Expectations are high for digital technologies to address sustainability related challenges. While research into such applications and the twin transformation is growing rapidly, insights in the actual daily practices of digital sustainability within organizations is lacking. This is problematic as the contributions of digital tools to sustainability goals gain shape in organizational practices. To bridge this gap, we develop a theoretical perspective on digital sustainability practices based on practice theory, with an emphasis on the concept of sociomateriality. We argue that connecting meanings related to sustainability with digital technologies is essential to establish beneficial practices. Next, we contend that the meaning of sustainability is contextspecific, which calls for a local meaning making process. Based on our theoretical exploration we develop an empirical research agenda.
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Author supplied: Within the Netherlands the interest for sustainability is slowly growing. However, most organizations are still lagging behind in implementing sustainability as part of their strategy and in developing performance indicators to track their progress; not only in profit organizations but in higher education as well, even though sustainability has been on the agenda of the higher educational sector since the 1992 Earth Summit in Rio, progress is slow. Currently most initiatives in higher education in the Netherlands have been made in the greening of IT (e.g. more energy efficient hardware) and in implementing sustainability as a competence in curricula. However if we look at the operations (the day to day processes and activities) of Dutch institutions for higher education we just see minor advances. In order to determine what the best practices are in implementing sustainable processes, We have done research in the Netherlands and based on the results we have developed a framework for the smart campus of tomorrow. The research approach consisted of a literature study, interviews with experts on sustainability (both in higher education and in other sectors), and in an expert workshop. Based on our research we propose the concept of a Smart Green Campus that integrates new models of learning, smart sharing of resources and the use of buildings and transport (in relation to different forms of education and energy efficiency). Flipping‐the‐classroom, blended learning, e‐learning and web lectures are part of the new models of learning that should enable a more time and place independent form of education. With regard to smart sharing of resources we have found best practices on sharing IT‐storage capacity among universities, making educational resources freely available, sharing of information on classroom availability and possibilities of traveling together. A Smart Green Campus is (or at least is trying to be) energy neutral and therefore has an energy building management system that continuously monitors the energy performance of buildings on the campus. And the design of the interior of the buildings is better suited to the new forms of education and learning described above. The integrated concept of Smart Green Campus enables less travel to and from the campus. This is important as in the Netherlands about 60% of the CO2 footprint of a higher educational institute is related to mobility. Furthermore we advise that the campus is in itself an object for study by students and researchers and sustainability should be made an integral part of the attitude of all stakeholders related to the Smart Green Campus. The Smart Green Campus concept provides a blueprint that Dutch institutions in higher education can use in developing their own sustainability strategy. Best practices are shared and can be implemented across different institutions thereby realizing not only a more sustainable environment but also changing the attitude that students (the professionals of tomorrow) and staff have towards sustainability.
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EuroSonic NoorderSlag (ESNS) actively engages with around 130 festivals across Europe as part of the ESNS Exchange program. As a leading partner in this initiative, ESNS aims to transition into a fully sustainable festival in the coming years. It recognizes its role in spearheading the sustainability aspect of the ESNS Exchange and the industry at large. However, the current lack of information regarding the industry's sustainability practices poses a challenge, leaving ESNS uncertain about the necessary steps to improve the market as a whole. The NHL Stenden Professorship Transformational Media, ESNS and the minor Music Management are collaborating on a joint project to address this issue. The project aims to assess the current state of sustainable practices in European Music Festivals and analyse how these festivals communicate their initiatives. Additionally, students in the Music minor program will create and test a prototype to encourage festivals to communicate about their sustainability activities.
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Research has pointed out opportunities and research agendas to integrate sustainability issues with supply chain and operations management. However, we find that it is still not mainstream practice to systematically take a sustainability approach in tackling supply chain and operations management issues. In this paper, we make use of behavioral theory to explain the current lack of integration. We conclude through abductive reasoning that the reasons for procrastinating integration of sustainability in supply chain and operations management research are the conflicting nature of the task and the inherent context, which is the focus on operations rather than environmental or social issues.
