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Creating connections between consumers and producers (relational proximity) seems a promising approach to foster sustainable consumption behaviour in international food supply. In this intervention study, we tested three experiential marketing interventions to connect consumers to producers of an international community-supported agriculture (CSA) partnership for coffee (Teikei Coffee). Consumers (N = 136), recruited at a fair for sustainable products and lifestyles in Germany, (a) watched a promotional video about the coffee CSA, (b) attended a presentation of the coffee CSA, or (c) participated in a mindful tasting experience of the CSA coffee. Findings indicate that experiential marketing tools, to varying degrees, indeed create connections from consumers to producers, thereby fostering sustainable consumption behaviour. The findings can inform international food supply marketing efforts aimed at stimulating sustainable consumption. [ABSTRACT FROM AUTHOR]

To advance holistic corporate sustainability in small and medium‐sized enterprises (SMEs) requires employees to fully engage in sustainability efforts, which, in return, means to develop employees' action competence for sustainability. Little empirical evidence, however, exists on how to do this considering well‐known constraints SMEs face (time, expertise, resources). We present a transdisciplinary project that developed, delivered, and evaluated a sustainability training for the workforce of the Bohlsener Mühle, an SME that has pioneered corporate sustainability in Germany. The training was piloted for the business' apprentices and combined different learning modes to build participants' sustainable action competence. The pre‐post evaluation, supported by observations and qualitative interviews, revealed that employees' action competence for sustainability can be fostered through such trainings and is most effective if organizational factors that enable a corporate culture of sustainability are aligned. We conclude that a human‐centered and action‐oriented approach to training is needed to unleash the full potential of the workforce to advance corporate sustainability. [ABSTRACT FROM AUTHOR]

The unfolding COVID-19 pandemic, and the unprecedented social and economic costs it has inflicted, provide an important opportunity to scrutinize the interplay between the resilience of small and medium-sized enterprises (SMEs) and the resilience of the communities they are embedded in. In this article, we articulate the specific ways that SMEs play a crucial, and underappreciated role in building resilience to human and natural hazards, and provide new opportunities to accelerate the adoption of sustainability practices through the configuration of 'enabling ecosystems' geared towards promoting sustainability in the private sector. We argue that capacity-building and experimentation are not only required within companies, but also throughout this emerging supportive ecosystem of policies, resources (i.e. finance, materials, skills), governance actors, and intermediaries to adequately focus investment, technical capabilities and innovation. Ultimately, we call for a new transdisciplinary action research agenda that centers on SMEs as pivotal actors and amplifiers of community resilience; while recognizing that these firms are themselves in need of support to secure their own capacity to respond to, and transform in light of, crises. This research program calls for recognizing and applying the lessons that the pandemic presents to the urgent need for accelerated climate action. This will be enabled by developing more targeted approaches to collaborative capacity-building activities in SMEs that feed into experimentation and allow for the accelerated adoption of deliberate and strategic resilient business practices and models. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective. Design/methodology/approach: This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master's of Sustainability at Arizona State University, the Master's of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master's, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and in vivo observations. Findings: The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students' self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills. Originality/value: The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered. [ABSTRACT FROM AUTHOR]

The sustainability challenges the world faces today call for concerted and immediate action. Complementing problem-oriented, descriptive-analytical research with solution-oriented research could strengthen sustainability science's contribution to address these challenges. We introduce different types of solution-oriented sustainability research to structure the discourse, outline opportunities to advance this research trajectory, and close with recommendations on how to support particularly students and early career researchers in getting involved with solution-oriented sustainability research. [ABSTRACT FROM AUTHOR]

B Corp certification is considered a viable instrument to support small and medium‐sized enterprises (SMEs) in adopting sustainable practices. However, there is a lack of evidence to what extent this instrument can anchor sustainability at the core of SMEs. This study investigates the B Corp certification process of a SME, a craft brewery in southern Sweden, regarding the extent to which it helped infusing sustainability into the business' mission, practices, corporate form, certificates, and capacities. Results show that the B Impact Assessment, as part of the certification process, positively influenced the business' mission, practices, and capacities. Limited influence on social commitment and adoption of a sustainable corporate form can be explained through regulatory context and time required for deep organizational change. To enhance the effectiveness of B Corp certification, we recommend making it even more adaptable to different geographical and social contexts and increase focus on impact business models. [ABSTRACT FROM AUTHOR]

