Teaching sustainability as a contested concept: capitalizing on variation in engineering educators' conceptions of environmental,social and economic sustainability

This study documents variation in engineering academics conceptions of sustainability. We investigated how a group of Australian engineering academics described environmental, social and economic sustainability, and identified a broad range of actions that participating academics associated with achieving sustainability. The study suggested marked variation in the actions that participating academics viewed as coherent with sustainable engineering practice, and therefore, potentially marked variations in the sustainability actions academics might advocate to their undergraduate students. Rather than framing this variation as problematic for teaching and learning sustainable engineering, we suggest that such variation in conception of sustainability, and explicit contestation of this variation in the engineering classroom, offers opportunities to enrich undergraduate sustainability learning and teaching. We develop this argument by using some generic environmental, economic, and social theoretical frameworks to characterize the differences according to the values and assumptions that may underpin the observed variation. Validated frameworks are useful to move beyond discussions based on ‘opinion’, because they provide a framework for critical reflection by engineering students and academics about the values and assumptions that inform engineering practice generally and sustainable engineering practice, particularly.     

Going beyond the rhetoric: system-wide changes in universities for sustainable societies

In October 2008, the 5th Environmental Management for Sustainable Universities (EMSU) international conference was held in Barcelona, Spain. It dealt with the need to rethink how our higher educational institutions are facing sustainability. This special issue has been primarily derived from contributions to that conference. This issue builds upon related academic international publications, which have analysed how to use the critical position of universities to accelerate their pace of working to help to make the transition to truly SUSTAINABLE SOCIETIES!This issue focus is on the ‘softer’ issues, such as changes in values, attitudes, motivations, as well as in curricula, societal interactions and assessments of the impacts of research. Insights derived from the interplay of the ‘softer’ issues with the ‘harder’ issues are empowering academic leaders to effectively use leverage points to make changes in operations, courses, curricula, and research. Those changes are being designed to help their students and faculty build resilient and sustainable societies within the context of climate change, the Decade of Education for Sustainable Development (DESD), and the UN Millennium Development Goals (MDGs).The overall systems approach presented by Stephens and Graham provides a structured framework to systematize change for sustainability in higher education, by stressing on the one hand the need for “learning to learn” and on the other hand by integrating leadership and cultural aspects. The “niche” level they propose for innovative interactions between practitioners such as EMSU is exemplary developed by all of the other documents in this special issue. To highlight some of the key elements of the articles in this issue, there are proposals for new educational methods based in sustainability science, a set of inspirational criteria for SD research activities, new course ranking and assessment methods and results of psychological studies that provide evidence that participatory approaches are the most effective way to change values within university members in order to facilitate the development and sharing of new sustainability norms.     

Sustainable development and the water–energy–food nexus: A perspective on livelihoods

The water–energy–food nexus is being promoted as a conceptual tool for achieving sustainable development. Frameworks for implementing nexus thinking, however, have failed to explicitly or adequately incorporate sustainable livelihoods perspectives. This is counterintuitive given that livelihoods are key to achieving sustainable development. In this paper we present a critical review of nexus approaches and identify potential linkages with sustainable livelihoods theory and practice, to deepen our understanding of the interrelated dynamics between human populations and the natural environment. Building upon this review, we explore the concept of ‘environmental livelihood security’ – which encompasses a balance between natural resource supply and human demand on the environment to promote sustainability – and develop an integrated nexus-livelihoods framework for examining the environmental livelihood security of a system. The outcome is an integrated framework with the capacity to measure and monitor environmental livelihood security of whole systems by accounting for the water, energy and food requisites for livelihoods at multiple spatial scales and institutional levels. We anticipate this holistic approach will not only provide a significant contribution to achieving national and regional sustainable development targets, but will also be effective for promoting equity amongst individuals and communities in local and global development agendas.     

