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The DEsign EDucation and Sustainability (DEEDS) project, funded by the European Union's Leonardo da Vinci Programme, comprises a partnership of five institutions from the European design and sustainable development communities that embraces higher education, research and practice. This paper outlines the background, evolution and outcomes from the...
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... designs were generated by the students who later applied a modified LiDs wheel to improve the eco-efficiency considerations of their concept designs. Student outcomes (Figures 3a-3b) demonstrate that "the sustainability context expands the boundary of what design is, what it does and also who is involved…." (Fletcher and Dewberry, 2002). ...
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... Alternatively, many teachers may believe that EDSPP within CD should take a secondary position to other elements within the discipline. These barriers are likely to limit the practical application of EDSPP at an undergraduate level (Blincoe et al., 2009). Cotton et al. (2007, suggest that a lack of knowledge and language for discussing and applying ES provides a challenge for teachers, as they feel they can do little more than offer lip service in an area they are not expert in. ...
... Each interview was audiotaped, and transcribed verbatim. Participants remained anonymous throughout course of the study (Blincoe et al., 2009;Costa, 2005), and were assigned alphanumeric identifiers. The university research ethics boards/ committees in both Australia and Canada approved the research process. ...
Purpose: This paper presents a study of atmospheric climate impacts on community-level sports clubs’ (CLSC) in Australia and Canada, their vulnerability and resilience, and organisational responses.
Design/Methods: A qualitative methodology was used with a multiple case research design. Data (interviews, documents) was collected from a sample of 23 CLSC organisations managing grass turf sport fields exposed to climatic extremes in temperate regions of both countries.
Findings: CLSCs in both nations experienced vulnerability to climate impacts. Direct damage to playing fields resulted from extreme climate events. Indirect impacts include higher injury risks, interrupted and/or cancelled competitions, insurance risks, plus higher operating and capital costs. Adapted management was evident for water resources, playing turf, and organisational policies.
Practical Implications: Provides insights into the changing practice of sport management at the community-level.
Research Contribution: The results challenge the assumption that climate is a static and benign resource for sport. This study demonstrates impacts of climate extremes on sport in the northern and southern hemispheres, the potential for adapting sport management practices, and developing resilience.
... Special skills related to eco-efficient and sufficient production and resource use allow becoming familiar with technological advancement, dematerialisation, zero carbon considerations, new and sustainable materials, and, waste considerations. Of equal importance is the integration of service provision by designing homes in a context of Product-Service-Systems (PSS) and maximising user satisfaction by appropriate material/dematerialised option (Blincoe et al., 2009;Spangenberg et al., 2010). ...
Experience shows that energy savings through energy efficiency measures are partly compensated by income growth, and partly by rebound effects. Therefore to be effective, efficiency measures have to be embedded in a concept of sufficiency which strives for limits and absolute reduction of energy consumption. While the suffi-ciency concept is not new, it only recently gained attention in the field of housing. This paper provides a basis for broader and more informed debates in policy and research on the potential of sufficiency considerations to contribute to the overall reduction of energy consumption in the residential sector. It recommends shifting the attention from energy consumption of buildings towards a concept of sustainable homes in which e.g. the size of the living area plays a crucial role. A further important aspect is the possibility to fulfil other basic needs like the provision with food, recreation and social contacts in the nearby environment. The paper describes first examples of housing projects guided by sufficiency criteria, depicts the potential roles of different actor groups and points towards some general policy recommendations.
... The third direction suggested for pedagogy consideration, in line with our growing recognition of the mutual dependency between social and environmental sustainability, is that artistic works should significantly represent themes of human development, equity, and justice (Nulkar, 2016;Lauesen, 2016). The field of architecture demonstrates, for example, how sustainability has penetrated deeply into the ways society's everyday spaces are thought out, with designs beginning to consider with a conscience the impact on various members and segments of the public (Blincoe et al., 2009;Christensen & Worzala, 2010). In the last decade or so, architecture theories as well as practices such as LEED (Leadership in Energy and Environmental Design) standards have reframed the design of space and the organization of cities through the lens of equitable urban development; such is reflected in the NEA (National Endowment for the Arts) grant awards (Harvey, 2010;Dempsey, Bramley, Power, & Brown, 2011;IHCD, n.d.;Kibert, 2016). ...