Food forests are multistrata ecosystems that provide healthy food, livelihood opportunities, as well as social-cultural and environmental services. With these features, food forests address several problems industrial food systems cause. While the overall number of food forests is continuously increasing worldwide, the rate of uptake is still low. This study reconstructs in detail how different types of food forests (n=7) were realized, mostly in Europe, with a focus on organization and management. Findings confirm and add to previous studies indicating that the successful implementation of food forests depends on long-term land access, sufficient start-up funds, and adequate farming and entrepreneurial know-how, among other factors. While these are not unique factors compared to other farm and food businesses, sustainable food forests face particular obstacles to secure them. This study offers guidance to food entrepreneurs, public officials, and activists on how to successfully implement food forests to realize their full sustainability potential. [ABSTRACT FROM AUTHOR]

Purpose: For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses. Design/methodology/approach: This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses. Findings: Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting. Practical implications: These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students' development of interpersonal competence. Originality/value: The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components. [ABSTRACT FROM AUTHOR]

Industrialized food systems use unsustainable practices leading to climate change, natural resource depletion, economic disparities across the value chain, and detrimental impacts on public health. In contrast, alternative food solutions such as food forests have the potential to provide healthy food, sufficient livelihoods, environmental services, and spaces for recreation, education, and community building. This study compiles evidence from more than 200 food forests worldwide, with detailed insights on 14 exemplary food forests in Europe, North America, and South America, gained through site visits and interviews. We present and illustrate the main services that food forests provide and assess their sustainability. The findings indicate that the majority of food forests perform well on social-cultural and environmental criteria by building capacity, providing food, enhancing biodiversity, and regenerating soil, among others. However, for broader impact, food forests need to go beyond the provision of social-cultural and environmental services and enhance their economic viability. There is a need for specific trainings and other measures targeting this deficit. This study appraises the current state of food forests and provides an orientation for food entrepreneurs, public officials, and activists to better understand food forests' potential for advancing sustainable food systems. [ABSTRACT FROM AUTHOR]

While there is growing agreement on the competencies sustainability professionals should possess as well as the pedagogies to develop them, the practice of assessing students' sustainability competencies is still in its infancy. Despite growing interest among researchers, there has not yet been a systematic review of how students' sustainability competencies are currently assessed. This review article responds to this need by examining what tools are currently used for assessing students' sustainability competencies to inform future practice. A systematic literature review was conducted for publications through the end of 2019, resulting in 75 relevant studies that detail the use of an assessment tool. We analyzed the described tools regarding their main features, strengths and weaknesses, as well as potential improvements. Based on this analysis, we first propose a typology of eight assessment tools, which fall into three meta-types: self-perceiving, observation, and test-based approaches, providing specific examples of practice for all tools. We then articulate strengths and weaknesses as well as potential improvements for each tool (type). This study structures the field of sustainability competency assessment, provides a criteria-based overview of the currently used tools, and highlights promising future developments. For the practice, it provides guidance to sustainability (science) instructors, researchers, and program directors who are interested in using competencies assessment tools in more informed ways. [ABSTRACT FROM AUTHOR]

Local grain economies are being developed in North America and Europe as alternatives to the global grain economy and its negative externalities. Little is known, however, about their size, structure, and sustainability, in particular as they evolve. This study offers such insights from a case study of the local grain economy in Arizona. The study uses an analytical framework that combines quantitative and qualitative data and a number of analytical methods to construct a multidimensional profile of the local grain economy. The findings indicate steady growth of the local grain economy in Arizona--in production quantities, range of businesses, diversity of products, and local economy benefits over a number of developmental stages. The findings also suggest that challenges of consolidation, transparency, and other growth issues might undermine its sustainability. The insights can inform the further development of the local grain economy in Arizona and other regions. The study also provides a framework that, through comparative research, allows for creating generalized knowledge about local grain economies and alternative food networks. [ABSTRACT FROM AUTHOR]

International food supply is often associated with negative externalities including injustices across the economic value chain favoring trade over production and processing, significant transport‐related greenhouse gas emissions, and poor working conditions in the regions where food is being produced or processed. Relevant proxies for this situation seem to be large distances, specifically, large geographical and relational distances. Sustainability entrepreneurship demonstrates innovative practices to address large distances in international food supply. We describe five entrepreneurial solution approaches and illustrate them with empirical cases to facilitate learning across cases and support wider adoption of these practices. Our study provides food scholars, entrepreneurs, and businesses with evidence and insights on how to foster sustainable food supply through overcoming large distances. [ABSTRACT FROM AUTHOR]

