Towards institutional analysis of sustainability science: a quantitative examination of the patterns of research collaboration

This paper examines quantitatively the patterns of collaboration over geographical boundaries in the emerging field of sustainability science by empirically analyzing the bibliometric data of scientific articles. The results indicate that an increasing number of countries are engaged in research on sustainability, with the proportion of articles published through international collaboration rising as well. The number of countries engaged in international collaboration on sustainability research has been increasing, and the diversity of countries engaged in research collaboration beyond national borders is also increasing. The geographical patterns of collaboration on sustainability show that research collaboration tends to be conducted between countries which are geographically located closely, suggesting that communication and information exchange might be limited within the regional clusters. The focused fields of research activities on sustainability are significantly different between countries, as each country has its focused fields of research related to sustainability. The specialization of research activities is also observed in international collaboration. While these patterns of international collaboration within regional clusters focusing on specific fields could be effective in promoting the creation, transmission, and sharing of knowledge on sustainability utilizing the already existing regional networks, they could pose a serious obstacle to collecting, exchanging, and integrating diverse types of knowledge, especially when it is necessary to deal with problems involving large-scale complex interactions with long-term implications, such as climate change. It would be of critical importance to establish inter-regional linkages by devising appropriate institutional arrangements for global research collaboration on sustainability science.     

On the road to ‘research municipalities’: analysing transdisciplinarity in municipal ecosystem services and adaptation planning

Transdisciplinary research and collaboration is widely acknowledged as a critical success factor for solution-oriented approaches that can tackle complex sustainability challenges, such as biodiversity loss, pollution, and climate-related hazards. In this context, city governments’ engagement in transdisciplinarity is generally seen as a key condition for societal transformation towards sustainability. However, empirical evidence is rare. This paper presents a self-assessment of a joint research project on ecosystem services and climate adaptation planning (ECOSIMP) undertaken by four universities and seven Swedish municipalities. We apply a set of design principles and guiding questions for transdisciplinary sustainability projects and, on this basis, identify key aspects for supporting university–municipality collaboration. We show that: (1) selecting the number and type of project stakeholders requires more explicit consideration of the purpose of societal actors’ participation; (2) concrete, interim benefits for participating practitioners and organisations need to be continuously discussed; (3) promoting the ‘inter’, i.e., interdisciplinary and inter-city learning, can support transdisciplinarity and, ultimately, urban sustainability and long-term change. In this context, we found that design principles for transdisciplinarity have the potential to (4) mitigate project shortcomings, even when transdisciplinarity is not an explicit aim, and (5) address differences and allow new voices to be heard. We propose additional guiding questions to address shortcomings and inspire reflexivity in transdisciplinary projects.     

Transdisciplinary research in support of land and water management in China and Southeast Asia: evaluation of four research projects

Transdisciplinary research (TDR) aims at identifying implementable solutions to difficult sustainability problems and at fostering social learning. It requires a well-managed collaboration among multidisciplinary scientists and multisectoral stakeholders. Performing TDR is challenging, particularly for foreign researchers working in countries with different institutional and socio-cultural conditions. There is a need to synthesize and share experience among researchers as well as practitioners regarding how TDR can be conducted under specific contexts. In this paper, we aim to evaluate and synthesize our unique experience in conducting TDR projects in Asia. We applied guiding principles of TDR to conduct a formative evaluation of four consortium projects on sustainable land and water management in China, the Philippines, and Vietnam. In all projects, local political conditions restricted the set of stakeholders that could be involved in the research processes. The set of involved stakeholders was also affected by the fact that stakeholders in most cases only participate if they belong to the personal network of the project leaders. Language barriers hampered effective communication between foreign researchers and stakeholders in all projects and thus knowledge integration. The TDR approach and its specific methods were adapted to respond to the specific cultural, social, and political conditions in the research areas, also with the aim to promote trust and interest of the stakeholders throughout the project. Additionally, various measures were implemented to promote collaboration among disciplinary scientists. Based on lessons learned, we provide specific recommendations for the design and implementation of TDR projects in particular in Asia.     

