Theorizing stakeholders of sustainability in the digital age

Stakeholder theory, originally introduced in 1984 by philosopher Edward Freeman, is among the most influential theories today addressing the complex interplay of societal actors. It underwent several transformations and expansions, but the original Freeman model as well as the latest approaches places the corporation at the center positioning the theory as management driven. In this article—from a sustainability science perspective—we argue that sustainability could also be considered as the center, around which societal actors are grouped, because everyone, individuals as well as stakeholders, have a stake in a ‘common future’ that is built on the transformative concept of sustainability. Next to this shift of perspective from corporation to sustainability at the center, we advance the concept of sustainability stakeholders with the new paradigm of the digital age we (are about to) live in: the proposed sustainability-centered stakeholder theory is developed to incorporate novel parameters as brought about by digitalization (such as big data, real-time transparency, algorithmic correlations, predictive analytics, or changing privacy standards). Hence, we classify the stakeholders of sustainability according to their roles as “big data stakeholders:” collectors, generators, and utilizers of big data. This digital sustainability stakeholder model operationalizes the complex interplay between stakeholders focused on their ‘stake’ in sustainability and a common future and illustrates their roles in the digital age. Thus, it offers a normative framework to analyze stakeholders’ responsibility to contribute to, advance, promote, and achieve sustainability.     

Sustainability science: the changing landscape of sustainability research

Sustainability science is a rapidly expanding field, particularly given the current ecological crises facing many parts of the globe today. To generate a snapshot of the state of sustainability science, we analyzed the current status of sustainability research using citation and text analysis. By reflecting social needs on sustainability science and the increasing number of publications in this field, the landscape is expected to change during the last decade. Our results indicate that previously separated research clusters investigating discipline-focused issues are becoming integrated into those studying coupled systems. We also found the existence of hub clusters bridging different clusters like socio-ecological systems and transition management. We also observed a variety of other emerging research clusters, especially in energy issues, technologies, and systems. Overall, our analysis suggests that sustainability science is a rapidly expanding and diversifying field, which has affected many disparate scientific disciplines and has the potential to feed scientific understanding on socio-ecological systems and to drive society toward transition for sustainability.     

Providing sound theoretical roots to sustainability science: systems science and (second-order) cybernetics

After its infant stage, a new science usually starts reflexing on its identity and theoretical roots. Sustainability science is not an exception, and the needs of self-reflection are even more pressing because of its inter- and trans-disciplinary characters, which involve a plenty of different approaches, theories and practices. In fact, such a variety does not provide a consistent ground for its future development. Without a solid grounding on a reliable base, the plethora of different theories that currently crowds its arena could in the near future produce a rejection from disciplinary specialized researchers, thus confining sustainability science to a scientific fad. Convincing theoretical roots can be found in systems science and cybernetics, and in particular second-order cybernetics, once amended from autopoiesis theory and radical constructivism, which raise serious doubts of validity and applicability. If sustainability science acknowledged its systemic and cybernetic nature and adopted second-order cybernetics in its amended version, it would gain a powerful reference paradigm and a theoretical common denominator and language to support its researchers and facilitate their knowledge exchange. From their part, systems science and cybernetics would be better understood and embraced as powerful sources of knowledge for understanding modern challenging problems, and second-order cybernetics, after decades of scarce relevance for other scientific disciplines, would be revitalized and would finally evolve adequately in a promising science and social practice.     

Sustainability and intergenerational equity: do past injustices matter?

Intergenerational equity is a core concept of sustainability, typically expressed as a concern for future generations. We contend in this review paper that intergenerational equity can also reflect a concern for past generations. Within the study and practice of social justice, significant concern is paid to remedying injustices suffered by past generations, sometimes called “restorative justice,” because these injustices do not end with the past, but remain embedded in the social, economic, and ecological fabrics of our present-day society. We ask: what roles do past injustices play in our understanding of intergenerational justice, and what roles can this understanding play in sustainability thought and practice? We weave together reviews from justice and legal studies and environmental ethics. Several short cases illustrate how restorative justice in practice results in benefits for sustainability, including improved resource management and social cohesion and governance. Our review of sustainability literature shows that while only few of the conceptions of intergenerational equity hint at a concern for historical issues, its concern for intra-generational equity may be a place where restorative issues can be addressed. Within sustainability science approaches, restorative issues may also arise in the assessment of the current state as well as in the appreciation of contextual norms and histories of the places attempting to become more sustainable.     

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.     

