Zoekresultaten

What Doughnut Economics means for business

The 21st century’s rapidly compounding crises – from climate and ecological breakdown to extreme social inequities of power and opportunity – make it irrefutably clear that the global economic system must be transformed if humanity and the rest of life on Earth are to thrive. Doughnut Economics provides an increasingly recognised compass for such a thriving future, and is focused on meeting the needs of all people within the means of the living planet, by creating economies that are regenerative and distributive by design. What are the implications for the role and transformation of business, if it is to be part of this future?This paper explores how the deep design of business – through a company’s Purpose, Networks, Governance, Ownership, and Finance – powerfully shapesits strategic decisions and operational impacts, and ultimately determines whether or not businesses can transform to become part of a regenerative and distributive future. By diving into five layers of deep design, this paper reveals both design blockages that prevent transformative action, and design innovations that can unlock its possibility. In addition, this paper recognises that industry-level and system-wide transformations are crucial for turning the inheritance of a degenerative and divisive economic system into the beginnings of a regenerative and distributive one.

What regenerative sourcing means for business: lessons from the denim and cotton sectors

Regenerative agriculture is increasingly seen as the way forward to safeguard soil fertility and with that economic, human and natural sustainability. The fashion industry, being very much reliant on inputs from the agricultural sector, can play a pivotal role in promoting regenerative practices. In order to do so however it needs to radically rethink its business model, or else it will not be able to reap all the possible benefits.

Exploring Regenerative Business Models

Entrepreneuring a regenerative society

Our planet’s ecology and society are on a collision course, which manifests due to a contradiction in the assumptions of unlimited material growth fueling the linear economic paradigm. Our closed planetary ecosystem imposes confined amounts of space and a finite extent of resources upon its inhabitants. However, practically all the economic perspectives have been defiantly neglecting these realities, as resources are extracted, used and disposed of reluctantly (Ellen MacArthur Foundation 2015). The circular economy attempts to reconcile the extraction, production and usage of goods and resources with the limited availability of those resources and nature’s regenerative capabilities This perspective entails a shift throughout the supply chain, from material science (e g non-toxic, regenerative biomaterials) to novel logistical systems (e g low-carbon reverse logistics). Because of this, the circular economy is often celebrated for its potential environmental benefits and its usefulness as a blueprint for sustainable development (Ellen MacArthur Foundation 2017). Unfortunately, the promise of the circular economy aiming at enhanced sustainability through restorative intent and design (McDonough & Braungart 2010), is often inhibited by institutional barriers posed by the current linear economy of take, make, use and waste (Ghisellini et al. 2016). Underlying those barriers our cultural paradigm celebrates consumerism, exponential growth and financial benefit instead of human values such as diversity, care and trust. Based on a mapping exercise of the circular economy discourse in the Netherlands and an overview of international (academic) literature (Van den Berg 2020) supplemented with collaborative co-creation sessions, visiting events, conferences, giving talks and classes, we have defined a gap leading to the focus of the Professorship. First, we highlight the importance of a process approach in studying the transition from a linear to a circular economy, which is why we use the verb ‘entrepreneuring’ as it indicates the movement we collectively need to make. The majority of work in the field is based on start-ups and only captures snapshots while longitudinal and transition perspectives - especially of larger companies - are missing (Merli et al. 2019; Geissdoerfer et al. 2018; Bocken et al. 2014). We specifically adopt an entrepreneurship-as-practice lens (Thompson, Verduijn & Gartner 2020), which allows us to trace the doings – as opposed to only the sayings - of organizations involved in circular innovation. Such an approach also enables us to study cross-sector and interfirm collaboration, which is crucial to achieve ecosystem circularity (Raworth 2019). As materials flow between actors in a system, traditional views of ‘a value chain’ slowly make way for an ecosystem or value web perspective on ‘organizing business’. We summarize this first theme as ‘entrepreneurship as social change’ broadening dominant views of what economic activity is and who the main actors are supposed to be (Barinaga 2013; Calás, Smircich & Bourne 2009; Steyaert & Hjorth 2008; Nicholls 2008). Second, within the Circular Business Professorship value is a big word in two ways. First of all, we believe that a transition to a circular economy is not just a transition of materials, nor technologies - it is most of all a transition of values We are interested in how people can explore their own agency in transitioning to a circular economy thereby aligning their personal values with the values of the organization and the larger system they are a part of Second, while circularity is a broad concept that can be approached through different lenses, the way in which things are valued and how value is created and extracted lies at the heart of the transition (Mazzucato 2018). If we don’t understand value as collectively crafted it will be very hard to change things, which is why we specifically focus on multiplicity and co-creation in the process of reclaiming value, originating from an ethics of care Third, sustainability efforts are often concerned with optimization of the current – linear – system by means of ecoefficient practices that are a bit ‘less bad’; using ’less resources’, causing ‘less pollution’ and ‘having less negative impact’. In contrast, eco-effective practices are inherently good, departing from the notion of abundance: circular thinking celebrates the abundance of nature’s regenerative capacities as well as the abundance of our imagination to envision new realities (Ellen MacArthur Foundation 2015). Instead of exploiting natural resources, we should look closely in order to learn how we can build resilient self-sustaining ecosystems like the ones we find in nature. We are in need of rediscovering our profound connection with and appreciation of nature, which requires us to move beyond the cognitive and employ an aesthetic perspective of sustainability This perspective informs our approach to innovating education: aesthetics can support deep sustainability learning (Ivanaj, Poldner & Shrivastava 2014) and contribute to facilitating the circular change makers of the future. The current linear economy has driven our planet’s ecology and society towards a collision course and it is really now or never: if we don’t alter the course towards a circular economy today, then when? When will it become urgent enough for us to take action? Which disaster is needed for us to wake up? We desperately need substitutes for the current neo-liberal paradigm, which underlies our linear society and prevents us from becoming an economy of well-being In Entrepreneuring a regenerative society I propose three research themes – ‘entrepreneurship as social change’, ‘reclaiming value’ and ‘the aesthetics of sustainability’ – as alternative ways of embracing, studying and co-creating such a novel reality. LinkedIn: https://www.linkedin.com/in/kim-poldner-a003473/