Graham Scholars Program: sustainability education through an interdisciplinary international case study

A course for upper division undergraduate students was developed in response to a request for a cross-disciplinary course in environmental sustainability with an emphasis on an international issue. The topic selected for the course focused on the energy needs for Chile and a proposal for five hydropower projects on the Baker and Pascua Rivers in the Patagonia area. Collaborations between the University of Michigan (USA) and the University of Concepción (Chile) to develop the course led to a plan to offer a parallel course at both universities, with the students of both courses participating in a site visit to Patagonia. The courses were structured to enhance learning through interdisciplinary team-based activities. The courses were taught in a seminar format, with invited lecturers to provide background information on technical, environmental, economic, social, and political issues surrounding hydropower development in general and the proposed projects in particular. The students combined this information with insights obtained during the site visit to prepare a variety of course products, notably an assessment of the concerns of the various affected stakeholder groups. Assessment of the course outcomes is discussed.     

Paradigmatic differences, power, and status: a qualitative investigation of faculty in one interdisciplinary research collaboration on sustainability science

Interdisciplinary research collaborations are fraught with challenges, including the need to overcome paradigmatic differences. The current study sought to understand how 25 faculty members involved in an interdisciplinary endeavor related to sustainability experienced these differences. Using Biglan’s classification and Becher and Trowler’s conceptualizations, the study found issues related to disciplinary status and hierarchy between the soft and hard scientists involved in the project.     

Key competencies in sustainability: a reference framework for academic program development

The emerging academic field focused on sustainability has been engaged in a rich and converging debate to define what key competencies are considered critical for graduating students to possess. For more than a decade, sustainability courses have been developed and taught in higher education, yet comprehensive academic programs in sustainability, on the undergraduate and graduate level, have emerged only over the last few years. Considering this recent institutional momentum, the time is seemingly right to synthesize the discussion about key competencies in sustainability in order to support these relatively young academic programs in shaping their profiles and achieving their ambitious missions. This article presents the results of a broad literature review. The review identifies the relevant literature on key competencies in sustainability; synthesizes the substantive contributions in a coherent framework of sustainability research and problem-solving competence; and addresses critical gaps in the conceptualization of key competencies in sustainability. Insights from this study lay the groundwork for institutional advancements in designing and revising academic programs; teaching and learning evaluations; as well as hiring and training faculty and staff.     

Learning for change: an educational contribution to sustainability science

Transition to sustainability is a search for ways to improve the social capacity to guide interactions between nature and society toward a more sustainable future and, thus, a process of social learning in its broadest sense. Accordingly, it is not only learning that is at issue but education and educational science, of which the latter is about exploring the preconditions of and opportunities for learning and education—whether individual or social, in formal or informal settings. Analyzing how educational science deals with the challenge of sustainability leads to two complementary approaches: the ‘outside-in’ approach sees the idea of sustainability influencing educational practice and the way the relationship of learning and teaching is reviewed, theoretically as well as within the social context. In an ‘inside-out’ approach, an overview is given of how educational science can contribute to the field of sustainability science. An examination of the literature on education and sustainability shows that, while sustainability features prominently in one form or another across all sectors, only little work can be found dealing with the contributions of educational science within sustainability science. However, as sustainability is a concept that not only influences educational practices but also invites disciplinary contributions to foster inter- and transdisciplinary research within the sustainability discourse, the question remains as to how and to what extent educational science in particular can contribute to sustainability science in terms of an ‘inside-out’ approach. In this paper, we reconstruct the emergence of education for sustainable development as a distinctive field of educational science and introduce and discuss three areas of sustainability research and throw into relief the unique contribution that educational science can make to individual action and behavior change, to organizational change and social learning, and, finally, to inter- and transdisciplinary collaboration.     