Constructing sustainability science: emerging perspectives and research trajectories

Over the last decade, sustainability science has emerged as an interdisciplinary and innovative field attempting to conduct problem-driven research that links knowledge to action. As the institutional dimensions of sustainability science continue to gain momentum, this article provides an analysis of emerging research agendas in sustainability science and an opportunity for reflection on future pathways for the field. Based on in-depth interviews with leading researchers in the field and a content analysis of the relevant literature, this article examines how sustainability scientists bound the social, political and normative dimensions of sustainability as they construct research agendas and look to link knowledge to social action. Many scientists position sustainability science as serving universal values related to sustainability and providing knowledge that is crucial to societal decision-making. The implications of these findings are discussed with an eye towards creating a space for a more democratic and reflexive research agenda for sustainability.     

Creating a Place for Environmental Communication Research in Sustainability Science

Environmental communication scholarship is critical to the success of sustainability science. This essay outlines three pressing areas of intersection between the two fields. First, environmental communication scholarship on public participation processes is essential for sustainability science's efforts to link knowledge with action. Second, sustainability science requires collaborations across diverse institutional and disciplinary boundaries. Environmental communication can play a vital role in reorganizing the production and application of disciplinary knowledge. Third, science communication bridges environmental communication and sustainability science and can move communication processes away from one-way transmission models toward engaged approaches. The essay draws on Maine's Sustainability Solutions Initiative to illustrate key outcomes of a large project that has integrated environmental communication into sustainability science.     

Let’s play transformations! Performative methods for sustainability

Coping with global environmental change demands new forms of civic engagement and interaction able to transform passive audiences attending to the drama of unsustainability into committed actors for sustainability. This entails linking diverse sources of scientific knowledge with personal experiences, emotion and ethical judgments. In this paper, we assess the potential as well as the limitations of innovative theatre-based participatory tools and methods aimed at supporting sustainability learning and agent transformation. To this aim, we first review a series of experiences using theatrical performance and introduce the notion of performative methods. Second, we assess to what extent these new approaches can be of relevance in environmental action research and sustainability science, practice and learning. Finally, we list a series of key research questions to further guide methodological innovation in this promising area of sustainability science and practice. Our findings show a growing and successful use of such methodologies worldwide, both in academia and in implementation-oriented approaches. An increasing number of topics and complexity is being embraced by these methods, offering a fertile ground for innovation in participatory sustainability science.     

Social-ecological system resonance: a theoretical framework for brokering sustainable solutions

Sustainability science is a solution-oriented discipline. Yet, there are few theory-rich discussions about how this orientation structures the efforts of sustainability science. We argue that Niklas Luhmann’s social system theory, which explains how societies communicate problems, conceptualize solutions, and identify pathways towards implementation of solutions, is valuable in explaining the general structure of sustainability science. From Luhmann, we focus on two key concepts. First, his notion of resonance offers us a way to account for how sustainability science has attended and responded to environmental risks. As a product of resonance, we reveal solution-oriented research as the strategic coordination of capacities, resources, and information. Second, Luhmann’s interests in self-organizing processes explain how sustainability science can simultaneously advance multiple innovations. The value logic that supports this multiplicity of self-organizing activities as a recognition that human and natural systems are complex coupled and mutually influencing. To give form to this theoretical framework, we offer case evidence of renewable energy policy formation in Texas. Although the state’s wealth is rooted in a fossil-fuel heritage, Texas generates more electricity from wind than any US state. It is politically antagonistic towards climate-change policy, yet the state’s reception of wind energy technology illustrates how social and environmental systems can be strategically aligned to generate solutions that address diverse needs simultaneously. This case demonstrates that isolating climate change—as politicians do as a separate and discrete problem—is incapable of achieving sustainable solutions, and resonance offers researchers a framework for conceptualizing, designing, and communicating meaningfully integrated actions.     

Advancing sustainability science: report on the International Conference on Sustainability Science (ICSS) 2009

As a new discipline, sustainability science poses a challenge to researchers focused on issues in sustainable development world wide. Although definitions vary, three characteristics appear to be fundamental: sustainability science is transdisciplinary, provides integrated analysis, and is aimed at action. There is clearly a need for such a science to address complex contemporary issues. Yet the question remains how to go about advancing this new integrated approach. The ICSS2009 conference was organized to address this question. This article, based on the conference report, provides a summary of the deliberations and highlights recommendations to advance this new science including creation of a global network of networks in sustainability science.     