Purpose: Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning formats claim to advance such skills, there is little empirical evidence that demonstrates how interpersonal competence is being developed. This study aims to describe and explains teaching and learning processes of project-based sustainability courses that contribute to the development of interpersonal competence as one of the key competencies in sustainability. Design/methodology/approach: This study on an international project-based learning course adopted a multi-method case study approach, triangulating observations, semi-structured interviews and focus groups supported by Photovoice method through which students tracked their learning processes. Data collection and analysis followed a grounded theory approach. Findings: Learning through and from conflicts within a learning community can foster competence development in teamwork, communication and stakeholder engagement. This study identified inner and outer conflicts (within individuals versus between individuals or groups) as potential drivers of learning processes, depending on strategies applied to address these conflicts. Originality value: The value of this study is fourfold: it demonstrates how conflicts can be leveraged for students' competence development; it provides in-depth empirical data from multiple perspectives, it discusses the findings in the context of teaching and learning theories, and it demonstrates an application of the Photovoice method to track and improve teaching and learning processes. [ABSTRACT FROM AUTHOR]

Cities worldwide are rising to the challenge of sustainable development, calling for large-scale and fast-paced transformations towards sustainability. Urban sustainability challenges are now being reframed as a lack of capacity of individuals and organizations to carry out such socio-technical transformations. This article expands on transformative capacity literature by elucidating the concept of actor-centric transformative capacity. It focuses on the unique role city-university partnerships (CUPs) can play in catalyzing and supporting effective urban sustainability transformations. Two case studies on CUPs in Portland, Oregon and Tempe, Arizona are used to identify determinants of actor-centric transformative capacity, their role in the transformative capacity of urban systems, and how they are built through CUPs. The article concludes with strategies for building effective CUPs capable of building actor-centric transformative capacity among university actors and city administrators. [ABSTRACT FROM AUTHOR]

Technological innovation in general, and nanotechnology development in particular, happens often disconnected from people and places where these technologies eventually play out . Over the last decade, a diversity of approaches have been proposed and developed to engage people in the innovation process of nanotechnology much earlier than in their conventional role as consumers. Such 'upstream' engagements are conducted at stages when nanotechnology products and services are still amenable to reframing and modification. These engagement efforts have enhanced technological literacy among stakeholders and the general public. Yet, there is still potential for other types of impacts by leveraging links between nanotechnology and people's everyday experiences. The present study explores a novel approach for participatory nanotechnology assessment and design, called Collaborative On-site Technology Exploration (COTE). The approach allows nanoscale scientists and engineers to explore nanotechnologies where they matter to people and places. We conducted a series of COTEs in the Gateway district in Phoenix addressing community challenges of renewable energy supply, water contamination, and public health issues. COTEs are proposed as a step toward bringing together nanoscale scientists and engineers and community stakeholders in need for solutions to urban challenges. [ABSTRACT FROM AUTHOR]

Transdisciplinary research between diverse academic and societal actors is a core practice in sustainability science. However, it often seems to fail in delivering new scientific insights while also significantly contributing to sustainability transformations. It is also often experienced as a burden instead of adding value, which leads to fatigue and disengagement. To address these challenges, we propose to bridge four divides: (i) positioning and linking disciplinary and transdisciplinary research; (ii) transferring and scaling insights from real-world experimentation; (iii) opening the 'extended ivory towers' and reaching a majority of relevant societal actors; (iv) aligning research practice with broader sustainability values such as collaboration, mindfulness, and altruism. [ABSTRACT FROM AUTHOR]

Public funding agencies largely support academic research as an effort to stimulate future product commercialization and foster broader societal benefits. Yet, translating research nurtured in academic settings into such outcomes is complex and demands functional interactions between government, academic, and industry, i.e., 'triple helix,' organizations within an innovation ecosystem. This article argues that in the spirit of responsible innovation, research funding should build bridges that extend beyond the triple helix stakeholders to connect to peripheral organizations. To support that argument, evidence from agent network analysis gathered from two case studies reveals strong and weak connections, as well as gaps within innovation ecosystems in Switzerland and metropolitan Phoenix, USA. This article offers insights on how innovation ecosystems are aligned or misaligned with responsible innovation. [ABSTRACT FROM AUTHOR]