Framing natural assets for advancing sustainability research: translating different perspectives into actions

Sustainability is a key challenge for humanity in the context of complex and unprecedented global changes. Future Earth, an international research initiative aiming to advance global sustainability science, has recently launched knowledge–action networks (KANs) as mechanisms for delivering its research strategy. The research initiative is currently developing a KAN on “natural assets” to facilitate and enable action-oriented research and synthesis towards natural assets sustainability. ‘Natural assets’ has been adopted by Future Earth as an umbrella term aiming to translate and bridge across different knowledge systems and different perspectives on peoples’ relationships with nature. In this paper, we clarify the framing of Future Earth around natural assets emphasizing the recognition on pluralism and identifying the challenges of translating different visions about the role of natural assets, including via policy formulation, for local to global sustainability challenges. This understanding will be useful to develop inter-and transdisciplinary solutions for human–environmental problems by (i) embracing richer collaborative decision processes and building bridges across different perspectives; (ii) giving emphasis on the interactions between biophysical and socioeconomic drivers affecting the future trends of investments and disinvestments in natural assets; and (iii) focusing on social equity, power relationships for effective application of the natural assets approach. This understanding also intends to inform the scope of the natural asset KAN’s research agenda to mobilize the translation of research into co-designed action for sustainability.     

Building climate change resilience through local cooperation: a Peruvian Andes case study

Many of the problems faced by international projects intending to create adaptive social–ecological systems for climate change stem from lack of stakeholder engagement, limited understanding of local political, economic, and environmental complexities, and restricted time. Local organizations focused on conservation and development might have an advantage in creating adaptive social–ecological systems because they understand local processes and are involved with communities for extended periods of time. A local non-governmental organization, Asociación Ecosistemas Andinos (ECOAN), works in twenty-one communities in the Andean highlands outside of Cusco to conserve the endangered Polylepis forests. As part of the conservation project, ECOAN supports community-led development projects such as building greenhouses. Data for this project were gathered through interviews (with community members in three different communities, ECOAN staff, and donors) and participant observation. This paper shows that ECOAN’s extensive use of participation has led to community ownership of the conservation and development projects. The communities’ close connections to the Polylepis project contribute to resilience through creating networks, extending the local environmental ethic to the Polylepis trees, supporting projects that diversify and strengthen community sustenance, and contributing to the growth of economic activities. This case study provides a positive example of the potential for local organizations and people to take charge of their own resiliency efforts where international projects and protocols may otherwise prove ineffective.     

How researchers frame scientific contributions to sustainable development: a typology based on grounded theory

Given that research on sustainable development usually relates to real-world challenges, it requires researchers to align scientific knowledge production with concrete societal problem situations. To empirically explore how researchers frame scientific contributions when designing and planning projects, we conducted a qualitative study on land use–related projects based on the methodology of grounded theory. We identified major influence factors and various types of research design. Among the factors that influence project framing, scientific considerations were found to be more important than expected. Core characteristics of project framings concerned (a) type of scientific contributions envisaged; (b) real-world sustainability challenges addressed, and (c) researchers’ conceptions of how knowledge would reach its addressees. Three different types of project framing were found, suggesting that framing strongly depends on (the researchers’ perception of) how well a real-world problem situation is understood scientifically and how strongly are societal actors aware of the problem and act upon it. The spectrum of how researchers planned that knowledge would reach its addressees comprised communicating results to interactive conceptions allowing for mutual learning throughout the research process. The typology reveals a variety of useful and promising project framings for sustainable development research. The typology may serve to reconcile conceptual ideals and expectations with researchers’ realities.     

Integrating Media Studies of Climate Change into Transdisciplinary Research: Which Direction Should We Be Heading?