... The third direction suggested for pedagogy consideration, in line with our growing recognition of the mutual dependency between social and environmental sustainability, is that artistic works should significantly represent themes of human development, equity, and justice (Nulkar, 2016;Lauesen, 2016). The field of architecture demonstrates, for example, how sustainability has penetrated deeply into the ways society's everyday spaces are thought out, with designs beginning to consider with a conscience the impact on various members and segments of the public (Blincoe et al., 2009;Christensen & Worzala, 2010). In the last decade or so, architecture theories as well as practices such as LEED (Leadership in Energy and Environmental Design) standards have reframed the design of space and the organization of cities through the lens of equitable urban development; such is reflected in the NEA (National Endowment for the Arts) grant awards (Harvey, 2010;Dempsey, Bramley, Power, & Brown, 2011;IHCD, n.d.;Kibert, 2016). ...
... The DEEDS (DEsign EDucation & Sustainability) project (Blincoe et al., 2009) presented a "natural value-based" coherent approach to move towards sustainability using inter-related principles called SCALES (Skills, Creating change agents, Awareness, Learning together, Ethical responsibilities, Synergy & co-creating). These principles address the lifecycle sustainability issues and support natural value-based design. ...
This paper presents an analytical design framework for sustainable future-proofing (DfSFP). The framework provides a systematic approach to deal sustainability and to address future requirements across the entire lifecycle of the system. Future-proof design is one way to obtain a design which defers obsolescence and extends the system's service life and generally includes additional elements in the current solution in order to accommodate future capabilities as projections of the future solutions required to meet those future requirements. However, not all long-life systems are sustainable. In the DfSFP process, future capability elements are integrated in the system capability model in such a way that the system is future-proofed and remains sustainable throughout the system lifecycle. We begin by examining the principles of future proofing and the principles of sustainable design and integrating them to obtain a set of sustainable future-proofing (SFP) design principles. The SFP principles address the entire system lifecycle and account for the impact on the system of additional future proofing elements. The impact is categorised in accordance with the system lifecycle and assessed using a rating system which has been developed to integrate future-proofing elements in the system ensuring overall system sustainability. In order to select the most-suitable design based on the principles developed in this work, a modified analytic hierarchy process is proposed. Finally, an illustrative example is presented where the proposed DfSFP methodology is used to design a house with sustainability and future-proofing requirements. It is shown that the framework provides a systematic analytical basis to assist the designer in addressing the future requirements.
... A design exploration process can be used to support SMEs towards PSS innovation [39]. This engagement is possible if informal and flexible short-term knowledge sharing interventions are used [15], [7]. Co designing with users places emphasis on sociocultural dimensions, making provision for understanding the value of service offerings to customers [39]. ...
As competition increases and becomes even more globalised, manufacturing companies continue to search for new value creation business strategies. Traditional value creation approaches often disconnect producers from customers at the point of sale. Design innovation has the capacity to encompass product and service contexts of offerings increasing the opportunity to sell, promoting sustainability and long term relationships with customers and other stakeholders. This paper explores factors affecting SMEs competitiveness and their perceptions of sustainability and product service systems. Findings from interviews with eighteen SMEs in the leather industry in Botswana show that with a lack of design innovation there is a culture of copying among SMEs who continue to fail to sell in a small domestic market infiltrated by an influx of cheap imports. Following SMEs positive perceptions of design, PSS and sustainability, opportunities to engage SMEs are identified mainly driven by SMEs need for financial benefits. The paper concludes by recommendations from some best practice exemplars, proposing further research for driving competitiveness through design capabilities and sustainable PSS.
... However, defensive motivations (defending habits and status) are not the only ones. An analysis of the motivations behind the perceived obstacles has revealed three basic suspicions which must be addressed in order to mainstream sustainability in the design professions (Blincoe et al. 2009): • Sustainability will not be accepted by designer's clients (economic partners) as it does not pay in the market (yet). • Sustainability is value-laden and thus perfectly fine for a specific niche, but not acceptable for the public at large, and hence for designers in general. ...
... Thus, instead of such rules, DfS is built upon normative sustainability principles (as, e.g., the imperatives in Fig. 32.4), which in each case has to be interpreted according to the circumstances and the agents involved. Probably, the most comprehensive set of such principles is SCALES (Blincoe et al. 2009); when compared with other systematiques for ecological and sustainable design published since 1968, SCALES turned out to cover almost all of the criteria they suggest while adding substance derived from the multidimensional perspective it is built upon. The comparison revealed that the foci for manifestoes up to 1992 were largely around a holistic approach, awareness of system and context, and eco-efficient production and resource use. ...
