Shaping future food system leaders

Food Science and TechnologyVolume 35, Issue 2 p. 64-66 Careers & TrainingFree Access Shaping future food system leaders First published: 15 June 2021 https://doi.org/10.1002/fsat.3502_18.xAboutSectionsPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text full-text accessPlease review our Terms Conditions of Use check box below share version article.I have read accept the Wiley Online Library UseShareable LinkUse link a this article with your friends colleagues. Learn more.Copy URL Rosina Borrelli outlines key elements IFSTAL (Interdisciplinary Systems Teaching Learning) programme describes progress since its launch in 2015. The sector needs be able tackle interrelated challenges (in)security, diet-related animal-to-human diseases, inequities environmental degradation. There is great scope for enhanced policy practice sector, while also identifying opportunities business enterprise many livelihoods they support. Possible interventions are embedded within political, economic, business, social, cultural contexts related whole system, but ‘food systems thinking’ needed realise them. This was defined as major skills gap by leading experts so Interdisciplinary Learning (IFSTAL) conceived. launched back 2015 group seven higher education institutions complementary knowledge offerings clear vision: train cohort professionals equip them additional capabilities define systemic problems system. original partner were: University Oxford; City, London; Reading; Warwick; Leverhulme Centre Integrative Research on Agriculture Health (LCIRAH) – an interdisciplinary collaboration between Royal Veterinary College (RVC); London School Hygiene Tropical Medicine (LSHTM); Oriental African Studies (SOAS). Six years on, world has changed more than we could imagined, aim still same, yet urgent. With Community Practice now being formed facilitate 1800+ global alumni, there even greater need these individuals find roles workplace. Professionals It common see described farm-to-fork journey. However, one add other elements, such waste, economics, power structures policies, cover all considerations necessary create working knowledge. By recognising that own understanding depends where standing or which discipline studying, can begin grasp perspectives others work together effect change. overarching help students gain complementing any agri-food-related postgraduate studies approaches devise implement interventions. We use I T shaped model1 depict way complements often-siloed disciplines (Figure 1). equipping participants tools techniques operate multi-disciplinary, cross-sectoral collaborative landscape, give both ‘hard’ ‘soft’ essential bring about transformation. building Figure 1, enable communicate ‘languages’ beyond their discipline. Whether towards deep specialist career, generalist leadership role, will invaluable appreciation position relation parts 1Open figure viewerPowerPoint Dotting Is crossing Ts: model landscape I: represents specialism individual participant ranges from crop science anthropology science. Dot: Adding dot i provided baseline participants. refer Literacy.--: cross bar over addition overall skills, how intersect (values attitudes) 2). How does it work? based framework 2) spread academic year, combination interactive online face-to-face events. Participants real-life projects, meet learn workplace most importantly collaborate each other. 2Open Student Skills Framework: core activity resource comprising four units underpinning blended learning reverse classroom methods used 3). Each unit completed primer workshop (virtual during COVID-19 restrictions), put into groups provides space interaction team. 3Open Annual experience In activity, participate webinars, networking events, annual public lecture significant amount An residential summer school held at participating institutions, providing specific live projects different organisations sector. excellent opportunity those outside participant's area interact external organisations. A huge strength entirely voluntary not assessed. Those who attend giving up time contribute without restrictions constraints assessment. is, however, engage, gain. They apply attendance certificate end year summary participation activities. Hand hand From outset, developed powerful ongoing relationship part makes thinking programmes; provides: • Links practice: engage actors understand emerging skill areas regularly workshops across Projects case studies: provide study cases undertake student application learning. Speakers field trips: levels speak face. transition pathways: signpost, connect extensively recruiting teams pathways food. As dispersed vast international helps discover hidden opportunities, with. Progress engaged 1800 masters PhD representing around 100 including natural social sciences, humanities. greatly benefited active partners, whom intensive Summer attended 30 per (total 150 last five years). strong presence media produce monthly bi-annual newsletters. Alumni alumni community works globe, some holding positions WHO, World Bank, governmental UN departments, wide range companies industry bodies, NGOs. Over 750 Years 1-5 known secured jobs either partly directly due engagement IFSTAL, 350 applying capability system-related work. Some self-sustaining professional and/or friendship groups, dedicated LinkedIn group, team invites encourages events networking-specific sessions. Many returned subsequent cohorts progression IFSTAL. Participant feedback ‘Participation helped my broader context, given me network London, easier access, all, access speakers, activities organisations.’ ‘I've really enjoyed made universities disciplines.’ ‘I am grateful had extra hugely broadened inspired plans career’ think lectures enhancement course formally systems. were multi-disciplinary encouraged abou perspectives’ Broadening reach UK programme, trained early career Ghana, Uganda, Indonesia Pacific week-long courses, School. Other shorter been undertaken Australia, Canada USA, non-academic organisational settings. These widened unique presented increased community, enabled further change practice. addition, European dimension funded EU-KIC, led Reading, includes Hohenheim Turin. What next? terms systems’ ‘systems become mainstream, challenge ensure coherently continue shape evolve For example, actively teaching resilience Global Security ‘Resilience System’ coordinated John Ingram2, 3. Also, looking ways build managing conflict constructive negotiation. increasingly important entering sectoral boundaries. offered adapt deliver training virtual way, enabling us transcend geographical boundaries increase inclusivity. found space, Table4 Map System5. get involved collaborations broaden building. be, form short courses organisation integrated intervention programme. Do touch discuss interest. Borrelli, Workplace Engagement Lead, Oxford ‘Interdisciplinary System Learning’ April catalyst funding HEFCE establish institutions: second phase started October 2019 continuing Oxford, Warwick LCIRAH, supported RVC Oxford. Email [email protected] Web ifstal.ac.uk/contact–us/ References 1Barile, S., Franco, G., Nota, G. Saviano, M., 2012. Structure dynamics “T-Shaped” knowledge: cooperating communities Service Science, 4(2), pp. 161- 180. 2https://www.foodsystemresilienceuk.org/ 3Hansen, A. R., Ingram, J. Midgley, (2020). Negotiating resilience. Nature Food, 1(9), 519- 519. 4www.tabledebates.org 5https://mapthesystem.sbs.ox.ac.uk/home Volume35, Issue2June 2021Pages FiguresReferencesRelatedInformation