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In innovation networks, asymmetric relationships are both considered as an opportunity and a threat for the enhancement of innovation. The purpose of this paper is to investigate how much asymmetry Flemish farmers perceive in their relationships for innovation with colleagues, suppliers and buyers.

In total, 86 farmers active in four different agricultural subsectors in Flanders were consulted, of which 38 via in-depth interviews and 48 in seven focus groups. Data were analysed using NVivo.

The authors found that across subsectors, different players in innovation networks play different roles. Furthermore, the authors observed that the majority of farmers see their relationships more as a necessity for the farm to be able to function, than as an opportunity for innovation. If they collaborate for innovation, they often prefer symmetric relationships with similar companies on horizontal level. Vertical collaboration for innovation is not very popular in the sample.

The findings suggest that farmers should take more actions to gain power in the chain and improve their skills with regards to negotiating with their suppliers or buyers. Furthermore, the authors found which characteristics of asymmetric relationships would foster the development of innovation processes.

Empirical work studying the effects and impacts of asymmetric relationships for innovation from the SME’s perspective are still limited, especially in the agricultural sector. Furthermore, this sector is of practical relevance to study because the need for networking and innovation is very real.

The purpose of this paper is to consider the position of education for sustainable development in the UK Higher Education (HE) sector with respect to the Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Guidance for education for sustainable development (ESD).

By means of a mixed-method approach underpinned by a concurrent triangulation design strategy, this research presents evidence from an online questionnaire survey and in-depth semi-structured interviews.

Insights are presented from case studies of a group of UK Higher Education Institute (HEIs) which have made significant progress in embedding ESD in the curricula.

Central to this study is an exploration of the ESD integration process of this group including a description of the approaches to integration, the challenges faced and overcome and the critical success factors. It examines the role of a guidance instrument in simplifying and accelerating the ESD curricular integration process. The results of the study show that there is a multitude of integration approaches applied varying in their emphasis.

The main challenge HEIs face is engaging staff that may question the relevance of the ESD concept, and that lack an understanding regarding its implications for their discipline. Critical success factors identified are institution-wide people support, high-level institutional support and funding. The QAA and HEA guidance has successfully supported HEIs in developing their ESD commitments.

The results of this research can support HEIs in developing their own approach to ESD, as they learn from similar UK HE providers, particularly with respect to overcoming barriers and enhancing critical success factors to ESD curricular integration.