Matching Items (6)
Filtering by
- All Subjects: Sustainability
Description
Businesses, as with other sectors in society, are not yet taking sufficient action towards achieving sustainability. The United Nations recently agreed upon a set of Sustainable Development Goals (SDGs), which if properly harnessed, provide a framework (so far lacking) for businesses to meaningfully drive transformations to sustainability. This paper proposes to operationalize the SDGs for businesses through a progressive framework for action with three discrete levels: communication, tactical, and strategic. Within the tactical and strategic levels, several innovative approaches are discussed and illustrated. The challenges of design and measurement as well as opportunities for accountability and the social side of Sustainability, together call for transdisciplinary, collective action. This paper demonstrates feasible pathways and approaches for businesses to take corporate social responsibility to the next level and utilize the SDG framework informed by sustainability science to support transformations towards the achievement of sustainability.
ContributorsRedman, Aaron (Author)
Created2018-06-30
Description
The next generation will be better prepared to cope with the daunting sustainability challenges if education for sustainable development is being taught and learned across educational sectors. K-12 school education will play a pivotal role in this process, most prominently, the teachers serving at these schools. While pre-service teachers’ education will contribute to this transition, success will depend on effective professional development in sustainability education to teachers currently in service. Arizona State University has pioneered the development and delivery of such a programme. We present the design principles, the programme, and insights from its initial applications that involved 246 K-12 in-service teachers from across the USA. The evaluation results indicate that due to participation in the programme, sustainability knowledge, perception of self-efficacy, inclusion of sustainability in the classroom, modelling of sustainable behaviours, and linking action to content all increased. We conclude with recommendations for the widespread adopting of the programme.
ContributorsRedman, Erin (Author) / Redman, Aaron (Author) / Wiek, Arnim (Author)
Created2018-07-13
Description
Making significant progress on the U.N. Sustainable Development Goals (SDGs) needs change agents equipped with key competencies in sustainability. While thousands of sustainability programs have emerged at various educational levels over the past decade, there is, as of yet, no reliable way to assess if these programs successfully convey key competencies in sustainability. This dissertation contributes to addressing this gap in three ways. First, it reviews the body of work on key competencies in sustainability. Based on broad agreement around five key competencies as well as an emerging set of three, an extended framework is outlined that can be used as unified set of learning objectives across sustainability programs. The next chapter reviews the scholarly work on assessing sustainability competencies. Based on this review, a typology of assessment tools is proposed offering guidance to both educators and researchers. Finally, drawing on experience of the four-year “Educating Future Change Agents” project, the last chapter explores the results from a diverse set of competency assessments in numerous courses. The study appraises assessment practices and results to demonstrate opportunities and challenges in the current state of assessing key competencies in sustainability. The results of this doctoral thesis are expected to make a practical and scholarly contribution to the teaching and learning in sustainability programs, in particular with regards to reliably assessing key competencies in sustainability.
ContributorsRedman, Aaron (Author) / Wiek, Arnim (Thesis advisor) / Barth, Matthias (Committee member) / Basile, George (Committee member) / Fischer, Daniel (Committee member) / Mochizuki, Yoko (Committee member) / Arizona State University (Publisher)
Created2020
Description
The circular economy is viewed as a solution to many of the environmental and social ills that the linear economy has exacerbated. Whether it is through refill solutions or redesigning a cardboard shipping container, fast-moving consumer goods (FMCG) brands are rethinking the way their products are delivered to consumers through business model innovations that promote circularity. The consumer plays the important, often overlooked, role of enabler within circular business models. This study aims to increase broader understanding of what motivates circular consumption of fast-moving consumer goods while analyzing the relationship between motivators and the behaviors required to participate. Semi-structured interviews provide insights from consumers who are currently purchasing household cleansers from brands that operate with a circular business model. Results from this study highlight a group of consumers that are distinguished by their common desire to reduce their personal consumption of plastics. There is clear indication that these consumers are in fact seeking out ways to consume more sustainably. A significant subset of this group expresses concern regarding ingredients used in the products. Health concerns for themselves, their family, or a pet are driving a desire to understand product ingredients. There is evidence to indicate that the concern for personal consumption of plastics is being driven by information distributed via social media and supported by targeted advertisements for brands that address this concern.
ContributorsBrown, Jennifer B (Author) / Dooley, Kevin (Thesis advisor) / Fischer, Daniel (Committee member) / Buch, Rajesh (Committee member) / Arizona State University (Publisher)
Created2020
Description
As a cause of negative economic, societal, and environmental effects, food waste is increasingly being seen as a sustainability issue that needs to be addressed. Reduction of food waste is preferred to recycling because it reduces the financial burden and technological innovations needed to address the issue. While there are many different approaches to reduce food waste, this paper investigates dynamic social norms as an avenue for reducing food waste. Recent studies showcased the effectiveness of using dynamic social norms to reduce meat consumption and the use of to-go cups. However, there appears to be a gap in research that investigates the impact of dynamic social norms in U.S. university community dining settings. This study piloted the use of dynamic social norms to intervene in post-consumer food waste behaviors at Arizona State University. Specifically, this study compared food waste amounts in a location with and without an intervention tool as well as conducted interviews to monitor any self-reported behavior change. Results show that dynamic social norms can promote behavior change in terms of food waste when compared to a control location without the intervention. Further, this study advocates for monitoring food habits through both quantitative and qualitative analysis in order to identify potential behavior changes that could not be captured to the same extent by a mono-methodological approach.
ContributorsCampbell, Hailey Paige (Author) / Fischer, Daniel (Thesis director) / Auustin-Behravesh, Shirley-Ann (Committee member) / School of Sustainability (Contributor, Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Over the past decade, corporate social responsibilities and sustainability has become more of a trending topic; not only amongst citizens, but within many private firms as well. Aligning operations with sustainable practices within a for-profit firm or organization has evolved into a critical focus area in order for a company to be more sustainable.
Having sustainable practices in place can be significant, but it is also important to consider employees and their perspectives, as they are the ones who implement them. The majority of the employees that work within an organization, not those that create these policies, are the ones who’s perspectives should be more strongly considered. In order to effectively implement these practices, firms can educate their employees about the initiatives or newly implemented changes to current practices. Sustainability education for employees, covering company-specific policies, improves the likelihood of participation within initiatives. Increased employee education has the potential to raise the probability that companies will see the benefits that come with enacting sustainable practices.
Having sustainable practices in place can be significant, but it is also important to consider employees and their perspectives, as they are the ones who implement them. The majority of the employees that work within an organization, not those that create these policies, are the ones who’s perspectives should be more strongly considered. In order to effectively implement these practices, firms can educate their employees about the initiatives or newly implemented changes to current practices. Sustainability education for employees, covering company-specific policies, improves the likelihood of participation within initiatives. Increased employee education has the potential to raise the probability that companies will see the benefits that come with enacting sustainable practices.
ContributorsCourrier, Leandra Denaye (Co-author) / Campbell, Hannah (Co-author) / Fischer, Daniel (Thesis director) / Molly, Cashion (Committee member) / Department of Supply Chain Management (Contributor) / Dean, W.P. Carey School of Business (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05