University engagement and regional sustainability initiatives: some Danish experiences

With an outset in ‘sustainability’ defined as a continuous process requiring balance between (the emergence of) problems and our ability and capability to solve them using four distinct capitals available, i.e. natural, production, human and intellectual, and social capital, a model of universities as factories is used. The model suggests that the most notable products of a university being graduates, and knowledge in the form of books, journal articles etc., i.e. human and intellectual capital. As a consequence, these are also the most important impacts from a university. Using the case of Aalborg University, Denmark, the linkages (actual, potential and missing) between academic work in research and education and sustainability initiatives are explored. The focus is both on the university's core activities as a provider of research and education and on the university's activities as an organisation, i.e. its own operation and its accounting for this. It is suggested that systematic engagement activities could benefit both the university's ability to manage internal university processes (by learning from its peers) and its ability to produce the right graduates and knowledge. As a consequence, the main societal benefit would be the ability to better cope with emerging problems endangering the sustainable development of our societies. It is concluded that Aalborg University with its long tradition for project-based and problem-oriented learning in fact has every opportunity to be able to lead by example and become the link to sustainability.     

The roles of cleaner production in the sustainable development of modern societies: an introduction to this special issue

This issue of the Journal of Cleaner Production is based upon papers presented at the 1st International Workshop Advances in Cleaner Production (CP) held in São Paulo, Brazil, in 2007. The conference had the short-term purpose of deepening the Brazilian discussion on “The Roles of Cleaner Production in the Sustainable Development of Modern Societies”, and it had the long-term objective of providing an on-going interdisciplinary forum for knowledge development and exchange on Cleaner Production (CP) and Sustainable Development. This issue is devoted to papers covering a broad range of perspectives of CP practices and strategies. A special focus is placed upon methodological tools designed to support effective decision-making pertaining to quantitative benefits from CP.The ten papers provide insights from research designed to holistically integrate CP to help society make effective progress to sustainability. Papers cover the importance of informal knowledge, as complementary to formal knowledge, in performing effective ‘Environmental Impact Assessments.’ One paper explores the roles of radical and incremental innovation in the context of alternative automotive technologies. Benefits of Ecodesign are explored in two papers; one concerning its integration with remanufacturing to extend the life of used products and one focusing the adoption of ‘Emergy Environmental Accounting,’ as a complementary decision-making tool. The development of the Brazilian LCI database for ‘hydroelectric power generation’ and its contribution to support regionally relevant LCA studies is highlighted in one paper. The complete production chains of biodiesel and bioethanol are evaluated by using global methodologies, which help in the development of more objective and effective solutions. A “compensatory area”, calculated in terms of emergy, is proposed in order to work in a sustainable way for bamboo production. Finally, a paper about a novel approach for recycling used PET is also included.     

A method for sustainable product development based on a modular system of guiding questions

In this paper, we present a method for sustainable product development (MSPD) with the aim of integrating social and ecological aspects of sustainability with a strategic business perspective in product development. The method applies backcasting from basic principles for sustainability, which allows a strategic approach, and it includes a modular system of guiding questions that are derived by considering these principles and the product life cycle. Initial testing in Swedish companies indicates that the suggested MSPD promotes a ‘bird's eye’ perspective and encourages and aids development of products that support society's transformation towards sustainability. Furthermore, it is concluded that the modular system provides flexibility and user-friendliness.     

Critical perspectives of sustainable development research and practice

Sustainable development has been intensely debated for more than twenty years, but real progress of our societies to become more sustainable is very slow. Therefore this special issue provides a forum for critical perspectives of Sustainable Development Research and Practice. The papers are grouped into three clusters: a. Sustainability Science, b. Economic Problems and c. Corporate Contributions to Sustainable Development.Although a single special issue cannot address the entire array of issues pertaining to progress of sustainability related research, the selected papers highlight special aspects of sustainability research either due to their theoretical contributions or because they report on valuable empirical evidence. The main goal of sustainability research should be to contribute to our understanding of sustainability problems and to develop and help to implement solutions to solve them. This can be described as the relevance of sustainability research. A precondition to gain relevance is the rigor of sustainability science: it has to be based on solid scientific principles and methods. Additionally it has to be regarded that Sustainable Development is dynamic and that it has both normative and practical aspects. It is concluded that sustainability science and practice should be based upon these four central aspects: rigor, relevance, normative aspects and dynamic     

