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This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students.

With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion.

Educators clearly express that they understand the concept “about” SD, but there are only vague expressions of a developed teaching repertoire to address education “for” SD in their teaching practice.

When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution.

The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions.

A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change.

This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings.

This study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education institutions (HEIs).

This qualitative study conducted an explorative experiment to elaborate on forms to advance a pedagogical approach that embeds sustainability. The design of the pedagogical project was explorative and interdisciplinary, using a predefined framework on key competencies for sustainability.

The findings showed that an interdisciplinary approach can create a learning setting that stimulates students’ problem-solving competencies for sustainability-related issues. Students were trained in the five key sustainable competencies addressed by Wiek et al. (2011). Moreover, although it is not always possible to arrange an interdisciplinary pedagogical setting, this might be a key condition for the development of students’ key competencies regarding their understanding of the SDGs. Addressing the SDGs from an interdisciplinary perspective paved the way for the development of students’ strategic competencies, including systems thinking and anticipatory competencies.

The pedagogical project, as an interdisciplinary explorative experiment, was shown to be a potentially suitable method to counteract “cherry-picking” approaches to teaching the SDGs at HEI.

The pedagogical approach advanced in this paper, extends active learning and interdisciplinarity in higher education. The authors argue that this approach encourages students to take ownership of and responsibility for their learning process and indicates a changed mindset and behavior.

This chapter highlights how implementing circular economy principles can help companies working with sustainability to move from a reductionist and waste management approach to marketing competitive circular value propositions that intentionally design out waste (e.g. emissions and pollution) by rethinking, reinventing and redesigning the value chain. Schijvens, a Dutch family-owned corporate fashion textile company, acts as a case for exemplifying successful implementation of circular economy principles as a marketing strategy in a sector that struggles with finding solutions to the ethical challenges of producing and marketing textile fashion. The textile industry has, for many years, been accused of production that is based on environmentally harmful processes and conditions that are not socially fair. Circular economy principles provide a range of suggestions to address the ethical challenges occurring from covering the human needs of having clothes to wear. Yet, implementing circular economy principles is not a panacea. It is not only a question of delivering a technological quick fix but also a question of managing the new processes and human mindset guiding the actions in the value chain. This chapter, therefore, outlines reasons for a different perspective on the traditional linear value chain and related implications managers face when undertaking a journey from sustainability based on a reductionist approach to a closed-loop approach. It is argued that implementing circular economy principles by pro-actively managing the value chain processes based on eco-centric dynamic capabilities can provide even more radical changes than the incremental reductionist approach often associated with being a green sustainable company.

This chapter explores the role of diversity in the emergence of circular business models by focusing on circular economy innovative born-global start-ups. Diversity refers to a wide range of characteristics that differentiate an individual or group. These include legally protected and/or demographic characteristics, such as age, as well as identity-shaping characteristics, such as cognitive traits and experience. Diversity in organizations has been mostly explored in terms of the former, i.e., culture, age or ethnicity as a key factor in organizational innovation and enhanced performance. This chapter offers a more holistic view on the role of diversity in relation to emerging circular business models. It shows how diversity of previous knowledge, experience, ethnicity and the shared ideation of the organization's founders can be used as compatible and complementary inputs, which can lead to the emergence of a global circular business model by using integration, coordination and fast scaling up. The analysis is on the level of firm micro-foundations. Using data from three circular born-global companies from a single country context, the study identifies different types of diversity as contributing to the emergence of these business model and their configuration. We conclude that circular born-global business models are nurtured by the shared ideation and values of the business model founders, while the design of the business model is enabled by the diversity of competences and capabilities stemming from the founders' knowledge, past experience and diaspora networks. Such a perspective suggests that managers need to adopt a holistic approach in employing diversity in business model configuration in relation to common drivers and ideation, and organizational purpose.

In recent years, both academics and institutions have acknowledged the crucial role multinational enterprises (MNEs) can play in addressing the sustainability challenges, as formalized by the sustainable development goals (SDGs). Nevertheless, because of their extensiveness and their design as country-level targets, SDGs have proven challenging to operationalize at a firm level. This problem opens new and relevant avenues for research in international business (IB). This chapter attempts to frame the topic of extended value chain sustainability in the IB literature. In particular, it addresses a specific topic, that is, how sustainability and resilience-building practices interact in global value chains (GVCs). To do so, the present study develops the case of STMicroelectronics (ST), one of the biggest semiconductor companies worldwide.

The purpose of this paper is to evaluate the presence of systems thinking after an educational proposal on climate sustainability based on reflection and video creation. To evaluate this competency, an evaluation rubric was constructed.

This research is a case study with a mixed approach. It was carried out with 82 future teachers of Primary Education, making content analysis of the videos made. For the design of the rubric, a specific review of the literature was conducted.

The results showed that trainee teachers can identify, relate and understand interconnected processes, but have difficulties in thinking temporally or in understanding the hidden dimensions of the system. The results reveal how the development of systems thinking in the Climate Change framework is a complex learning process. The rubric created allowed us to systematize the evaluation by making it possible to assess the subskills involved.

To improve the development of systemic thinking, using real data linked to the consequences of this problem and ICT applications that foster an approximation to future realities is suggested. In addition, conscious and fair decision-making should be promoted on the basis of a transformative education that favors this thinking in interaction with other key competences in sustainability. The innovative rubric allows the evaluation of systemic thinking skills for the study of climate change, conceptualized from the interrelationships of the natural, social and economic dimensions and from its implications for life, on different geographical and temporal levels.

This study aims to identify how the personal social capital of opinion leaders contributes to the market adoption of start-up innovations.

A design-oriented case study is undertaken with a start-up company focusing on the development and commercialization of innovations in the veterinary market. Based on a literature review, the authors examine the social capital in value creation and the role of opinion leaders and use qualitative methodology and semi-structured in-depth interviews to collect data.

The adoption of innovations could start with opinion leaders that will later share their experience with other members of the professional community. In turn, social capital allows for creating a collaboration between start-ups and leaders based on a number of specific parameters.

This paper contributes to marketing literature by providing new insights regarding collaboration between start-ups and opinion leaders. The collaboration between opinion leaders and start-ups could be implemented not only in the veterinary industry but also in other industries with minor adaptations. Authors demonstrate how the social capital of external stakeholders may be used as a resource of the company for business development. The main contribution of this study is to demonstrate that social capital could be used as a parameter for the adoption of innovations. The key parameters that allow creating cooperation between start-up and opinion leader have been identified.