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Drawing on club theory, this study examines the challenges and opportunities facing a sustainability certification program, the Green Key scheme, in terms of its recruitment and retention of members within the Dutch tourism and hospitality industry. Extant literature on sustainability certification in this industry tends to focus narrowly on motivations and retention problems at the firm level, or else on drivers of or barriers to the adoption of sustainability certification schemes. The links between scheme design characteristics and scheme effectiveness and their implications for recruitment and retention thus have remained relatively unexamined. To address this gap, this study proposes a theoretical framework that highlights how different design features of sustainability certification schemes might inform the recruitment and retention challenges that scheme managers often face.
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Regional sustainability networks in the Netherlands are rooted in regionalculture and have an emphasis on social learning and effective collaboration between multiple actors. The national ‘Duurzaam Door’ (Moving Forward Sustainably) Policy Programme regards these networks as generative governance arrangements where new knowledge, actions and relations can co-evolve together with new insights in governance and learning within sustainability transitions. In order to understand the dynamics of the learning in these networks we have monitored emergent properties of social learning between 2014 and 2016. Our focus is particularly on the interrelated role of trust, commitment, reframing and reflexivity. Our aim is to better understand the role and the dynamics of these emergent properties and to see which actors and roles can foster the effectiveness of social learning in regional transitions towards more sustainable ways of living. We used a retrospective analysis with Reflexive Monitoring in Action (RMA), which we combined with the Most Significant Change approach. We found that reflexivity in particularis a critical property at moments that can make or break the process.
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De hoofdvraag van dit onderzoek is samen met diverse organisaties binnen het duurzaamheidsdomein ontwikkeld en verwoord als: “Welke creatieve methoden kunnen ontwikkeld worden om de willingness to pay voor duurzame voedingsproducten bij consumenten te verhogen?”
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Many global challenges cannot be addressed by one single actor alone. Achieving sustainability requires governance by state and non-state market actors to jointly realise public values and corporate goals. As a form of public-private governance, voluntary standards involving governments, non-governmental organisations and companies have gained much traction in recent years and have been in the limelight of public authorities and policymakers. From a firm perspective, sustainability standards can be a way to demonstrate that they engage in corporate social responsibility (CSR) in a credible way. To capitalise on their CSR activities, firms need to ensure their stakeholders are able to recognise and assess their CSR quality. However, because the relative observability of CSR is low and since CSR is a contested concept, information asymmetries in firm-stakeholder relationships arise. Adopting CSR standards and using these as signalling devices is a strategy for firms to reduce these information asymmetries, by revealing their true CSR quality. Against this background, this article investigates the voluntary ISO 26000 standard for social responsibility as a form of public-private governance and contends that, despite its objectives, this standard suffers from severe signalling problems. Applying signalling theory to the ISO 26000 standard, this article takes a critical stance towards this standard and argues that firms adhering to this standard may actually emit signals that compromise rather than enhance stakeholders' ability to identify and interpret firms' underlying CSR quality. Consequently, the article discusses the findings in the context of public-private governance, suggests a specification of signalling theory and identifies avenues for future research.
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The purpose of this study is to analyze the relationship between sustainable performance and risk management, whereby sustainability (innovation), interdisciplinarity and leadership give new insights into the traditional perspectives on performance and risk management in the field of accounting and finance.
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Background: In the Netherlands, most of the academic curricula for teacher training in religious education (RE) focus on shortfalls of students, like a lack of knowledge about the plurality of worldviews and the diversity in interpretations of the Christian tradition. In our research project, the focus is not on the students, but on the university professors and lecturers who teach the subject of RE: professors and lecturers who train and educate students to teach RE. Aim: The main aim of the project was to gain a better insight into the inherent complexity of the professionalism of academics, that is, their own positionality in the plurality of the Roman Catholic traditions they adhere to in relation to their capabilities and commitment to the current curriculum – the ‘old’ one – and the new curriculum to be developed, in the context of the Dutch plural society. Setting: Respondents in this research were university professors and lecturers of the Teacher Training Institute of Tilburg University, located at Utrecht, the Netherlands. Methods: For this investigation, we used a research instrument based on the dialogical self theory and its self confrontation method for organisations to gain insight into professionals’ own and their colleagues’ positionality regarding teaching RE. Results: Preliminary results show that the self confrontation method for organisations has shown itself to be a challenging instrument to invite academics involved in the process of data construction and data analysis. Conclusion: Based on these results, we recommend to include the research population in a validation process to increase the sustainability of the results and to maximise engagement in the implementation phase of the new curriculum.
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