Governance of sustainable transitions: about the 4(0) ways to change the world

Transitions are radical system innovations that usually take 1–2 generations. Using Cultural Theory as a heuristic, this paper presents four archetypical approaches to transition management. The fatalist approach refrains from transition management (motto: ‘First, disaster must happen’). The system is in a stalemate that no experiment or hierarchy can break; external events must bring the window of opportunity for change. The hierarchic approach relies on a dominant actor coalition to steer change (motto: ‘Let's put a man on the moon!’). The individualist approach relies mainly on changing the financial ground rules (motto: ‘Sustainability through the market’). Finally, the egalitarian approach relies on process management, doing experiments, etc. (motto: ‘A good transition arena will solve it all’). This approach makes sense if the situation is not clear enough to be managed via one of the other approaches, and there is a clearly identifiable learning objective.     

University research for sustainable development: definition and characteristics explored

University research is pivotal for sustainable development, but to succeed, new ways of conducting research are needed. Only recently has the field of “sustainability and higher education” (SHE) started to deal with the issue. In this paper we define “university research for sustainable development” comprehensively as “all research conducted within the institutional context of a university that contributes to sustainable development”, and propose a set of twenty two preliminary characteristics of this concept. We provide foundational information in particular for various university stakeholders, and those of higher education in general, considering the (re)orientation of research towards sustainable development and offer a beginning of dialogue on the subject, within SHE.     

Stimulating learning and innovation in networks for regional sustainable development: the role of local authorities

Inter-organizational collaboration in networks and partnerships is supposed to promote the potential for learning and innovation needed for environmental transformation and sustainable development. This paper aims at exploring the roles of local authorities (LAs) in actor-networks related to regional sustainable development, and examining their potential in stimulating learning and innovation related to sustainable development. From empirical case studies it is suggested that LAs can act as ‘teachers’ or ‘tutors’ in the networks. From further analysis, drawing also from literature on partnerships, innovation management, socio-technical change, and educational science, it is proposed that in the short run both the ‘teacher’ and ‘tutor’ approach would promote incremental innovation rather than the radical system innovations needed for sustainable development. However, there is potential for stimulating more long-term, radical change if the LA takes on the role of a ‘teacher’. This approach may favour close collaboration in long-lived, multi-actor networks with potential to (i) serve as forum for continuous dialogue on sustainable development at a community level, (ii) stimulate experimentation and learning needed for system innovations, and (iii) provide a basis for strategic niche management for development and testing of new technologies.     

Greening the state? The framing of sustainability in Dutch infrastructure governance

This paper investigates how the notion of ‘sustainability’ is strategically framed in the context of Dutch infrastructure governance in the Netherlands. By conducting a frame analysis (based on policy documents, websites and semi-structured interviews), the paper discerns six sustainability frames. These frames concern substantive (e.g., more focus on ecology), process (activating new networks) and organizational (e.g., new practices of work) aspects. The paper also illustrates how these sustainability frames relate to the changing institutional context of infrastructure policy and governance more broadly. The paper discusses some of the productive and challenging implications of the dynamics of sustainability in today’s complex and multi-dimensional world of governance.     

Sustainability experiments in Asia: innovations shaping alternative development pathways?