Research in the area of media coverage on climate change communication represents one of the most prolific areas of inquiry within communication and mass communication studies. This body of literature, which ranges from empirical to critical studies, continues to expand. Much research has focused on representations of climate change causes, effects, and human actions, while some has assessed the impacts of these representations. What is broadly missing from this literature, however, is a discussion of how we might integrate media analysis into transdisciplinary collaborative research aimed at creating solutions to the social, environmental, and economic issues intertwined with climate change. Given the magnitude of problems the society and science are currently grasping with, it behooves us to understand how media studies can contribute most effectively to characterizing and solving problems. We maintain that the move toward integrating media studies into transdisciplinary collaborative research marks an essential transition for environmental communication in general, but climate change communication in particular, given the urgency and magnitude of creating meaningful adaptation and mitigation strategies to address this pressing, complex challenge. Drawing on our work as part of a large transdisciplinary sustainability science team, we provide a case study for understanding what collaborations are key to moving media studies into a transdisciplinary context and the key opportunities and barriers that come along with that move. We argue that media studies must increasingly engage directly in collaboration with other researchers, stakeholders, and communities to serve on-the-ground decision-making and enhance society's ability to take action.     

Sustainability applied to the design of water treatment plants in Iraq

From the standpoint of international organisations, sustainability is an important aspect of assistance design and provision in developing countries. The paper analyses how technical options or projects can be considered to address the needs of drinkable water in Iraq, and why the sustainability of the project is a key factor in guaranteeing the durability and the efficacy in time of the action. The design suggested in this paper can update current technology in Iraq in terms of water treatment process for medium size plants, and help resolve the major problems faced today.     

可持续发展目标下的清洁发展机制项目评价

清洁发展机制（CDM）是《京都议定书》规定的发达国家和发展中国家之间项目级的合作机制，CDM项目的目标之一是促进发展中国家的可持续发展。在京都议定书最终生效的背景下．CDM项目的开发与能力建设成为热点。本文基于多目标决革理论。讨论CDM促进可持续发展与否的评价方法。以国际最新的研究为基础。作者构建了CDM项目可持续评价的指标化体系。建立了评价过程。并将其应用刭具体的案例——内蒙古辉腾锡勒风电CDM项目的评价中。研究可以为中国的CDM潜在项目的选择、比较和批准等实践活动提供定量的方法和思路。这对于中国成为CDM国际合作中的重要参与者以及促进中国的可持续发展都具有重要的意义。     

Gender and community-oriented wildlife conservation: views from project supervisors in India

Many international agreements, such as the 1992 UN Convention on Biological Diversity, posit that successful community-oriented (community-based) wildlife conservation depends on partnerships with stakeholders of different class, ethnicity, and gender. Gender is of particular interest because it often relates to environmental use, attitudes, and knowledge and operates across other key categories. This study uses fieldwork, interviews, and a survey of 52 project heads in India to address two research questions: (1) How are gender issues viewed by supervisors of community-based wildlife conservation projects, in relation to their work? (2) What types of resources would be most useful to project heads seeking to promote gender equity through their conservation work? The results suggest that while there is widespread support for integrating gender equity issues into community-oriented wildlife conservation, many believe that gender may be a potentially distracting and secondary issue. Several reasons for the variation in views were identified including the following: the dearth of relevant empirical research about gender issues in wildlife conservation; ambiguities about the concept of gender itself; and a lack of opportunities to critically discuss the role of gender equity issues for conservation. These factors may contribute to a disconnection between international rhetoric and on-the-ground practice as it relates to gender and community-oriented wildlife conservation. Increased opportunities for professional capacity building among project supervisors and staff members, coupled with increased collaboration between social and natural scientists, will be important for strengthening the links between international conservation policy and on-the-ground practice.     

