Search

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

The article discusses the papers published in the January 2012 issue of "Sustainability Science," including two articles which address the epistemological and methodological challenges specific to sustainability science projects and on one the utilization of partnerships in for urban sustainability.

Sustainability challenges are multitudinous, urgent, and complex. They are beyond the capacities of our current institutions to address, caused by path-dependent behaviors, and require substantial change from systems with crippling inertia. These problems are born of large-scale industrial economic policy, the rise of materialism, and the supremacy of profit over sustainability. Currently, academia is poorly positioned to address sustainability problems because of anachronistic pedagogy, mismatched incentives, insufficient expertise, lack of personal commitment, and insular products and communication. What transformational methods for research and practice, which involve relevant communities throughout problem-solving processes in meaningful ways, does sustainability science offer? Though rhetoric outweighs real-world sustainability transitions so far, we argue that operationalizing the goals of the field, developing the necessary competencies, and seeking novel partnerships between society and the academy will position academic institutions to make a bigger impact on the transition to sustainability. [ABSTRACT FROM AUTHOR]

Sustainability science is being developed in constructive tension between a descriptive-analytical and a transformational mode. The first is concerned with analyzing problems in coupled human-environment systems, whereas the second conducts research on practical solutions to those problems. Transformational sustainability research is confronted with the challenges of generating actionable knowledge, incorporating knowledge from outside academia, and dealing with different values and political interests. This study approaches the theory and promise of sustainability science through a comparative appraisal of five empirical sustainability science projects. We exemplarily appraise in how far sustainability science succeeds and fails in yielding solution options for sustainability problems based on an evaluative framework (that accounts for the particularities of sustainability science). The selected sustainability projects cover a range of topics (water, bioenergy, land use, solar energy, urban development), regions (from coastal to mountainous, from rural to urban areas, in several countries in Africa, Europe, and South and North America), spatial levels (from village to country levels), and research approaches. The comparative results indicate accomplishments regarding problem focus and basic transformational research methodology, but also highlight deficits regarding stakeholder participation, actionable results, and larger impacts. We conclude with suggestions on how to fully realize the potential of sustainability science as a solution-oriented endeavor, including advanced collaborative research settings, advances in transformational research methodologies, cross-case generalization, as well as reducing institutional barriers. [ABSTRACT FROM AUTHOR]

There is emerging agreement that sustainability challenges require new ways of knowledge production and decision-making. One key aspect of sustainability science, therefore, is the involvement of actors from outside academia into the research process in order to integrate the best available knowledge, reconcile values and preferences, as well as create ownership for problems and solution options. Transdisciplinary, community-based, interactive, or participatory research approaches are often suggested as appropriate means to meet both the requirements posed by real-world problems as well as the goals of sustainability science as a transformational scientific field. Dispersed literature on these approaches and a variety of empirical projects applying them make it difficult for interested researchers and practitioners to review and become familiar with key components and design principles of how to do transdisciplinary sustainability research. Starting from a conceptual model of an ideal-typical transdisciplinary research process, this article synthesizes and structures such a set of principles from various strands of the literature and empirical experiences. We then elaborate on them, looking at challenges and some coping strategies as experienced in transdisciplinary sustainability projects in Europe, North America, South America, Africa, and Asia. The article concludes with future research needed in order to further enhance the practice of transdisciplinary sustainability research. [ABSTRACT FROM AUTHOR]

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

Readers are invited to imagine students helping to solve real-world sustainability problems brought to them by societal stakeholders and simultaneously learning about and contributing to sustainable changes in society. Effective sustainability research education engages students in just that. Higher education institutions are implementing this vision of education in entire curricula, individual courses, and extracurricular research activities. In this article, we build on the literature to describe a vision of sustainability research education and present an evaluative scheme for measuring its effectiveness. We apply the scheme to two sustainability research-education projects in Switzerland to test its applicability and to identify achievements of the projects and the areas where improvement is needed. Areas for improvement include collaboration between academics and practitioners, joint problem definition, and the guidance of students to participate successfully in collaborative, real-world projects. [ABSTRACT FROM AUTHOR]

In this article, the authors focus on the challenges of war and violence, disease and environmental degradation addressed by media outlets and research articles. They highlight the role of sustainability in changing the structures and practices of governments and non-profit organizations. They mention that the article "From Complex Systems Analysis to Transformational Change: A Comparative Appraisal of Sustainability Science Projects" has won the 2012 Sustainability Science Best Paper Award.

A letter to the editor is presented discussing public perception towards the risks associated with nanotechnology, in the February 2007 issue.