the UN-2030 Sustainable Development Goals (SDGs) and, in particular, developing a better understanding about the critical need to ensure the sustainability of people and the planet in this decade and beyond. A recurring theme that weaves through the literature and practical realities is that education presents the best option for ensuring a sustainable future– one that encompasses the health and well-being of humans, animals and the environment (One Health!). To this end, the One Health Education Task Force (OHETF), led by the One Health Commission in association with the One Health Initiative, agreed to conduct an online survey and conference in the fall of 2016to engage interested colleagues in a discussion about the possible application of One Health in K-12 (or equivalent) educational settings. Seventy-six people from around the world particip...

Survival: One Health, One Planet, One Future

The central mission of the GHW-2030 multi-sectoral think tank is to contribute to the implementat... more The central mission of the GHW-2030 multi-sectoral think tank is to contribute to the implementation of the UN Sustainable Development Goals (SDGs) by working toward achieving the education and health goals in cooperation with the Commonwealth Secretariat using an international interdisciplinary/multidisciplinary/transdisciplinary global One Health approach. A major focus of the think tank will be on the health and well-being – physical, emotional, aspirational – of children and young people particularly as these relate to their personal security, physical and emotional well-being, education and employment and the sustainability of life on the planet.

Dear Colleagues, Here is a link to a copy of a high level Communique from the InterActionCounci... more Dear Colleagues, Here is a link to a copy of a high level Communique from the InterActionCouncil that may also be of interest to SEEJPH readers. As you may be aware, the Council brings together former world leaders (heads of government and senior officials) and focuses on issues related, among others, to global security and has been examining the role of health security over the last few years. At this year’s meeting (30-31 May), co-chaired by HE Obasanjo from Nigeria and HE Bertie Ahern from Ireland, the session on Planetary Health, coordinated by Professor John Wyn Owen, resulted in the endorsement of the “Dublin Charter for One Health”. Dr Joanna Nurse presented on the policy implications of Planetary and One Health in this session and is tasked by the InterAction Council with advancing the One Health Charter in collaboration with key partners. Below is a summary of the main actions in the Charter for One Health that may in due course help to inform trans-disciplinary re...

The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved b... more The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved by individual nations alone and that there is an urgency to committing to shared global values that reflect the OHWB concept and approach. By drawing on our collective experience and expertise informed by the UN-2030 SDGs, we will be in a much stronger position to shape and strengthen multilateral strategies to achieve the UN-2030 Transformative Vision – “ending poverty, hunger, inequality and protecting the Earth’s natural resources,” and thereby helping “to save the world from itself.”