Missing attention to power dynamics in collaborative multi-actor business models for sustainability.

Advances within the Sustainability Business Models (SBMs) literature from the perspective of boundary-spanning business models have received limited attention. Further, discourse within the SBMs literature exploring collaborative practices adopts the perspective that collaborative forums are always a "force for good". This paper reviews important theories and relevant literature and calls into question the dearth of research examining business models for sustainability and focuses on the role that power, and power relations, play in the shaping and steering of value creation. In advancing research on sustainable operations, we assess the implications of ignoring uneven power, and draw attention to the affects and consequences of this omission in the study of SBMs. By embracing an alternative, deliberative democracy perspective, we challenge the sub-literature on collaborative multi-actor business models. In taking an inquisitive and critical stance on omnipresent power dynamics, we shine a light on the consequences of uneven power across multi-actor structures by augmenting research with practical insights from selected vignettes. Our proposed concept of a democratic business model for sustainability offers a new strand of theoretical development and a fresh perspective on the sustainability and business models literature

Two tribes or more? The historical emergence of discourse coalitions of responsible research and innovation (rri) and Responsible Research and Innovation (RRI)

Tracing the historical emergence of academic/policy discourses shines a light on processes of early institutionalisation, informs narratives of contemporary self-identity and provides a resource from which to imagine alternative futures. Contributing to this ambition our paper uses scientometric methods to undertake two socio-semantic analyses. First, we identify the de-facto origins and contemporary clustering of scientists’ discursive spaces of ‘responsibility’. This ‘rri corpus’ reveals seven distinct clusters – or discourse coalitions of responsibility – but shows limited cross-fertilisation between the clusters. Second we trace the emergence of European policy on ‘Responsible Research and Innovation’ (RRI). The ‘RRI corpus’ shows policy to have been dominated by a small number of actors. Some cross-over between rri and RRI provides evidence of discourse coalition building, but only a small group of actors occupy these strategic bridges. The paper offers a contribution to wider debates and strategic reflections on the past, present and futures of responsible innovation

RRI as a governance paradigm: What is new?

This chapter frames RRI as an emerging governance approach in the EU regulatory context. We argue that reference to fundamental rights makes RRI a distinctive approach to responsibility compared to other existing paradigms and that human rights, in particular those laid down in the Charter of Fundamental Rights of the European Union, are not necessarily a constraint but can instead be a catalyst of innovation. Eventually we maintain that a governance framework based on the complementarity between legal norms and voluntary commitments might successfully combine the respect of fundamental rights with the openness and flexibility of the innovation process

Business as usual? : instituting markets for carbon credits

Climate change mitigation necessitates substantial alterations to patterns of worldwide economic activity, be that reduction in demand, switches to new technology or 'end-of-pipe' abatement of greenhouse gases. There are profound political, economic and ethical questions surrounding the governance of the means, rate and location of change. Within advanced capitalist economies and internationally through the auspices of the United Nations Framework Convention on Climate Change emissions trading systems have been introduced as part of the broader neoliberal attempts to 'correct market failure' through the definition of new property rights.This thesis investigates the development, constitution and consequences of institutions for the production, exchange and consumption of credits for emissions reductions. Such credits are financial instruments awarded to organisations for putative reductions in emissions from 'business as usual'. In consumption, credits are equated with a quantity of emissions released elsewhere. The 'Instituted Economic Process' framework (Randles and Harvey, 2002) is used to distinguish the various classes of agent involved in these exchanges and identify the economic and non-economic relationships that constitute these institutions. Inspired by the economic anthropology of Karl Polanyi, this approach asks how economic activity is organised and stabilised within society without presuming that there are universal economic laws of 'the market', that there are essential properties of commodities and agents, or that all economic transfers are conducted within markets.I argue that crediting is a socially contingent process of commodification of atmospheric pollution which is both ontologically and normatively problematic. Extant institutions are shown to be precarious by appealing to neutral techno-scientific justifications but remaining reliant on subjective judgement. However, they are sufficiently consistent and credible that they persist and expand. These findings are of interest to the academic communities of political economy and environmental and economic geography, climate change policy makers and the environmental movement more broadly.EThOS - Electronic Theses Online ServiceUK Energy Research Centre (UKERC)GBUnited Kingdo

Risk, responsibility, rights, regulation and representation in the value chain of nano-products