Global sustainability is increasingly influenced by processes of industrialisation and urbanization in non-OECD countries, especially in Asia. Growth models suggest that developing economies and regions will become first relatively more resource- and pollution-intensive, before converging on more resource-efficient and low-pollution production and consumption patterns expressed in developed countries. Alternative less resource- and pollution-intensive growth models for latecomer countries promise social and economic benefits in the short- and long-term. Drawing on insights from system innovation research on long-run change in socio-technical systems, we discuss the potential role of ‘sustainability experiments’ to generate innovations that will constitute new ‘greener’ growth models. We observe a great number of technology-based initiatives that we characterize as sustainability experiments in East and South Asian countries. These experiments emerge in the context of the growth of new socio-technical regimes in key sectors, including energy, transport, manufacturing, food and the built environment. We set out a conceptual framework for assessing the role of experiments, and for evaluating how they link with and become anchored into alternative more sustainable regimes. In this paper we argue that sustainability experiments represent a significant new source of innovation and capability-formation, linked to global knowledge and technology flows, which could reshape emergent socio-technical regimes and so contribute to alternative development pathways in latecomer countries. We conclude by summarizing the six papers published in this Special Issue.     

No evidence for visual context-dependency of olfactory learning in <Emphasis Type="Italic">Drosophila</Emphasis>

How is behaviour organised across sensory modalities? Specifically, we ask concerning the fruit fly Drosophila melanogaster how visual context affects olfactory learning and recall and whether information about visual context is getting integrated into olfactory memory. We find that changing visual context between training and test does not deteriorate olfactory memory scores, suggesting that these olfactory memories can drive behaviour despite a mismatch of visual context between training and test. Rather, both the establishment and the recall of olfactory memory are generally facilitated by light. In a follow-up experiment, we find no evidence for learning about combinations of odours and visual context as predictors for reinforcement even after explicit training in a so-called biconditional discrimination task. Thus, a ‘true’ interaction between visual and olfactory modalities is not evident; instead, light seems to influence olfactory learning and recall unspecifically, for example by altering motor activity, alertness or olfactory acuity.     

The message and methods of ethical investment

This paper examines a high profile and often provocative segment of the financial industry: that of Ethical or Socially Responsible Investment. By offering an ethical or sustainable product which has the potential to influence so many stakeholders—the financial industry is in a unique position to guide change towards corporate sustainability. However, what message is ethical investment really giving to companies and the financial industry? Are ethical investors and their rating agencies capable of effectively influencing corporations towards more sustainable patterns of production and consumption; and are their approaches consistent with the principles of Cleaner Production? This paper first gives an overview some of the definitions ‘ethical investment’ and the scale of activities under this umbrella term. Then the actual screening methods and their application is examined. A typology of the different ethical mutual funds is given, and two cases of ethical funds are described (Robur’s Environmental Fund, and Sustainable Asset Management’s sustainability rating tool). Each are analysed in terms of their potential to either reveal or conceal cleaner production innovations by the firms they assess. In order to ascertain where Ethical Investment might lead companies, the effects of ethical investment on companies—and back on the asset management companies themselves is explored. A reflexive model of corporate and finance sector learning based on the ethical screens is proposed.     

What kinds of knowledge,knowing and learning are required for addressing resource dilemmas?: a theoretical overview

This paper considers what kinds of knowledge, knowing and learning are required for addressing resource dilemmas in the context of sustainable development. It also explains why and how the SLIM project focused on social learning for managing water resources. The range of learning theories that informed SLIM are discussed, as is the historical pattern of lineages, relationships and discontinuities among these and other theories. Whilst conceptions of social learning are contested, most perspectives raise questions about the nature of knowledge and knowing. It is argued that becoming aware of our assumptions regarding learning, knowing and how we develop knowledge, can help us find out more about what we need to know.The nature of resource dilemmas, implications for learning, what learning involves, its interdisciplinary nature and its history of ideas are all considered. An overview of learning theories is given, explaining their potential relevance for researchers, policymakers and practitioners in environmental contexts. The discourse, theory and practice of social learning and factors that influenced the choice of social learning theories by SLIM researchers are discussed. The paper concludes by considering how understanding what social learning involves can contribute, in a practical way, to dealing with resource dilemmas.     