Successful careers in sustainability are determined by positive real-world change towards sustainability. This success depends heavily on professional skills in effective and compassionate communication, collaborative teamwork, or impactful stakeholder engagement, among others. These professional skills extend beyond content knowledge and methodical expertise. Current sustainability programs do not sufficiently facilitate students' acquisition of such skills. This article presents a brief summary of professional skills, synthesized from the literature, and why they are relevant for sustainability professionals. Second, it presents how these skills have been taught in an undergraduate course in sustainability at Arizona State University, USA. Third, it critically discusses the effectiveness and challenges of that exemplary course. Finally, the article concludes with outlining the lessons learned that should be incorporated into future course offerings. [ABSTRACT FROM AUTHOR]

Multi-stakeholder collaboration among industry, government, the public, and researchers is widely acknowledged as a critical success factor for resolving sustainability problems. Proponents argue that pooling capacities and resources is necessary to cope with such wicked problems. Despite good intentions and attempts to follow best practices, the reality of multi-stakeholder collaboration is often flawed. We demonstrate this mismatch between the ideal and reality with a case study of a multi-stakeholder collaboration centered on a large urban area affected by industrial contamination (superfund site) in Phoenix, Arizona. The study indicates deficits in the collaborative process due to the lack of trust, power asymmetry, and other factors. Efforts have recently been undertaken to enhance the multi-stakeholder collaboration through novel engagement approaches. The study uses insights from stakeholder engagement approaches to demonstrate how the quality of multi-stakeholder collaboration on sustainability problems could be appraised and how common obstacles to such collaboration could be overcome, while reflecting on the role of transdisciplinary research in this process. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability.Design/methodology/approach The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany.Findings The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability.Originality/value The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts. [ABSTRACT FROM AUTHOR]

There is a need for specific knowledge of what people can do to mitigate harmful water conflicts. This need is evident in the rural dry tropics of Central America where people face climate change impacts, inefficient water management, and social tension. To address this need, we investigated why some local water conflicts escalated to violence and why other potential conflicts were avoided in Guanacaste Province, Costa Rica. We used interviews, focus groups, and a stakeholder workshop to analyse five cases. We found that violent actions only occurred when rural groups opposed government agencies in settings without mediating leadership. With one exception in a circumstance aggravated over many years, water users did not take violent action against competing water users. Distrust, which has been formed by legacies of ineffective rural stakeholder engagement, diminished the credibility of water-related information used in decision processes and thus prolonged conflicts. Active community-based groups respected by both rural constituencies and government agencies helped some people avoid difficult conflicts. Self-organised groups in other areas struggled to address disputes in settings with contested property rights, high socio-economic inequality, and low human capital. Using insights from Guanacaste, we outline practical conflict mitigation strategies fitted to a range of local water governance contexts found in rural Central America. Results suggest the need for incorporating certain types of peace-building processes in water management and development. The study provides a foundation for policy-makers, water managers, and other stakeholders to more effectively manage water disputes and avoid harmful conflicts in challenging regions. [ABSTRACT FROM PUBLISHER]

A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks. [ABSTRACT FROM AUTHOR]

Despite repeated calls for novel forms of innovation and governance, including responsible innovation, anticipatory governance, and sustainability-oriented governance, nanotechnology continues to be mainly innovated following conventional schemes – with persistent shortcomings and negative impacts. Shifting these schemes towards sustainable and responsible innovation and fully utilising the benefits of sustainable nanotechnologies will necessitate difficult changes across all stages of and actors in the innovation process. We outline an agenda for intervention research in support of such changes. The article synthesises insights from four years of research on nanotechnology innovation, anticipatory governance, and sustainability in urban environments, with a focus on Phoenix, Arizona. [ABSTRACT FROM AUTHOR]

Communities in Phoenix are confronted with numerous challenges that adversely affect human health and safety, with disproportionate impacts on low-income communities. While some challenges are being addressed at the city level, new alliances at the neighbourhood level are initiating community development programmes and projects. This article reports on an intervention study carried out in collaboration with community representatives, city staff, and non-profit organisations to mitigate adverse effects of urban sprawl in the Sky Harbour Neighbourhood in Phoenix. Participatory research was conducted to design and test a tree and shade intervention. Challenges associated with navigating community desires and broader principles of sustainable development are discussed. The study offers a replicable and adaptable intervention research design aimed at empowering communities to meet urban challenges. [ABSTRACT FROM PUBLISHER]

