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Progress on the Sustainable Development Goals (SDGs) depends, in part, on the sustainability competencies of professionals in various fields, and thus, on the implementation of sustainability curricula in higher education. While many universities now offer sustainability curricula, and many more aspire to, there is a lack of evidence on what supports or hinders such implementation. This article presents a meta-study on 133 case studies from universities around the world and synthesizes the main drivers and barriers, identifies information gaps, and tests prominent assumptions on implementing sustainability curricula in higher education. The findings confirm that such implementation is associated with strong leadership by the university; incentives and support through professional development; concurrent implementation of sustainability in research, campus operations, and outreach; formal involvement of internal and external stakeholders as well as sustainability champions, among others. Common research protocols for case studies are needed to yield comparable data on these influencing variables and to enhance reliability of cross-case comparisons. Most sustainability programs could utilize the findings for informing their implementation processes.

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.

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.

Purpose--Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real-world learning opportunities. Design/methodology/approach--The paper summarizes key competencies in sustainability, identifies criteria for real-world learning opportunities in sustainability programs, and draws on dominant real-world learning models including project- and problem-based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real-world learning opportunities. Findings--A "functional and progressive" model of real-world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability. Practical implications--The paper offers examples of real-world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students. Originality/value--The paper contributes to sustainability education by clarifying how real-world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation. (Contains 3 figures, 1 table, and 11 notes.)

Purpose: This paper aims at presenting the theoretical concepts of the transdisciplinary case study approach (TCS), which is a research and teaching approach developed and elaborated at the Swiss Federal Institute of Technology (ETH), as a means of transition support. Design/methodology/approach: The paper reveals the historical roots of case studies, transdisciplinarity and sustainable development as teaching and research paradigms. The TCS approach is presented, which has been developed at ETH for supporting transition management of regional, urban, and organizational systems. This approach is entrenched by an ontology that reveals the basic characteristics of ill-defined transition problems, an epistemology that refers to Probabilistic Functionalism and distinguishes between multi-layered systemic and normative epistemics, a methodology that includes a set of methods for case representation (including modelling and projection), assessment, and strategy building, and a project management model that refers to more than a dozen TCSs in the field of sustainable development. Problems of validity of TCSs as a research methodology are discussed. Findings: Three major strengths of the TCS approach presented in the paper are: that it is based on three sound paradigms, which focus on different, relevant characteristics of complex, human-environment systems; i.e. the case study approach, transdisciplinarity and sustainable development, that it is strictly organized according to an elaborated and consistent theoretical framework that includes ontological, epistemological, methodological, and organizational considerations, and that it is itself subject to an ongoing inquiry and adaptation process. All theoretical considerations of the paper are clarified be elaborated examples from the more than 10 years experience with TCS of the authors. Practical implications: The paper gives a comprehensive overview of the theoretical foundation of TCS that might assist other scientists engaged in case study research and teaching to further develop their approaches. Additionally, relevant topics for further research in the field of TCS are presented which hopefully induce an inspiring discussion among case study researchers. Originality/value: As far we know, this paper is one of the first that presents a comprehensive and theoretically sound overview of applying transdisciplinary case studies as means of sustainability learning. Thus, it can be seen as a first, crucial step for establishing the new research field of TCS research and a sound research community of complex, transdisciplinary problem solving towards sustainability learning. (Contains 2 tables and 7 figures.)

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.futures.2005.12.003 Byline: Arnim Wiek, Claudia Binder, Roland W. Scholz Abstract: Given the interplaying tendencies of economic decline, social instability, and environmental depletion, any transition towards sustainable development faces a challenging task. To successfully cope with this complexity requires transition management. Integrated approaches for supporting sustainability transitions have been elaborated in the last years. Future studies and scenario construction are regarded as essential components in these approaches. However, the related studies in this field have focused either on a specific type of transition process, or on decision support in a different contextual process, or on a specific function of scenarios. Thus, an evaluation of the wide range of viewpoints on the functions of scenarios with respect to the requirements for transition management is still missing. In this paper, we systematically elaborate upon the functions for transition management that scenarios can fulfil. The developed concept is applied to five empirical scenario studies supporting transition processes on the national, regional and local level in Switzerland. The paper contributes to the development of a functional methodology of transition support, providing initial guidelines for answering the question of which method is appropriate for what type and phase of a transition process. Author Affiliation: Institute for Human-Environment Systems, Natural and Social Science Interface, Swiss Federal Institute of Technology Zurich, ETH Zentrum CHN, 8092 Zurich, Switzerland

