Knowledge, skills, and attitudes to manage sustainable development have become significant components of different career paths. Previous research has explored which competencies are needed for future change agents in the field of sustainable development. Sustainable entrepreneurship can be seen as a promising work context in which these competencies are truly at the forefront and enacted. Several researchers have compiled frameworks of key competencies. However, their work is exploratory in nature and a more in-depth analysis of these frameworks is called for. In this study, an existing competence framework for sustainable entrepreneurship was tested in terms of construct validity, among 402 would-be entrepreneurs. The results suggest the inclusion of six competencies, which constitute a competence framework with a good model fit. Furthermore, a new combination of two existing competencies is proposed. This study has important implications for the debate on which competencies for sustainable entrepreneurship are essential on theoretical and empirical grounds.
The move towards a "greener" or more environmentally-responsible framework of business operations has begun to be mirrored in the research and teaching work of many academics. However, it is suggested that the fields of entrepreneurship and SME studies have lagged somewhat behind other disciplines when it comes to including sustainable development concepts in their contemporary research agenda. A review of the recent research shows that, compared to larger firms, most SMEs tend to be somewhat reactive to environmental issues, and limited to small-scale, ad-hoc changes in business activities. Clearly there is room for substantial improvement in the environmental performance of small firms. It is suggested that there are four major areas in which a new agenda of sustainable development can be adopted within the fields of entrepreneurship and SME studies: · Evaluating and measuring the environmental impact of small firms · Understanding the role of green entrepreneurs ("ecopreneurs") and the factors which promote or hinder their development · The inclusion of environmental and sustainable development issues within the educational curriculum · Developing a better understanding of how business advisory services and government policy can help or hinder the creation of "greener" businesses.
Although the mainstream media and education systems are key institutions that perpetuate various social inequalities, spaces exist--both within and beyond these institutions--where adults and youth resist dominant, damaging representations and improvise new images. In this article, we address why educational researchers and educators should attend closely to popular media and democratizing media production. We analyze and illustrate strategies for engaging with and critiquing corporate news media and creating counter-narratives. We explore media education as a key process for engaging people in dialogue and action as well as present examples of how popular culture texts can be excavated as rich pedagogical resources. /// Bien que les médias et systèmes d'éducation traditionnels soient des institutions clés qui perpétuent divers types d'inégalités sociales, il existe des espaces -- à l'intérieur comme à l'extérieur de ces institutions -- où les adultes et les jeunes opposent une résistance aux représentations dominantes préjudiciables et improvisent de nouvelles images. Dans cet article, les auteures expliquent pourquoi les chercheurs en éducation et les enseignants devraient porter une attention spéciale aux médias populaires et à la démocratisation de la production dans le domaine des médias. Elles analysent et illustrent des stratégies favorisant l'implication dans les médias d'information, la critique de ces médias et la création de discours variés apportant un contrepoids au discours dominant. Les auteures explorent l'initiation aux médias comme un outil-clé pour inciter les gens au dialogue et à l'action et montrent, à partir d'exemples, comment le dépouillement de textes tirés de la culture populaire peut constituer une méthode pédagogique fructueuse.
To distinguish sustainable development education from environmental education and stress the importance of problem‐based interdisciplinary learning to sustainable development education.
A range of published works relating to sustainable development education are critiqued, an introduction to complexity theory is given and related to sustainable development education, and a case study is provided to demonstrate an example of incorporating sustainability into course delivery and to demonstrate problem‐based interdisciplinary learning.
Our discussion supports our claim that reconciling sustainability and development requires a complex interdisciplinary approach beyond that found in some areas of traditional environmental education.
Our literature search is not exhaustive and focuses on sustainable development education. A much greater body of literature relating to environmental education exists.
Our discussion and case study suggests practitioners designing and teaching sustainable development related programs should incorporate an interdisciplinary approach and allow for problem‐based applied learning to take place.
This paper distinguishes sustainable development education from environmental education and suggests practical courses of action for initiating sustainable development education in a meaningful manner.