Many new forms of water governance are emerging in response to economic and social needs and wants, as well as water-related problems such as scarcity, injustice, and conflict. However, there is little evidence on how sustainable these governance regimes are, which would be critical for making progress toward sustainable and just water governance. In this article, we present the results of a transdisciplinary multi-criteria sustainability assessment of alternative governance regimes for Guanacaste Province, Costa Rica. The assessment specifies differences between sustainable and unsustainable governance regimes, while also pinpointing how the current water governance regime performs in comparison to those alternatives. The findings indicate that those governance regimes with just and deliberative stakeholder involvement, secure groundwater reserves, and healthy dry tropical ecosystems were considered sustainable and just. In contrast, the current state of water governance was found to be at high risk of digressing toward unsustainable systems where rural communities lack rights and influence, where economies favor agro-industry and high impact tourism at the expense of rural livelihoods, and where water scarcity overwhelms weak governance. This assessment study clarifies water sustainability goals, asserts the need for transformational change, and offers a pragmatic foundation for actions toward sustainable water governance. [ABSTRACT FROM AUTHOR]

In public planning processes for sustainable urban development, planners and experts often face the challenge of engaging a public that is not familiar with sustainability principles or does not subscribe to sustainability values. Although there are calls to build the public's sustainability literacy through social learning, such efforts require sufficient time and other resources that are not always available. Alternatively, public participation processes may be realigned with the sustainability literacy the participants possess, and their capacity can modestly be built during the engagement. Asking what tools might successfully align public participation with participants' sustainability literacy, this article describes and evaluates a public participation process in Phoenix, Arizona, in which researchers, in collaboration with city planners, facilitated sustainability conversations as part of an urban development process. The tool employed for Visually Enhanced Sustainability Conversation (VESC) was specifically designed to better align public participation with stakeholders' sustainability literacy. We tested and evaluated VESC through interviews with participants, city planners, and members of the research team, as well as an analysis of project reports. We found that the use of VESC successfully facilitated discussions on pertinent sustainability issues and embedded sustainability objectives into the project reports. We close with recommendations for strengthening tools like VESC for future public engagements. [ABSTRACT FROM AUTHOR]

The future of the American West depends on sustainable water resource governance. A variety of uncertainties associated with limited freshwater supplies, population growth, land use change, drought, and climate change impacts present substantial challenges. To inform decision making, managers are adopting new techniques such as scenario planning to understand how water resources might change and what practices can support economic, environmental, and social sustainability. Scenario planning can be informed by understanding the normative future preferences of a variety of stakeholders, including decision makers, who influence water governance. This article presents a survey of central Arizona decision makers to understand their visions for a desirable future for the water system in terms of supply, delivery, demand, outflow, and crosscutting activities. Principle components analysis is used to identify patterns underlying responses about preferences for each domain of the system and correlation analysis is used to evaluate associations between themes across the domains. The results reveal two distinct visions for water in central Arizona—one in which water experts and policy makers pursue supply augmentation to serve metropolitan development, and another in which broadened public engagement is used in conjunction with policy tools to reduce water consumption, restore ecosystem services, and limit metropolitan expansion. The results of this survey will inform the development of a set of normative scenarios for use in exploratory modeling and anticipatory governance activities.Environmental Practice 17: 25–35 (2015) [ABSTRACT FROM PUBLISHER]

Sustainability science still struggles with transitioning from problem-focused to solution-oriented endeavors that yield positive impacts on mitigating sustainability challenges. This article presents and compares three sustainability science studies on the reconstruction after the 2011 triple-disaster in Japan; limited energy and livelihood options in rural Africa; and toxic chemical dispersion in San Francisco. Research varied in design and conduct, with opportunities for improvement in transdisciplinary collaboration, institutional incentives and rewards, competency development in future researchers, articulation of relevant political economies, and orientation towards feasible solution options. Of particular interest are insights synthesized across the cases, mainly success factors and their transferability, sustainability science pedagogical opportunities, and potential future research areas. These insights emerged from presentations and breakout discussions of the three studies at the 2012 International Conference on Sustainability Science held at Arizona State University. [ABSTRACT FROM AUTHOR]