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]

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]

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]

The concept of urban sustainability governance has developed as an institutional guiding concept to holistically address the vitality of cities under a long-term perspective and is based on the collaborative efforts of government, administration, business, science, and the civil society. Yet, the initiation and implementation of this guiding concept faces a variety of barriers, including deficient conceptualization, unfamiliarity, detrimental organizational structures, and inertia. We examine the initiation of urban sustainability governance in the City of Richmond, British Columbia, Canada. On the basis of the reviews of administrative documents and interviews with staff across various administrative levels and units, we reflect on achievements and shortcomings against guidelines of urban sustainability governance spelled out in the literature. Our study indicates accomplishments in the conceptualization of a vision and overall framework to operate from, but also a number of deficits in specifying sustainability targets, applying governance principles, and evaluating impacts. Additionally, we discuss how administrative structures influence how urban sustainability governance is being implemented. We draw conclusions regarding general factors for succeeding in the initiation and implementation of urban sustainability governance. [ABSTRACT FROM AUTHOR]

User engagement, stakeholder involvement, and public consultation in sustainability research have received increased attention over the last decade. Key driving factors behind this are that social outcomes, policy relevance, and user engagement have all become requirements for securing research funding. Many articles have provided compelling arguments for the need to reconsider why, when and how users are engaged within the research process. We propose a typology of user engagement strategies in research, focusing on the actual research process and emphasizing types of engagement in research. We illustrate these types with a comparative analysis of empirical examples from three interactive sustainability research projects, based in Canada and Switzerland. The article discusses the challenges that require a reconfiguration of institutional and organizational structures to seize the full potential of interactive sustainability research. [ABSTRACT FROM AUTHOR]

Purpose – Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real-world learning opportunities. Design/methodology/approach – The paper summarizes key competencies in sustainability, identifies criteria for real-world learning opportunities in sustainability programs, and draws on dominant real-world learning models including project- and problem-based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real-world learning opportunities. Findings – A "functional and progressive" model of real-world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability. Practical implications – The paper offers examples of real-world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students. Originality/value – The paper contributes to sustainability education by clarifying how real-world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation. [ABSTRACT FROM AUTHOR]

Abstract: The economic and social promises of emerging technologies, especially nanotechnology, are assumed to be outstanding due to radical innovative features of materials, products and services. However, preliminary studies indicate that these very same features, e.g. high chemical reactivity, could entail adverse impacts on human health and the environment. Calls for appropriate regulation and societal formation of nanotechnology developments have been made, resulting in the concept of sustainable nanotechnology governance. The required anticipatory knowledge supporting these efforts seems so far to lack a sound methodological basis as well as an integrated perspective on nanotechnological applications. We present a scenario study on possible future developments of nanotechnology in Switzerland (reference year 2020). The study employed a formalized and functional scenario methodology, featuring system analysis, consistency analysis and transdisciplinary collaboration. The results indicate five different future constellations of contextual aspects, such as public awareness, profit potential and legal regulations, which are assumed to consistently correspond to five distinct market situations for nanotechnological applications. Going beyond the specific nanotechnology scenarios, the article argues for a rigorous scenario methodology as a valuable tool for the sustainable governance of emerging technologies. [Copyright &y& Elsevier]