‘Sweet Acid’ An Interpretative Phenomenological Analysis of Students’ Navigating Regenerative Higher Education

Regenerative forms of higher education are emerging, and required, to connect with some of the grand transition challenges of our times. This paper explores the lived experience of 21 students learning to navigate a regenerative form of higher education in the Mission Impact course at The Hague University of Applied Sciences. This semester-length course ran for two iterations with the intention of connecting the students with local transitions towards a more circular society, one where products are lasting and have multiple lives when they are shared, refurbished, or become a source for a new product. At the end of each iteration, the students reflected on their experience using the Living Spiral Framework, which served as basis for an interpretative phenomenological analysis of their journey navigating this transformative course. The results of this study include four themes; (1) Opting in—Choosing RHE, (2) Learning in Regenerative Ways, (3) Navigating Resistance(s), and (4) Transformative Impacts of RHE. These themes can be used by practitioners to design and engage with regenerative forms of higher education, and by scholars to guide further inquiry. van den Berg B, Poldner KA, Sjoer E, Wals AEJ. ‘Sweet Acid’ An Interpretative Phenomenological Analysis of Students’ Navigating Regenerative Higher Education. Education Sciences. 2022; 12(8):533. https://doi.org/10.3390/educsci12080533

Practises, Drivers and Barriers of an Emerging Regenerative Higher Education in The Netherlands

Universities have the potential, and the responsibility, to take on more ecological and relational approaches to facilitating learning-based change in times of interconnected socioecological crises. Signs for a transition towards these more regenerative approaches of higher education (RHE) that include more place-based, ecological, and relational, ways of educating can already be found in niches across Europe (see for example the proliferation of education-based living labs, field labs, challenge labs). In this paper, the results of a podcast-based inquiry into the design practises and barriers to enacting such forms of RHE are shown. This study revealed seven educational practises that occurred across the innovation niches. It is important to note that these practises are enacted in different ways, or are locally nested in unique expressions; for example, while the ‘practise’ of cultivating personal transformations was represented across the included cases, the way these transformations were cultivated were unique expressions of each context. These RHE-design practises are derived from twenty-seven narrative-based podcasts as interviews recorded in the April through June 2021 period. The resulting podcast (The Regenerative Education Podcast) was published on all major streaming platforms in October 2021 and included 21 participants active in Dutch universities, 1 in Sweden, 1 in Germany, 1 in France, and 3 primarily online. Each episode engages with a leading practitioner, professor, teacher, and/or activist that is trying to connect their educational practice to making the world a more equitable, sustainable, and regenerative place. The episodes ranged from 30 to 70 min in total length and included both English (14) and Dutch (12) interviews. These episodes were analysed through transition mapping a method based on story analysis and transition design. The results include seven design practises such as cultivating personal transformations, nurturing ecosystems of support, and tackling relevant and urgent transition challenges, as well as a preliminary design tool that educational teams can use together with students and local agents in (re)designing their own RHE to connect their educational praxis with transition challenges. van den Berg B, Poldner K, Sjoer E, Wals A. Practises, Drivers and Barriers of an Emerging Regenerative Higher Education in The Netherlands—A Podcast-Based Inquiry. Sustainability. 2022; 14(15):9138. https://doi.org/10.3390/su14159138