Knowledge and Management Models for Sustainable Growth

In the last years sustainability has become a topic of global concern and a key issue in the strategic agenda of both business organizations and public authorities and organisations. Significant changes in business landscape, the emergence of new technology, including social media, the pressure of new social concerns, have called into question established conceptualizations of competitiveness, wealth creation and growth. New and unaddressed set of issues regarding how private and public organisations manage and invest their resources to create sustainable value have brought to light. In particular the increasing focus on environmental and social themes has suggested new dimensions to be taken into account in the value creation dynamics, both at organisations and communities level. For companies the need of integrating corporate social and environmental responsibility issues into strategy and daily business operations, pose profound challenges, which, in turn, involve numerous processes and complex decisions influenced by many stakeholders. Facing these challenges calls for the creation, use and exploitation of new knowledge as well as the development of proper management models, approaches and tools aimed to contribute to the development and realization of environmentally and socially sustainable business strategies and practices

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe