Marie Harder, Fellow Royal Society of the Arts (FRSA)

Shared Values Approaches: developments of the WeValue and ESDinds based portfolio of approaches. These have signficant overlaps with topics in a variety of disciplines and subjects such as sustainable development; sustainability assessments; social innovation; social design; values-based design; urban design; rating place; transitions; transformational learning; tacit knowledge; translation of tacit to explicit; Nonaka's SECI; organisational change; climate change adaptation planning; ecosystem services; land remediation decision making; sustainable indicators; action research; participatory evaluation; amplifying voice.

I also do research in behaviour change for recycling, using residential compounds in China a 'living labs' to systematically develop  new frameworks for designing recycling schemes, and thus linking related empirical and theoretical concepts.

I regularly work via contracts with government agencies, businesses, quangos, social organsitaions and other universities on work relating to those mentioned in Research Interests. I have delivered on over 80 contracts in these areas.

I welcome PhD students for full scholarships and stipends at Fudan University in China (email me before November each year; deadline in February for following September start) in any of the topics under Research Interests. Those sensitive to hard work and reading around completely new disciplines to make progress, need not apply. I currently do not consider PhD student based at the University of Brighton unless another staff member is lead supervisor (and I have no finances for such students).

I welcome postdocs to join me for 2 years at Fudan university in Shanghai, to have links with Brighton. Residency there is not always required: accommodation and basic salary sufficient for Shanghai is provided. Registration any time of year.

I teach on the basis that students are actively interested in learning, and will firm up the content and assessment methods around the needs of individual students to the greatest extent possible. This means I like to know your background, and where you think you are going to: I will then try to support you on that pathway within my segment of your education.

I believe in travelling across disciplinary boundaries wherever needed, respecting the need for further reading and understanding every time - and like students to do the same. I like to challenge students to think more critically, but try to do this at an appropriate level for them.

I believe that quality learning can also come from non-formal sources of information and disruption.