About this course

This course builds on and expands the knowledge, skills, and general competencies developed in SFS300, which (or an equivalent course) is a prerequisite for enrollment. Learning begins with experiences gained through observing and engaging in fieldwork. Relevant theory, introduced through lectures, seminars, and individual study, together with exercises and analyses, is incorporated as needed to support the case inquiry and situate it within a broader context. Learning is grounded in systematic reflection on experiences and their connections to theory, as well as to personal development as a facilitator of sustainable development.

Learning is based on participatory, action-oriented project work in complex, real-life cases related to farming, urban agriculture, and food systems, with the aim of improving ecological, economic, and social sustainability. Within a Living Lab framework, interdisciplinary teams of 4-6 students collaborate closely with stakeholders to observe, describe, analyze, and redesign cases, and to plan actions. Stakeholders may include farmers, urban residents, businesses, municipalities, researchers, and NGOs. Through this approach, students develop skills in systems thinking and analysis, group process management, and the application of methods for transdisciplinary collaboration and innovation. The course also provides opportunities to apply and further develop tools and methods introduced in SFS300.

The course is structured around three integrated elements:

  • Project work in the Living Lab: Students engage with systemic and discipline-specific sustainability challenges in farming, urban agriculture, and food systems.
  • Group processes and collaboration: Emphasis is placed on advanced group dynamics, decision-making, and conflict management in interdisciplinary teams.
  • Methods and tools for case exploration and problem-solving within a holistic framework: Students apply methods such as co-design, co-creation, stakeholder analysis, decision support, and implementation evaluation. They are expected to build on and further develop the methodological approaches and tools introduced in SFS300, with particular emphasis on adapting them to site-specific conditions.

Each group submits a final written project report. In addition, each student submits an individual written reflection on their learning during the course, addressing the content of the case, the methodology, methods, and tools used, and their own learning, competence development, and development in the role of facilitator of sustainable development. The project reports are presented orally as part of the evaluation.

Learning outcome

Knowledge

Upon completion of the course, students have:

  • an understanding of farming, urban agriculture, and food systems from a systems perspective, including structures, functions, practices, interactions, stakeholders, worldviews, goals, influences, and effects
  • knowledge of the concept of sustainability in farming, urban agriculture, and food systems
  • an understanding of Living Labs as arenas for innovation and the development of sustainable solutions
  • knowledge of methodologies, methods, and tools for describing, analyzing, and improving ecological, economic, and social sustainability in farming, urban agriculture, and food systems
  • knowledge of methods for user involvement, co-creation, and co-design in real-world contexts
  • an understanding of key elements in holistic, transdisciplinary, participatory, and action-oriented approaches to sustainability challenges
  • knowledge of methods and tools suitable for transdisciplinary systems inquiry

Skills

Upon completion of the course, students can:

  • facilitate holistic, participatory, co-creative, and transdisciplinary processes in real-life cases aimed at sustainable innovation and action
  • apply and adapt methods and tools, including digital ones, to gather, analyze, synthesize, and present qualitative and quantitative data relevant to sustainability challenges
  • communicate and collaborate effectively with diverse stakeholders, including peers, farmers, advisors, public authorities, and other actors in food systems
  • manage uncertainty, conflicts, and competing interests within teams and in collaboration with external stakeholders
  • present situations, visions, solutions, and proposed actions clearly in oral, visual, and written formats
  • give and receive constructive feedback from peers and stakeholders
  • evaluate and further develop strategies and measures within a Living Lab context
  • identify and apply relevant theory as needed, and link it to practical experience
  • reflect critically on system inquiry processes and outcomes, and on their implications for personal learning and competence development

General competences

Upon completion of the course, students demonstrate:

  • the ability to participate effectively in transdisciplinary teams
  • competence in dialogue and communication with peers and stakeholders
  • strong observational and reflective skills
  • the ability to develop and articulate visions for sustainable change
  • skills in planning and taking informed, responsible action
  • systems thinking and transdisciplinary thinking
  • the ability to integrate theory and practice
  • ethical awareness and the ability to navigate ethical dilemmas
  • capacity for transformative, lifelong learning and continued development in the role of a facilitator of sustainable development

  • Learning activities

    Field experiences form the starting point for the learning process. Students engage in project work in interdisciplinary teams that interact transdisciplinarily with stakeholders in real-life cases related to farming, urban agriculture, and food systems i.e., social-ecological systems facing challenges such as conflicting interests, co-creation, and sustainable development.

    Introductions and lectures on methodology, methods, tools, and case content are integrated with seminars, training activities, reflection sessions, and oral presentations, all closely linked to the project work. Students play an active role in these activities and are often responsible for leading them, with guidance from teachers.

    The project work culminates in a group report prepared for key stakeholders in the case. In addition, each student writes an individual reflection essay exploring their learning process in relation to key sustainability topics and their development as a facilitator of sustainable development. These reflections are also presented and discussed orally.

  • Teaching support

    Canvas

  • Syllabus

    The syllabus consists of a combination of required and self-selected materials that support the project work and the interdisciplinary learning process, including:

    • lecture content
    • relevant articles, books, book chapters, and reports
    • relevant policy documents
    • additional self-selected literature and information sources chosen to support the students’ case work

  • Prerequisites

    Bachelor's degree or equivalent in agriculture, economics, natural resources, human nutrition or other relevant social or natural sciences. SFS300 or equivalent completed.

  • Assessment method

    Portfolio assessment.

    Basis for the evaluation is a written project report (group) (30%), a written individual reflection document (30%), an oral presentation and discussion (30%), and course participation (10%). All parts must be passed.

    Grading scheme: A-E



    Portfolio Grading: Letter grades

  • About use of AI

    K2 - Specified use of AI

    In the group reports and the individual reflection document, AI can be used for idea generation and language proofreading. Use of AI should be described with a brief explanation of which programs you have used and how they have been used in the text. The students are responsible for the final content of the text after language proofreading has been completed. Use of AI must be in line with the guidelines for the use of artificial intelligence (AI) at NMBU: https://www.nmbu.no/en/guidelines-use-artificial-intelligence-ai-nmbu

    Descriptions of AI-category codes.

  • Examiner scheme

    The external examiner has approved the evaluation process.

  • Mandatory activity

    To ensure achievement of the learning outcomes, attendance and active participation in plenary sessions, interdisciplinary teamwork in the field, and in-class activities are compulsory. A minimum attendance rate of 80% is required. The mandatory activities include:

    • Cooperation agreement: Student groups must prepare a cooperation agreement during the first two days of the course. The agreement should outline expectations regarding participation, division of work, and communication routines.
    • Assignments and oral presentations: All groups must submit written assignments and deliver oral presentations. Active participation from all group members in both components is required.
    • Absence procedures: In the event of absence, students must notify both the course coordinator and their group in advance.

  • Notes

    If there are fewer than 10 registered students, a simplified teaching schedule may be offered.

  • Teaching hours

    Two teaching days per week plus field visits and group work. Details will be provided at the start of the course.

  • Preferential right

    The course is open to everyone, but students in the master's programme Sustainable Food Systems have the course compulsory and will be prioritized. Others must be approved by the course responsible.

  • Reduction of credits

    10 ECTS overlap with UASFS301

    15 ECTS overlap with PAE302

  • Admission requirements

    General university admissions competence.