Pedagogy for Sustainability Science: Case-Based Approaches for Interdisciplinary Instruction

Sustainability science represents a fundamental shift in the nature of research on environmental problems, calling for specialists to expand beyond their disciplinary perspectives in order to cooperate together to understand and address systemic problems. This shift demands a corresponding shift in education in order to equip students with the skills, theories, and methods they need to address contemporary challenges. We argue that case studies are a productive pedagogical approach to teaching about sustainability and teaching for sustainability. Case-based approaches equip students to encounter complexity, manage uncertainty, and generate innovative strategies. In laying out of the pedagogical challenges inherent in sustainability education, we highlight opportunities and demands for environmental communication scholars to contribute to the emerging discipline of sustainability science.     

Structuring sustainability science

It is urgent in science and society to address climate change and other sustainability challenges such as biodiversity loss, deforestation, depletion of marine fish stocks, global ill-health, land degradation, land use change and water scarcity. Sustainability science (SS) is an attempt to bridge the natural and social sciences for seeking creative solutions to these complex challenges. In this article, we propose a research agenda that advances the methodological and theoretical understanding of what SS can be, how it can be pursued and what it can contribute. The key focus is on knowledge structuring. For that purpose, we designed a generic research platform organised as a three-dimensional matrix comprising three components: core themes (scientific understanding, sustainability goals, sustainability pathways); cross-cutting critical and problem-solving approaches; and any combination of the sustainability challenges above. As an example, we insert four sustainability challenges into the matrix (biodiversity loss, climate change, land use changes, water scarcity). Based on the matrix with the four challenges, we discuss three issues for advancing theory and methodology in SS: how new synergies across natural and social sciences can be created; how integrated theories for understanding and responding to complex sustainability issues can be developed; and how theories and concepts in economics, gender studies, geography, political science and sociology can be applied in SS. The generic research platform serves to structure and create new knowledge in SS and is a tool for exploring any set of sustainability challenges. The combined critical and problem-solving approach is essential.     

Environmental sustainability practices in South Asian university campuses: an exploratory study on Bangladeshi universities

Environmental sustainability practices in universities can play an important role in helping society form a sustainable future. In this study, the roles that Bangladeshi universities play in terms of sustainability practices on their campuses are scrutinized, as well as the challenges these universities face. The existing research on campus sustainability practices in Asia is reviewed, and a new exploratory study is put forth on environmental sustainability practices in the higher education institutions of a developing country—Bangladesh. The Campus Sustainability Assessment Framework used in Canadian universities was taken as basis for determining potential environmental management indicators. Results show that environmental management practices (i.e., environmental education, research, governance and operations) are present only to a very limited extent in higher education institutions in Bangladesh.     

Science, Research, Knowledge and Capacity Building

A small part of the scientific community is seeking hard to enhance the contribution of science, knowledge and capacity building to environmentally sustainable and socially fair human development around the world. Many researchers over the globe share the same commitment – anchored in concerns for the human condition. They believe that science and research can and have influenced sustainability. Therefore their main goals are to seek and build up knowledge, know-how and capacity that might help to feed, nurture, house, educate and employ the world's growing human population while conserving its basic life support systems and biodiversity. They undertake projects, that are essentially integrative, and they try to connect the natural, social and engineering sciences, environment and development of communities, multiple stakeholders, geographic and temporal scales. More generally, scientists engaged in sustainable development are bridging the worlds of knowledge and action. This pro-active, heavily ethics- and wisdom-based "science for sustainability" can be seen as the conclusion of all dialogues and discussions amongst scientists at the World Summit on Sustainable Development (WSSD) 2002 in Johannesburg. The "Plan of Implementation" after WSSD will be based on political will, practical steps and partnerships with time-bound actions. Several "means of implementation" are going to be proofed and initiated: finance, trade, transfer of environmentally sound technology, and, last but not least, science and capacity building.Some characteristics of working scientific sustainability initiatives are that they are regional, place-based and solution-oriented. They are focusing at intermediate scales where multiple stresses intersect, where complexity is manageable, where integration is possible, where innovation happens, and where significant transitions toward sustainability can start bottom-up. And they have a fundamental character, addressing the unity of the nature – society system, asking how that interactive system is evolving and how it can be consciously, if imperfectly, steered through the reflective mobilization and application of appropriate knowledge and know-how. The aims of such sustainability-building initiatives conducted by researchers are: first to make significant progress toward expanding and deepening the research agenda of science and knowledge-building for sustainability; secondly to strengthen the infrastructure and capacity for conducting and applying science, research and technology for sustainability – everywhere in the world where it is needed; and thirdly, to connect science, policy and decision-making more effectively in pursuit of a faster transition towards real sustainable development. The overall characteristic is, that sustainability initiatives are mainly open-ended networks and dialogues for the better future. A world society that tries to turn towards sustainable development has to work hard to refine their clumsy technologies, in "earthing" their responsibility to all creatures and resources, in establishing democratic systems in peace and by heeding human rights, in building up global solidarity through all mankind and in commit themselves to a better life for the next generations.     