Sustainability visioning—creating descriptions of sustainable and desirable future states—has become a prominent tool in urban planning to guide how cities are structured, how they function, and how they are governed. In this article, we present the application of a sustainability visioning approach (SPARC) in support of the City of Phoenix's General Plan Update. The study strove to overcome deficits in current visioning practices, including sufficiently accounting for systems relationships, conflicting values, sustainability principles and stakeholder input; combining public participation with capacity building; and linking creative with analytical activities. We discuss and draw conclusions from this study on how to improve professional and civic capacity for visioning as well as how to bridge the gap between advanced planning practice and research. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM AUTHOR]

Sustainability appraisals produce evidence for how well water governance regimes operate and where problems exist. This evidence is particularly relevant for regions that face water scarcity and conflicts. In this study, we present a criteria-based and participatory sustainability appraisal of water governance in a region with such characteristics-the dry tropics of NW Costa Rica. Data collection included 47 interviews and three stakeholder workshops. The appraisal was conducted through a collaborative and iterative process between researchers and stakeholders. Out of the 25 sustainability criteria used, seven posed a significant challenge for the governance regime. We found challenges faced by the governance regime primarily clustered around and were re-enforced by failing coordination related to the use, management, and protection of groundwater resources; and inadequate leadership to identify collective goals and to constructively deliberate alternative ways of governing water with diverse groups. The appraisal yielded some positive impact in the study area, yet we found its application provided only limited strategic information to support broader problem-solving efforts. Insights from this study suggest key starting points for sustainable water governance in the Central American dry tropics, including investing in increasingly influential collective organizations that are already active in water governance; and leveraging policy windows that can be used to build confidence and disperse more governing authority to regional and local governing actors that are in-tune with the challenges faced in the dry tropics. We conclude the article with reflections on how to produce research results that are actionable for sustainable water governance. [ABSTRACT FROM AUTHOR]

The objective of articulating sustainability visions through modeling is to enhance the outcomes and process of visioning in order to successfully move the system toward a desired state. Models emphasize approaches to develop visions that are viable and resilient and are crafted to adhere to sustainability principles. This approach is largely assembled from visioning processes (resulting in descriptions of desirable future states generated from stakeholder values and preferences) and participatory modeling processes (resulting in systems-based representations of future states co-produced by experts and stakeholders). Vision modeling is distinct from normative scenarios and backcasting processes in that the structure and function of the future desirable state is explicitly articulated as a systems model. Crafting, representing and evaluating the future desirable state as a systems model in participatory settings is intended to support compliance with sustainability visioning quality criteria (visionary, sustainable, systemic, coherent, plausible, tangible, relevant, nuanced, motivational and shared) in order to develop rigorous and operationalizable visions. We provide two empirical examples to demonstrate the incorporation of vision modeling in research practice and education settings. In both settings, vision modeling was used to develop, represent, simulate and evaluate future desirable states. This allowed participants to better identify, explore and scrutinize sustainability solutions. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Sustainability research that strives to develop solution options to complex problems and involves non-academic partners has received increasing public attention. Given this trend, funding organizations, universities, and collaborating partners from business and government seek evidence for the effectiveness of such research. The article introduces a framework and methodological scheme for capturing the societal effects of participatory sustainability research. The framework was developed through literature review and a workshop with institutional agents. It accounts for both direct and tangible as well as indirect and less tangible effects. Effects include quality products, knowledge gains, increased decision-making capacity, enhanced networks, and transformational changes. Participatory research features linked to these effects include representativeness of participants, adequate level of interaction, and transparent incorporation of stakeholder inputs. The framework is translated into a methodological scheme, which we discuss based on exploratory testing. The testing revealed a number of challenges, including adequately incentivizing participation and dealing with memory distortion. We propose coping strategies such as collaborative participant recruitment, memory consolidation activities, and real-time study design. The article provides a constructive, yet cautionary aid to researchers, professionals, and funding organizations seeking to capture the societal effects of participatory sustainability research. [ABSTRACT FROM PUBLISHER]

Problem- and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students' sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally against a synthesized body of the literature to create an evidence base for designing PPBL courses. This article introduces a framework for PPBL courses in sustainability and reviews PPBL practice in six programs around the world (Europe, North America, Australia). Data was collected through semi-structured qualitative interviews with course instructors and program officers, as well as document analysis. Findings indicate that the reviewed PPBL courses are of high quality and carefully designed. Each PPBL course features innovative approaches to partnerships between the university and private organizations, extended peer-review, and the role of knowledge brokers. Yet, the findings also indicate weaknesses including paucity of critical learning objectives, solution-oriented research methodology, and follow-up research on implementation. Through the comparative design, the study reveals improvement strategies for the identified challenges and provides guidance for design and redesign of PPBL courses. [ABSTRACT FROM AUTHOR]