Sustainable development cannot be reached by incremental improvements; it requires a trajectory change. This implies the need to redesign not only consumer products and production infrastructures but also our daily behavioral routines and consumption patterns. Design for sustainability (DfS) goes beyond the established approach of Design for the environment (DfE) by integrating issues of social context and human quality of life into the design brief, in addition to environmental and - of course - functional and economic aspects. Such a redesign of consumption patterns need not imply a diminished quality of life, if the efficiency potentials beyond production are systematically exploited: provision, use, and satisfaction efficiency safeguard well-being while changing the consumption trajectories. As guidance in this process, it is useful to distinguish human needs, almost an anthropogenic constant, from the culture dependent satisfiers chosen to meet those needs: a sustainable choice is one which is socially as well as environmentally benign while equally satisfying needs. These considerations have been used to develop SCALES, an integrative set of design principles. It embodies existing design criteria, a wide range of previously published criteria from the design for the environment, and design for sustainability literature. Applying such integrative sets of design criteria is a creativity-provoking strategy which will help designers meet the challenge of working at the interface between sustainable production and consumption.
... Overall this is rare as most institutions worldwide have barriers thwarting EfS (Lang, Thomas, & Wilson, 2006;Shephard, 2010;Velazquez et al., 2005). Research of academic perspectives identifies the following challenges: perceived lack of expertise, paucity of time and crowded curriculum (Blincoe et al., 2009); concern over receiving criticism for indoctrinating students (Shephard, 2008); and confusion over what to teach and how to assess (Reid & Petocz, 2006). Furthermore Shephard (2010) and Kelly and Alam (2009) observed issues of insufficient resources, particularly with regard to time allocations, and disciplinary protectionist silo attitudes still reign. ...
As educators of the 21st century we are firmly situated in the global sustainability
discourse. The body of knowledge to what constitutes sustainable education is garnering
interest. Although the concept of sustainability can be viewed as an ideological debate,
the literature points towards higher education embracing the path towards education for
sustainability (EfS). Progress towards campus sustainability presently overshadows the
move toward EfS in curriculum development and learning and teaching (L&T) practices
at most Australian universities. The higher education literature reveals discussion
concerning a number of barriers and challenges universities experience as they move
towards embracing sustainability. A program such as tourism (including hospitality and
event) is often set within a business school paradigm promoting graduates to be ‘job
ready’. This inclination towards a narrow vocational style of education may be
contributing to the challenges of fully engaging with the principles of EfS. Unless the
current neoliberal business focus common at universities undergoes a paradigm shift it
does not appear to cater for future thinking demands required by EfS. Students need to
learn alternative values and become reflexive to enable a resilient society capable of
creative thinking and ethically responsible action. The main concepts elicited from the
wider EfS literature promote a whole systems-thinking, interdisciplinary approach with
the goal of achieving holistic understanding and deep transformative learning by
students. This paper distils the current discourse of L&T sustainability in higher education
and how this can be incorporated in tourism education.
... Doing so requires the skills to recognise, frame, re-structure and solve problems by providing better alternatives. These are the kind of skills the DEEDS project has promoted (Blincoe et al., 2009). They build on a knowledge base in sustainability and sustainable consumption research and on proven design methodologies, but go beyond a focus on details. ...
... Thus DEEDS has been conducted with the key objective to seize the chance to demonstrate the superiority of DfS in future-proofing designers, education and industry (Blincoe et al., 2009). It did so by demonstrating the potential and usefulness of integrating sustainability into mainstream design practice and design education, and thereby providing the missing link between sustainable production and consumption. ...
... A second target group are practicing designers. Based on questionnaire analysis, DEEDS identified their information needs (for more details on the results see Blincoe et al., 2009) and provides knowledge, tools and skills for DfS via the project website. ...
Nowadays design is faced with the challenge to contribute to the transition towards a sustainable society. Design for Sustainability (DfS) is the response to this challenge. It includes but goes beyond what Design for the Environment or ecodesign provides, by integrating social, economic, environmental and institutional aspects and by offering opportunities to get involved, express one’s own identity beyond consuming standardised mass products.DEEDS, a Leonardo research project, had the mission to embed sustainability in design and design in sustainability. For this behalf, the project partners approached the issue from the angles of design, sustainability science and sustainable consumption analysis, developing tools and rules (the SCALES principles) to support DfS and to incorporate it into design education and practice.The paper describes the framework conditions as explored by sustainable consumption research, the obstacles identified by DEEDS and gives hints how to overcome them based in the lessons learnt in the course of the project.
