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Article
Publication date: 15 August 2016

Johannes (Joost) Platje and Remko Kampen

The purpose of this paper is to apply club good theory to challenges in climate justice and to identify the opportunities for creating a club of countries or regions to support…

218

Abstract

Purpose

The purpose of this paper is to apply club good theory to challenges in climate justice and to identify the opportunities for creating a club of countries or regions to support climate justice and/or mitigate climate change, as well as the threats that such clubs could lead to the real exclusion of large parts of the world from climate justice.

Design/methodology/approach

A theoretical analysis is provided regarding the conditions for creating a club for climate change mitigation. Indicators of good governance and trust, as well as the Notre Dame Global Adaptation Index (ND-GAIN), are used to assess the capacity for creating such a club.

Findings

While opportunities for achieving climate justice are identified, climate change mitigation is likely to be at most a club good at the global level, thus excluding the most vulnerable countries, regions and groups of people. Although the threats of climate change may be acknowledged, they are easily neglected. Economic growth is likely to be a condition for economic sustainability, which in turn tends to be a condition for environmental sustainability. Decision makers should be conscious of the potential danger of creating a club for climate change mitigation based on the belief that economic growth and technology will solve these problems, as such a club is likely to be either unsustainable, or very small, while deepening existing injustice.

Originality/value

The authors provide an overview of the complexity of issues involved, to gain an appreciation of the vast, perhaps insurmountable, challenges facing climate justice. A club good approach is applied to issues of climate justice, emphasizing the limitations of the all-inclusiveness of climate justice and sustainable development.

Details

International Journal of Climate Change Strategies and Management, vol. 8 no. 4
Type: Research Article
ISSN: 1756-8692

Keywords

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Article
Publication date: 6 December 2019

Wim Lambrechts, Joost (Johannes) Platje and Ynte K. Van Dam

621

Abstract

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 7
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 28 June 2019

Joost (Johannes) Platje, Markus Will and Ynte K. Van Dam

Management education trainers are increasingly called upon to train students to devise interventions for sustainable development in business settings. Due to the dominant…

298

Abstract

Purpose

Management education trainers are increasingly called upon to train students to devise interventions for sustainable development in business settings. Due to the dominant reductionist paradigm, these interventions may lead to unwanted side effects. Teaching students about unacknowledged feedback loops in complex systems should prevent them from choosing “the most obvious” intervention without considering unwanted side effects.The current study aims to report the effects of teaching a systems perspective, applied to transport systems, on students’ opinions and expressed paradigms. The following questions are addressed: Do students adhere to the techno-centric paradigm, believing technology, innovation and growth can solve all types of threats for sustainable development, while neglecting low probability, high impact events? Are paradigms held by students coherent? Can teaching lead to a change in opinions and paradigms held by students?

Design/methodology/approach

Measures for several systems concepts (i.e. functional stupidity, paradigms and fragility) are taken across a wide sample of university students. Posttests of some key items are taken for a subsample that followed a sustainability and systems perspective in a course on transport economics.

Findings

A large share of students think that technology can solve different types of problems in sustainable development (a kind of weak sustainability), but their paradigms tend to be a mix of conflicting opinions. Though student opinions on topics that were explicitly treated in the course have changed, neither a wider paradigm shift nor significantly more coherent paradigms can be confirmed.

Originality/value

The results show that even though students can be taught about the unwanted side effects and limitations on specific techno-fix interventions, this does not automatically translate into a critical mind-set toward techno-fixing in general.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

Available. Content available
Article
Publication date: 15 August 2016

Tahseen Jafry and Johannes (Joost) Platje

523

Abstract

Details

International Journal of Climate Change Strategies and Management, vol. 8 no. 4
Type: Research Article
ISSN: 1756-8692

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Article
Publication date: 17 December 2024

Walter Leal Filho, Samara da Silva Neiva, Claudio Ruy Portela de Vasconcelos, Bárbara Maria Fritzen Gomes, Ayyoob Sharifi, Valerija Kozlova, Mark Mifsud, Paul Pace, Johannes (Joost) Platje, Maria Alzira Pimenta Dinis, Dênis Antônio Da Cunha, Erin Ann Hopkins and Lez Rayman-Bacchus

This paper aims to emphasize the significance of integrating sustainable development (SD) content into higher education institutions (HEIs) curricula. The focus is on identifying…

21

Abstract

Purpose

This paper aims to emphasize the significance of integrating sustainable development (SD) content into higher education institutions (HEIs) curricula. The focus is on identifying areas of research demand related to SD in teaching and learning programmes.

Design/methodology/approach

This study uses a comprehensive approach, combining bibliometric analysis and an original survey instrument tool. The research involves HEIs staff engaged in both research and teaching roles across 36 countries worldwide.

Findings

The findings of the study shed light on the challenges and gaps in incorporating SD into HEIs curricula. Insights reveal that researchers focusing on SD within teaching and learning programmes face a notable obstacle in the form of congested timetables.

Research limitations/implications

While providing valuable insights, this research acknowledges study design and methodology limitations. These limitations should be considered when interpreting the findings and planning future research endeavours in SD in HEIs.

Practical implications

The paper underscores the practical implications of the findings, emphasising the need to address congested timetables as a significant obstacle to sustainability education efforts. The practical insights aim to guide educators and institutions in enhancing the incorporation of SD content in their teaching programmes.

Social implications

The study’s social implications highlight the broader impact on society, emphasising the role of HEIs in shaping a sustainable future. Addressing the identified challenges can contribute to better preparing students for addressing real-world sustainability issues, thereby fostering positive social change.

Originality/value

This paper concludes by outlining essential measures to address identified challenges and gaps, emphasising the imperative of creating an environment that supports the integration of SD into higher education curricula. The findings provide valuable guidance for educators, policymakers and institutions seeking to enhance sustainability education efforts.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

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