Design for Sustainability (DfS): the interface of sustainable production and consumption

Nowadays design is faced with the challenge to contribute to the transition towards a sustainable society. Design for Sustainability (DfS) is the response to this challenge. It includes but goes beyond what Design for the Environment or ecodesign provides, by integrating social, economic, environmental and institutional aspects and by offering opportunities to get involved, express one’s own identity beyond consuming standardised mass products.DEEDS, a Leonardo research project, had the mission to embed sustainability in design and design in sustainability. For this behalf, the project partners approached the issue from the angles of design, sustainability science and sustainable consumption analysis, developing tools and rules (the SCALES principles) to support DfS and to incorporate it into design education and practice.The paper describes the framework conditions as explored by sustainable consumption research, the obstacles identified by DEEDS and gives hints how to overcome them based in the lessons learnt in the course of the project.     

A new tool to map the major worldviews in the Netherlands and USA,and explore how they relate to climate change

For addressing climate change, public support for changes in policy is needed, as well changes in individual lifestyles. Both of these appear to be intimately related with people’s worldviews. Understanding these worldviews is therefore essential. In order to research and ‘map’ them, we translated the theoretical ‘Integrative Worldview Framework’ (IWF) into an empirical, quantitative approach. We constructed a worldview-scale aiming to distinguish between four major worldviews – labeled traditional, modern, postmodern, and integrative – and explored their interface with opinions and behaviors with respect to climate change. The survey was conducted with representative samples of citizens in the Netherlands and the USA (n = 527 and n = 556). The hypothesized worldviews were found in the data with a reasonable degree of reliability, especially in the Dutch sample. We also found consistent relationships between these worldview-clusters and a range of opinions, political priorities, and behaviors. In both countries postmoderns and integratives displayed significantly more concern about climate change as well as more sustainable behaviors, compared with moderns and traditionals. The implications of these findings for environmental policy and social science are noteworthy.     

New science for global sustainability? The institutionalisation of knowledge co-production in Future Earth

In the context of complex and unprecedented issues of global change, calls for new modes of knowledge production that are better equipped to address urgent challenges of global sustainability are increasingly frequent. This paper presents a case study of the new major research programme “Future Earth”, which aims to bring ‘research for global sustainability’ to the mainstream of global change research. A core principle of Future Earth is the co-production of knowledge with extra-scientific actors. In studying how the principle of co-production becomes institutionalised in the emerging structure of Future Earth, this paper points to the existence of three distinct rationales (logics) on the purpose and practice of co-production. Co-production is understood as a way to enhance scientific accountability to society (‘logic of accountability’), to ensure the implementation of scientific knowledge in society (‘logic of impact’), and to include the knowledge, perspectives and experiences of extra-scientific actors in scientific knowledge production (‘logic of humility’). This heterogeneous conception of knowledge co-production provides helpful ambiguity allowing actors with different perspectives on science and its role in society to engage in Future Earth. However, in the process of designing an institutional structure for Future Earth tensions between the different logics of co-production become apparent. This research shows how logics of accountability and impact are prominent in shaping the development of Future Earth. The paper concludes by pointing to an essential tension between being inclusive and transformative when it comes to institutionalising new modes of knowledge production in large research programmes.     

Environmental management and audit schemes implementation as an educational tool for sustainability

The trail to sustainability requires a revolution on the way environmental professionals perceive and solve environmental problems. In a globalisation context, environmental professionals have to develop new personal, interpersonal, societal and technical skills to become active throughout their professional lives and to be of value in the quest for sustainability. Professionals have to develop open mindsets, a holistic perspective of the problems and integrated solutions. Current environmental engineer courses fail to provide the required skills, due to the traditional higher education structure. The role of implementation of an Environmental Management System on campus, in providing students with the ‘hands-on’, ‘on-the-job’ business skills that will make them useful in the search for sustainability is discussed.