Visions about the use of nanotechnologies in the city, including in the design and construction of built environments, suggest that these technologies could be critically important for solving urban sustainability problems. We argue that such visions often overlook two critical and interrelated elements. First, conjectures about future nano-enhanced cities tend to rely on flawed concepts of urban sustainability that underestimate the challenges presented by deeply-rooted paradigms of market economics, risk assessment, and the absorption of disruptive technologies. Second, opportunities for stakeholders such as city officials, non-governmental organizations, and citizens to consider the nature and distribution of the potential benefits and adverse effects of nano-enabled urban technologies are rarely triggered sufficiently early. Limitations in early engagement will lead to problems and missed opportunities in the use of nanotechnologies for urban sustainability. In this article, we critically explore ideas about the nano-enhanced city and its promises and limitations related to urban sustainability. On this base, we outline an agenda for engaged research to support anticipatory governance of nanotechnologies in cities [ABSTRACT FROM AUTHOR]

Nanotechnology is widely associated with the promise of positively contributing to sustainability. However, this view often focuses on end-of-pipe applications, for instance, for water purification or energy efficiency, and relies on a narrow concept of sustainability. Approaching sustainability problems and solution options from a comprehensive and systemic perspective instead may yield quite different conclusions about the contribution of nanotechnology to sustainability. This study conceptualizes sustainability problems as complex constellations with several potential intervention points and amenable to different solution options. The study presents results from interdisciplinary workshops and literature reviews that appraise the contribution of the selected nanotechnologies to mitigate such problems. The study focuses exemplarily on the urban context to make the appraisals tangible and relevant. The solution potential of nanotechnology is explored not only for well-known urban sustainability problems such as water contamination and energy use but also for less obvious ones such as childhood obesity. Results indicate not only potentials but also limitations of nanotechnology's contribution to sustainability and can inform anticipatory governance of nanotechnology in general, and in the urban context in particular. [ABSTRACT FROM AUTHOR]

Freshwater resources might become the most limited resource in the future due to rising demands, climate change, and the degradation of aquatic ecosystems. While the urgency of this challenge is uncontested, water governance regimes still struggle to employ suitable responses. They lack of: taking a comprehensive perspective on water systems; focusing on social actors, their actions, needs, intentions, and norms as drivers of water systems; engaging in a discourse on tangible goals to provide direction for governance efforts; and promoting a comprehensive perspective on water sustainability that equally recognizes depletion, justice, and livelihood issues in the long-term. We present an approach that intends to overcome these limitations by putting the focus on what people do with water, and why, along with the impacts of these doings. First, we outline an integrated approach to water governance regimes, and then, we present a holistic set of principles by which to evaluate sustainable water governance. Solution-oriented research applying this approach integrates natural sciences and engineering perspectives on water systems with social science studies on water governance, while also specifying and applying normative principles for water sustainability. The approach we develop herein can be used to reform and innovate existing water governance regimes as well as stimulate transformative governance research. [ABSTRACT FROM AUTHOR]

Because wicked problems are beyond the scope of normal, industrial-age engineering science, sustainability problems will require reform of current engineering science and technology practices. We assert that, while pluralism concerning use of the term sustainability is likely to persist, universities should continue to cultivate research and education programs specifically devoted to sustainable engineering science, an enterprise that is formally demarcated from business-as-usual and systems optimization approaches. Advancing sustainable engineering science requires a shift in orientation away from reductionism and intellectual specialization towards integrative approaches to science, education, and technology that: (1) draw upon an ethical awareness that extends beyond the usual bounds of professional ethics or responsible conduct of research to include macroethics, (2) adopt anticipatory and adaptive approaches to unintended consequences resulting from technological innovation that result in more resilient systems, and (3) cultivate interactional expertise to facilitate cross-disciplinary exchange. Unfortunately, existing education and research training programs are ill-equipped to prepare scientists and engineers to operate effectively in a wicked problems milieu. Therefore, it is essential to create new programs of graduate education that will train scientists and engineers to become sustainable engineering science experts equipped to recognize and grapple with the macro-ethical, adaptive, and cross-disciplinary challenges embedded in their technical research and development programs. [ABSTRACT FROM AUTHOR]