Our paper investigates the microfoundations of sustainable entrepreneurship and aims to shed light on trade-offs made in decisions about social, ecological and economic sustainability. Balancing the three dimensions of sustainability (social, ecological and economic) inherently requires choices in which one dimension or another has less optimal outcomes. There is not much known about the rationale that sustainable entrepreneurs use for making such trade-offs. Thus, we ask how does entrepreneurial orientation affect decisions and trade-offs on sustainability impact? Our study is an exploratory, qualitative study of 24 sustainable entrepreneurs. We collected data about entrepreneurial orientation and sustainability trade-offs and held in-depth interviews with a subsample of six firms. We conducted a cluster analysis based on four entrepreneurial orientations (innovativeness, proactiveness, riskiness and futurity) and three sustainability trade-off dimensions (environmental, social and economic). From the findings, we derive a typology of three types of sustainable entrepreneurs: green-conflicted, humanitarian-oriented and holistically-oriented. We uncover salient characteristics and aspects of entrepreneurial orientation in relation to trade-off decisions. We find that the entrepreneurs accept slower economic growth or lower performance in order to maintain the integrity of their social and ecological principles and values.
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.
Continuing professional development approaches such as professional learning communities (PLCs) could help schools to sustainably work on school improvement to meet the rapid changes in the world around us. Sustainability is achieved when the core components of the approach become a self-evident and functional part of the school (or: organizational routine), which is flexible and adaptive to ongoing work, and aimed at regular improvement. Achieving sustainability has been found to be a challenge for a lot of schools, however. Leadership is assumed to be crucial for sustainability. We studied leadership through a distributed leadership lens: all activities tied to the core work of the school that are designed by the school’s staff members to influence the motivation, knowledge, or practices of other members of the school organization were considered. As research into sustainability of professional development and leadership was scarce, this dissertation focused on the following question: What is the role of school leadership in schools that work sustainably on school improvement with PLCs? A case study design was used to gain in-depth insight into what leadership and sustainably working on school improvement with PLCs looks like in five Dutch secondary schools. The schools were intensively observed (approximately 160 hours per school), school (policy) documents were collected, social network questionnaires were administered, and the school leadership was interviewed. Based on four studies, that focused on leaders’ practices, knowledge brokerage, and beliefs, the role of school leadership appears to be threefold. They 1) adequately designed the organization for working with the PLC, 2) managed the teaching and learning program while considering the PLC, and 3) helped and supported the staff members’ development for working with the PLC. The way in which leaders carried out the triple role of leadership seemed to be related to different factors. These factors are situated at the personal, interpersonal, and school contextual levels. The dissertation shows what leadership practices were carried out in what way and provides practical implications resulting from that. The insights could inspire schools and school leadership to work sustainably on school improvement with PLCs too.
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Designing cities that are socially sustainable has been a significant challenge until today. Lately, European Commission’s research agenda of Industy 5.0 has prioritised a sustainable, human-centric and resilient development over merely pursuing efficiency and productivity in societal transitions. The focus has been on searching for sustainable solutions to societal challenges, engaging part of the design industry. In architecture and urban design, whose common goal is to create a condition for human life, much effort was put into elevating the engineering process of physical space, making it more efficient. However, the natural process of social evolution has not been given priority in urban and architectural research on sustainable design. STEPS stems from the common interest of the project partners in accessible, diverse, and progressive public spaces, which is vital to socially sustainable urban development. The primary challenge lies in how to synthesise the standardised sustainable design techniques with unique social values of public space, propelling a transition from technical sustainability to social sustainability. Although a large number of social-oriented studies in urban design have been published in the academic domain, principles and guidelines that can be applied to practice are large missing. How can we generate operative principles guiding public space analysis and design to explore and achieve the social condition of sustainability, developing transferable ways of utilising research knowledge in design? STEPS will develop a design catalogue with operative principles guiding public space analysis and design. This will help designers apply cross-domain knowledge of social sustainability in practice.
Teachers have a crucial role in bringing about the extensive social changes that are needed in the building of a sustainable future. In the EduSTA project, we focus on sustainability competences of teachers. We strengthen the European dimension of teacher education via Digital Open Badges as means of performing, acknowledging, documenting, and transferring the competencies as micro-credentials. EduSTA starts by mapping the contextual possibilities and restrictions for transformative learning on sustainability and by operationalising skills. The development of competence-based learning modules and open digital badge-driven pathways will proceed hand in hand and will be realised as learning modules in the partnering Higher Education Institutes and badge applications open for all teachers in Europe.Societal Issue: Teachers’ capabilities to act as active facilitators of change in the ecological transition and to educate citizens and workforce to meet the future challenges is key to a profound transformation in the green transition.Teachers’ sustainability competences have been researched widely, but a gap remains between research and the teachers’ practise. There is a need to operationalise sustainability competences: to describe direct links with everyday tasks, such as curriculum development, pedagogical design, and assessment. This need calls for an urgent operationalisation of educators’ sustainability competences – to support the goals with sustainability actions and to transfer this understanding to their students.Benefit to society: EduSTA builds a community, “Academy of Educators for Sustainable Future”, and creates open digital badge-driven learning pathways for teachers’ sustainability competences supported by multimodal learning modules. The aim is to achieve close cooperation with training schools to actively engage in-service teachers.Our consortium is a catalyst for leading and empowering profound change in the present and for the future to educate teachers ready to meet the challenges and act as active change agents for sustainable future. Emphasizing teachers’ essential role as a part of the green transition also adds to the attractiveness of teachers’ work.
The project is a field study for several diverse hotel chains, including individual properties operated under the Marriott brand, Postillion Hotels. Each brand has unique values, missions, and visions. Therefore, this integration will lead to the development of company-specific sustainability strategies and processes. The study will use the model of levers of control to provide such tailor-made solutions and determine if a generic approach can be developed to match a corporate sustainability strategy with a corporate strategy and develop a supporting management control system for operationalizing the sustainability strategy. Research question: How can a hotel brand formulate and implement a sustainability strategy with a supporting management control system that not only complies with the new CSRD (Corporate Sustainability Reporting Directive) legislation but also emphasizes the creation of substantial value in financial and ESG (Environmental, Social, and Governance) aspects, based on double materiality, in line with the organization's corporate values and beliefs? Objective The aim is to develop a validated method, including tools, that hotels can use to create a sustainability strategy in line with the CSRD guidelines. This strategy should create value for the organization, the environment, and society, while aligning with the hotel's values and beliefs. Merely being compliant with the CSRD is not enough for hotels. Instead, they should view the implementation of the CSRD as an opportunity to stand out in terms of sustainability. By creating value in areas such as environment, safety, and governance, or through the six capitals (financial, manufactured, intellectual, human, social and relationship, and natural) that align with the UN-SDGs, and explicitly taking both an inside-out and an outside in perspective (double materiality), hotels can significantly enhance their sustainability reputation.