Quality criteria for visions and visioning in sustainability science

Envisioning how a desirable future might look is a long-standing effort in human evolution and social change. Utopian thought and visions provide direction for actions and behavior; more so, they create identity and community. Accordingly, the discourse on sustainability and sustainable development has recognized that positive visions about our societies’ future are an influential, if not indispensable, stimulus for change. Visioning is, thus, considered a key method in sustainability research and problem solving, for instance, in transformational sustainability science or in planning for urban sustainability. Yet, quality criteria for sustainability visions and guidelines on how to rigorously craft such visions are scattered over different strands of the literature and some are insufficiently developed. The goal of this article is to review and synthesize such quality criteria and design guidelines to inform sustainability visioning methodology. The review provides a concise reference framework for sustainability students, researchers, and professionals on how to enhance their sustainability visioning practices.     

A science of integration: frameworks,processes, and products in a place-based,integrative study

Integrative research is increasingly a priority within the scientific community and is a central goal for the evolving field of sustainability science. While it is conceptually attractive, its successful implementation has been challenging and recent work suggests that the move towards interdisciplinarity and transdisciplinarity in sustainability science is being only partially realized. To address this from the perspective of social-ecological systems (SES) research, we examine the process of conducting a science of integration within the Southcentral Alaska Test Case (SCTC) of Alaska-EPSCoR as a test-bed for this approach. The SCTC is part of a large, 5 year, interdisciplinary study investigating changing environments and adaptations to those changes in Alaska. In this paper, we review progress toward a science of integration and present our efforts to confront the practical issues of applying proposed integration frameworks. We: (1) define our integration framework; (2) describe the collaborative processes, including the co-development of science through stakeholder engagement and partnerships; and (3) illustrate potential products of integrative, social-ecological systems research. The approaches we use can also be applied outside of this particular framework. We highlight challenges and propose improvements for integration in sustainability science by addressing the need for common frameworks and improved contextual understanding. These insights may be useful for capacity-building for interdisciplinary projects that address complex real-world social and environmental problems.     

Investigating the role of smartness for sustainability: insights from the Smart Grid domain

Over the past decades, information and communication technologies (ICT) established themselves as the key force towards more effective and efficient usage of resources in our society, namely via better use of available information, automation, stakeholder involvement, and decision support. By analyzing recent advancements in knowledge offered by ICT, it is possible to identify their strong correlation with the principles, aims, and interests of sustainability science, which can be highly inspired by ICT-intensive domains. In this paper, we study the theoretical background on system thinking as an interpretative lens able to support better understanding of dimensions and dynamics involved in the domain of sustainability, and examine the role of ICT in advancing sustainability goals. Then, we analyze the domain of the Smart Grid as a prominent example of complex technological contribution in face of the challenges of sustainability, and present the insights from this domain, which are turned into sustainability guidelines for other domains, linking smartness, and sustainability in the light of systems thinking and Smart Grid experience. In summary, the core recommendation of this work is the employment of information technology to widen the scope of the sustainability “game” by sliding activities in time and space, and in engaging more “players” in the game, which is now made possible thanks to the advancement in ICT.     

Towards an umbrella science of sustainability

Sustainability research has gained scholarly attention since the 1980s as the new science investigating the changes in social, environmental and economic systems and their impacts on the future of planetary life support systems. Whilst broad literature on sustainability has expanded significantly over the past decades, academic literature developing sustainability as a distinct science has received little attention. After more than two decades of sustainability research, the time has come for us to begin asking reflective questions about what sort of science we call sustainability science. How has the broader research on sustainability contributed to developing sustainability science as a unique discipline within the past two decades? How has the label science promoted or hindered the interdisciplinary project of integrating the natural and social sciences as well as arts and humanities in addressing human nature problems? I argue in this review paper that special efforts need to be made towards the building and positioning of sustainability as an umbrella science for global sustainability research. The benefits of the new sustainability science advocated for in this paper are that; a) it offers a universal definition of sustainability that accounts for both the needs of life and the capacity of planetary life support systems to provide for those needs and b) proposes ways of bridging gaps among different research traditions, facilitating cross disciplinary communication and addressing the challenge of multiple meanings and definitions of concepts facing sustainability research today.