Abstract: According to the targets set for sustainability, integrating the principles of sustainable development into country policies and programs is one of the main goals for development projects. A major challenge in the development field is cross-sectoral integrated planning and achieving multi-stakeholder consensus for collaborative joint projects, especially when sustainability is a goal. This increases the complexity of the multi-stakeholder interaction in decision making and requires enhanced mechanisms for stakeholder participation, coordination, and commitment beyond narrow self-interest. A critical aspect in the decision making process is to enable stakeholders to not only interpret and make decisions based on expert judgments, but also to appropriately involve the relevant parties in the research and decision making process. Therefore, scientific analyses in multi-stakeholder contexts have to be more transparent, participatory, and stakeholder-based in order to provide useful information to assist responsible decision making. This paper presents an outline of a stakeholder-based life cycle assessment approach that can be used to support sustainable decision making in multi-stakeholder contexts. The framework is discussed and compared to other common methods used to support environmental decision making in development projects. We argue that the fundamental concept of life cycle thinking can be effectively used to incorporate stakeholders in the research and decision making process, which can lead to more comprehensive, yet achievable assessments in collaboration with stakeholders. Life cycle thinking is not just a way to examine environmental impacts of activities, but also a way to comprehend and visualize a broader set of upstream and downstream consequences of decisions in development planning and implementation. A life cycle framework including the mapping of stakeholder involvement at each activity in upstream and downstream stages would give stakeholders a holistic view that they otherwise may not have. [Copyright &y& Elsevier]

Abstract: Emerging technologies, such as nanotechnology, feature considerable uncertainty regarding benefits that can be realized and unwanted side effects that ought to be avoided. Sustainable governance of emerging technologies addresses this issue from an integrated societal perspective that proposes collaboration among agents from science, business, government, and the public during the process of technological innovation and diffusion. In this paper, we present agent network analysis as a method to identify critical constellations in the agent network against the normative background of sustainable governance. Results from a transdisciplinary study on the agent network of nanotechnology in Switzerland reveal, among others, missing key agents, non-fulfillment of required functions, non-availability of required knowledge, and deviations between self- and cross-perception. The study contributes to methodological discussions on the formation of agent networks in science, technology, and public policy studies. [Copyright &y& Elsevier]

Abstract: Implementing sustainable development (SD) requires operationalizing this rather vague guiding principle in a socio-technological context. This paper refers to a notion of SD that stresses approaching SD from a systemic perspective. We first present the Function-Structure-Context Framework to appraise if and how systemic characteristics are considered in assessments. The latter framework includes a functional, structural, and contextual dimension, as well as the interdependencies of these dimensions. We then analyze four currently applied landfill assessment methods with respect to this framework: i.e., MCEA (Modified Cost Effectiveness Analysis), LCA (Life Cycle Assessment), RA (Risk Assessment), and TVA (Swiss Technical Ordinance Waste). With respect to the analyzed methods, we can reveal that each of them focuses on specific systemic dimensions in its assessment step, whereas none refers to the whole range of dimensions and interdependencies of the framework presented. We then propose the so-called Sustainability Potential Analysis (SPA) as an alternative comprehensive SD assessment approach, which has the potential to integrate the results of the other methods for achieving a systemic SD assessment. [Copyright &y& Elsevier]

Abstract: Assessing landfills in terms of sustainable development (SD) is a difficult task. Landfills might, for example, remain reactive for hundreds or even thousands of years, a fact that conflicts with the fundamental SD principle of inter-generative equity. The Sustainability Potential Analysis (SPA) is a comprehensive assessment approach that aims at assessing the potential of a system to hinder or support SD from a systemic perspective. In this paper, we present an initial operationalization of this approach for a pragmatic legal landfill assessment and its application to assess two prototypic Swiss landfills as part of a pilot study. Thereby, the six generic criteria of SPA are specified using 18 Functional Key Variables (FKVs), such as “control of pollutant release” or “resilience to intended human impacts.” The first results from the pilot study indicate that SPA and its generic criteria provide a purposeful guiding framework for achieving a systemic and comprehensive SD assessment that seems (i) to be feasible for practical application, (ii) sensitive for relevant SD issues, and (iii) transparent for the addressees of the assessment results. [Copyright &y& Elsevier]