This chapter reports on a research project which addresses one key question and a number of sub-questions. The key question is, what are the salient dimensions of the commercialisation and governance of nano-enabled products, covering regulation, risks, responsibilities, consumer rights, and representations to the consumer? The sub-question, and the particular focus of this paper is, how are nano-enabled products destined for consumer markets labelled and marketed? Within this more specifically, how do producers perceive and strategically target consumers, and communicate with them (or not) about the nano-component of their products? Then, does the way that consumers are conceived of and understood by different actors along the value chain change in terms of how the product is marketed? Finally, what are the ethical, governance and regulatory implications of the answers to these questions? The chapter builds on an ongoing collaborative project between SIFO (Norway's National Institute for Consumer Research) and the Manchester Institute of Innovation Research at Manchester Business School, UK. The work is a comparison of ethical aspects in the marketing of nanoproducts in Norway and the UK. This chapter provides preliminary findings and some reflections based on empirical material; an analysis of web-based and other communications, interviews along the value chain, i.e. with producers, importers , retailers and other 'intermediaries'; and eight group discussions across the two countries focussing on cosmetics and textiles. © 2009 The authors and IOS Press. All rights reserved

Sustainable Development Stakeholder Networks for Organisational Change in Higher Education Institutions: A Case Study from the UK

Progressing towards sustainable development remains a key global challenge. And yet, the various interpretations of the concept of sustainable development and the questions it raises about economic growth make its implementation difficult. Higher education institutions may help to overcome these difficulties by developing new processes of change. However, to achieve this they need to integrate sustainable development in all their areas of activity. The aim of this paper was to develop new insights into organisational change processes in universities relating to sustainable development. Contributing to this aim, this paper reports on a case study of United Kingdom higher education drawing on findings and conclusions from a survey of their policy frameworks relating to sustainable development. The method comprised a critical policy analysis in order to identify, differentiate and categorise stakeholder interactions. The data generated comprised the range of higher education stakeholders and the network of interactions that they formed. Theoretical insights from social network analysis, stakeholder theory and the normative business model were used to find opportunities to address the difficulties in the implementation of sustainable development. Results suggested that the existing networks identified in the policy frameworks may not support the effective integration of sustainable development in higher education. Low-density of the national networks; the lack of a clear governance vocabulary for national policy frameworks; and the lack of explicit funding flows between organisations all pose problems for organisational change towards sustainable development in higher education

Implications of vertical policy integration for sustainable development implementation in higher education institutions

The United Nations together with various national and local actors have acknowledged the importance of sustainable development. However, sustainable development implementation is not straightforward and requires contribution by different actors. Universities have a role in influencing and contributing towards sustainable development. Also, some universities have committed to support sustainable development implementation. One of the instruments to implement sustainable development are policy frameworks, which exist at international, national and institutional level. Vertical policy integration is crucial to support effective implementation of sustainable development. Analysing vertical policy integration could provide information to help improve sustainable development implementation. Therefore, the aim of this paper is to improve understanding of sustainable development implementation in higher education by undertaking a multilevel (international, nationally, organisational) analysis of policy frameworks. Results suggested that policy frameworks include policy issues such as collaboration, partnership, education, outreach, teaching and learning, staff development, curriculum review, research, campus operations and policy that can support sustainable development implementation. However, these policy issues are not consistently integrated at all levels of policy frameworks. Achieving consistency could enhance sustainable development implementation in higher education institutions

Sustainability education beyond the classroom: how the “exploding university” nurtures collective intelligence across local and global communities

This chapter explores how the authors expanded their teaching and learning beyond the classroom at Manchester Metropolitan University in the UK. It puts forward the theoretical concept of the “exploding university” as a way to help develop a critical yet hopeful understanding of collective problems at local and global scales. This helps them explore three interrelated initiatives that brought teachers, students, and communities together, namely a sustainability festival, research project on animal rehoming, and community tree-planting drive. The chapter illuminates how exploding the work beyond the classroom enabled everyone involved to take action on the challenges that matter to them, while also developing a “collective intelligence” about their underlying causes. The exploding university thus emerges as a theoretical and practical model, which we can use to inspire students to actively critique, reimagine, and reconstruct the world around them. The authors conclude by encouraging and supporting others who might wish to embark on similar journeys themselves

Applying Enquiry and Problem Based earning to Mission-oriented Innovation Policy: From Policy to Pedagogy to Teaching and Learning Practice

Mission-oriented Innovation Policy (MIP) has risen to prominence around the world. Within the European Union’s Horizon Europe FP9 programme it forms Pillar2, addressing sustainability ‘missions’ around climate, energy, mobility, food, natural resources and the environment. And yet there has been limited academic research to-date on the question of how to translate MIP into the knowledge and skills needed by multi-stakeholder practitioners to effectively work within a mission-oriented policy framework. Our paper addresses this question through the prism of Enquiry and Problem-Based Learning (EPBL). An iterative research study was undertaken comprising four elements. The first involved a literature review mapping the synergies between MIP and EPBL; the second piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation. The paper makes both a scientific and practical contribution. In pedagogic scientific terms we show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within a mission-orientated innovation policy addressing sustainability challenges. For practitioners we provide recommendations for educators seeking to embed EPBL within their curriculum. We conclude by calling for external stakeholders to proactively engage with educators to co-create programmes with context specific outcomes