Evaluating knowledge integration and co-production in a 2-year collaborative learning process with smallholder dairy farmer groups

Although knowledge integration and co-production are integral to transdisciplinary approaches to foster sustainable change in social–ecological systems, this type of research is usually not evaluated based on assessments of the learning process. While participants are meant to be central in such approaches, too often, their perspectives are not central to the evaluation. Moreover, there is limited empirical information about how new knowledge is transformed into action. We respond to these knowledge gaps by analyzing (A) farmers’ perspectives on the collaborative learning process and (B) how farmers’ new knowledge can serve as the basis for changed actions. Theoretically, we are guided by second-order cybernetics and have integrated the Control Loop Model with Learning Loops to extend Kirkpatrick (Evaluating training programs: the four levels, 2nd edn. Berrett-Koehler Publisher, San Francisco, 1998) four-level evaluation scheme. We apply this to evaluate a 2-year collaborative learning process with two smallholder dairy farmer groups in Nakuru County, Kenya that aimed to co-develop local sustainable pathways to reduce milk losses. Results showed that farmers learned by (1) implementing corrective actions based on known cause–effect relations (single-loop learning); (2) discovering new cause–effect relations and testing their effect (double-loop learning); and (3) further questioning and changing their aims (triple-loop learning). Highlighting the importance of knowledge integration and co-production, this collaboration between farmers, researchers, and field assistants improved the farmers’ ability to respond, adapt, and intentionally transform their farming system in relation with complex sustainability challenges. Results demonstrate that the potential of our evaluation scheme to better reflect learning and empowerment experienced by actors involved in transdisciplinary research for sustainability.     

The future of sustainability science: a solutions-oriented research agenda

Over the last decade, sustainability science has been at the leading edge of widespread efforts from the social and natural sciences to produce use-inspired research. Yet, how knowledge generated by sustainability science and allied fields will contribute to transitions toward sustainability remains a critical theoretical and empirical question for basic and applied research. This article explores the limitations of sustainability science research to move the field beyond the analysis of problems in coupled systems to interrogate the social, political and technological dimensions of linking knowledge and action. Over the next decade, sustainability science can strengthen its empirical, theoretical and practical contributions by developing along four research pathways focused on the role of values in science and decision-making for sustainability: how communities at various scales envision and pursue sustainable futures; how socio-technical change can be fostered at multiple scales; the promotion of social and institutional learning for sustainable development.     

中国垃圾填埋气回收利用CDM项目现状与对策

根据最新数据，运用统计学方法，从总体情况、地理分布、国际比较、国外合作方和开发机构4个方面分析了当前我国垃圾填埋气回收利用CDM项目发展的现状：与其他类型CDM项目相比，垃圾填埋气回收利用项目规模小，估计年减排量少；项目签发量远少于设计估算的年减排量；年批准项目数增长快，项目主要分布在我国东部、中部地区及省会城市和计划单列市；相比其它类型的CDM项目，中国在垃圾填埋气回收利用CDM项目上位于全球第二位，而拉美国家占据优先；项目主要的国际合作方为欧盟国家。最后总结了项目开发发展中遇到的主要问题，并提出解决问题的多项政策建议     

The role of ad hoc networks in supporting climate change adaptation: a case study from the Southeastern United States

To examine the factors that support adaptation within a regional and sectoral context, this article explores five climate-sensitive sectors in North and South Carolina (Forestry, Government Administration, Tourism, Water Management, and Wildlife Management) and the role of partnerships, collaborations, and networks in facilitating climate adaptation and related activities. Drawing from 117 online questionnaires and interviews with sector leaders across the Carolinas, the article highlights several key functions of networks in regard to supporting adaptation—intra-sector information sharing; monitoring, data collection, and research; and education and outreach. Furthermore, the analysis examines how climate networks in the region have facilitated the development of bonding, bridging, and linking social capital while also noting factors that have constrained the growth and success of both intra- and cross-sector collaboration. Although no formal, or discrete, state or regional cross-sector climate change network exists in the Carolinas, climate adaptations and capacity-building efforts have been supported by ad hoc and decentralized networks, emerging collegial partnerships within and across sectors, and collaborative efforts to pool expertise and resources. The role of different forms of social capital within these networks is discussed in the context of a contentious political environment where support for activities designed to address climate change is limited. These findings enhance our understanding of the social factors and relational processes that shape and influence capacity to adapt to climate change.