Universities play an important role in shaping the future of the world society in terms of sustainable development by generating new knowledge as well as contributing to the development of appropriate competencies and raising sustainability awareness. During the last years, many universities have undertaken activities for implementing Higher Education for Sustainable Development (HESD). Many have asked which key competencies are most relevant for sustainable development and hence should be developed in future-oriented higher education. Different approaches for the selection of sustainability key competencies have been developed, but there is little international agreement in the debate around the most important key competencies. Consequently, this paper asks which individual key competencies are crucial for understanding central challenges facing the world society and for facilitating its development towards a more sustainable future, and thus identifies those competencies which should be fostered through university teaching and learning. The empirical design of the study is related to a Delphi study in which ‘sustainability key competencies’ are defined by selected experts from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador, Mexico). The results show that twelve key competencies crucial for sustainable development can be identified; the most relevant ones are those for systemic thinking, anticipatory thinking and critical thinking.
With an increased emphasis on problem solving and problem-based learning in the instructional design field, new methods for
task analysis and models for designing instruction are needed. An important methodology for both entails the elicitation,
analysis, and inclusion of stories as a primary form of instructional support while learning to solve problems. Stories are
the most natural and powerful formalism for storing and describing experiential knowledge that is essential to problem solving.
The rationale and means for analyzing, organizing, and presenting stories to support problem solving are defined by case-based
reasoning. Problems are solved by retrieving similar past experiences in the form of stories and applying the lessons learned
from those stories to the new problems. In this paper, after justifying the use of stories as instructional supports, we describe
methods for eliciting, indexing, and making stories available as instructional support for learning to solve problems.
Using the murder-mystery game Her Story, this case introduces “in vivo” and “pattern” coding in qualitative data analysis to contemplate their suitability for exploring the topic of sexual harassment in the modern workplace, focusing on news about allegations at Google.
Operations management researchers and practitioners face new challenges in integrating issues of sustainability with their traditional areas of interest. During the past 20 years, there has been growing pressure on businesses to pay more attention to the environmental and resource consequences of the products and services they offer and the processes they deploy. One symptom of this pressure is the movement towards triple bottom line reporting (3BL) concerning the relationship of profit, people and the planet. The resulting challenges include integrating environmental, health, and safety concerns with green product design, lean and green operations, and closed-loop supply chains. We review these and other 'sustainability' themes covered in the first 50 issues of Production and Operations Management and conclude with some thoughts on future research challenges in sustainable operations management.
Currently, many businesses are implementing a proactive, strategic tool known as an environmental management system (EMS) to gain a competitive advantage. Companies can no longer simply use compliance plans to deal with environmental concerns; consumer demands for greener products and services, and operational efficiencies require long term strategic and sustainable approaches for environmental management. An EMS includes documentation of: commitment and policy; planning; implementation; measurement and evaluation; and review and improvement. Establishment and maintenance of an EMS can be costly and time consuming, therefore implementation should be carefully structured to assure success. This paper identifies human resource (HR) factors such as top management support, environmental training, employee empowerment, teamwork, and rewards systems as key elements of the implementation process of an EMS. Furthermore, the interaction of these factors is examined in terms of the five categories of an EMS mentioned above. Finally, a conceptual model of the EMS-HR factors is proposed to assist in proper facilitation of the environmental management program.
Environmental management has become an issue of substantial concern, particularly in the chemical industry. A comparative study of U.S. and German chemical companies shows that they adopt substantially different strategies to express this concern. Four different strategies have been identified, and the characteristics that indicate responses to environmental factors are substantially different among the clusters. It is suggested that regulatory agencies should take these differences into account, and that companies that have adopted a particular strategy should be aware of alternative approaches by their competitors. The choice of new technology and the R&D portfolio will be affected by the strategies chosen.
There is a growing need for integrating environmentally sound choices into supply-chain management research and practice. Perusal of the literature shows that a broad frame of reference for green supply-chain management (GrSCM) is not adequately developed. Regulatory bodies that formulate regulations to meet societal and ecological concerns to facilitate growth of business and economy also suffer from its absence. A succinct classification to help academicians, researchers and practitioners in understanding integrated GrSCM from a wider perspective is needed. Further, sufficient literature is available to warrant such classification. This paper takes an integrated and fresh look into the area of GrSCM. The literature on GrSCM is covered exhaustively from its conceptualization, primarily taking a ‘reverse logistics angle’. Using the rich body of available literature, including earlier reviews that had relatively limited perspectives, the literature on GrSCM is classified on the basis of the problem context in supply chain's major influential areas. It is also classified on the basis of methodology and approach adopted. Various mathematical tools/techniques used in literature vis-à-vis the contexts of GrSCM are mapped. A timeline indicating relevant papers is also provided as a ready reference. Finally, the findings and interpretations are summarized, and the main research issues and opportunities are highlighted.
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