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The purpose of this paper is to present the strategy used for achieving change towards sustainability at Chalmers University of Technology (Chalmers). Examples of how this strategy has been used are described and discussed, and exemplified with different lines of activities in a project on Education for Sustainable Development, the ESD project.

The strategy consists of three important building blocks: Create a neutral arena; Build on individual engagement and involvement; and Communicate a clear commitment from the management team. The analysis is made along three different lines of activities in the ESD project: The work to improve the quality of the compulsory courses on sustainable development; The efforts to integrate ESD into educational programmes; and The work to collect and spread information on good teaching practices within ESD. Some other related examples where the strategy has been applied are also presented.

The ESD project functioned as a neutral arena since it was not placed at any specific department but rather engaged participants from many departments. This neutral arena has been important, for example, to increase the willingness of teachers to share their good teaching examples. The process was successful in creating a shared responsibility and for starting learning processes in many individuals by the involvement of a broad range of educational actors at Chalmers. The strong and clear commitment from the management team has worked as a driving force.

This paper can provide valuable input to universities that struggle with change processes.

The aim of this study is to contribute to the quality improvement and long‐term strategic development of education for sustainable development (ESD) in engineering education curricula.

The content in 70 courses in environment and SD were characterized and quantified using course document text analysis. Additionally, two questionnaires were sent to students and alumni at Chalmers, and interviews and focus group discussions were conducted with representatives from 16 Swedish companies and five organizations.

It was found that industry demands a broader range of competences in SD amongst engineers in general than what is currently provided. In total, 35 per cent of alumni claim they encounter sustainability issues from sometimes to daily in their work. However, only half of them believe they possess enough competences to make decisions from a sustainability perspective. Quantity, coverage and the level of integration in the educational programme all appear to be important for the students' perceived competences on SD and for the importance that they put on achieving SD.

Earlier research has reported on how to further develop the idea and design of ESD and on competence needs in general. Few attempts have been made to assess industry's needs of competences in SD. This paper sheds light on how engineering universities educate for SD and benchmarks this to industry's needs in an exploratory case study, using Chalmers as an example.

The purpose of this paper is to explore societal entrepreneurship in the turbulent health‐care sector in a changing welfare state, Sweden. Empirically oriented questions about the businesses explored in this paper are: how do the entrepreneurs see combining “health‐driven” and profit‐driven enterprises? What mindset and strategies guide their enterprises? What organizatorial solutions are used?

The paper is based on two case‐entrepreneurs, selected due to the author's perception of them as successful both as businesses and as societal change agents. The entrepreneurs have been interviewed by means of unstructured dialogues.

Both entrepreneurs prove to be frontier crossing combiners in several dimensions; they unite ideological commitment with economically sound businesses, they bring together their medical professions and complementary methods of treatment, they combine bridge building with challenging and they reconcile part‐time entrepreneurship with employment.

With regard to the long‐term preconditions for societal entrepreneurship, it is concluded that these two entrepreneurial processes have traits of both opportunity‐ and self‐exploitation. The long‐term social sustainability of enterprises of this kind is an issue for further research.

The paper goes beyond non‐profit research by exploring societal entrepreneurship in the for‐profit sector, with focus on entrepreneurship which crosses sectoral borders.

The paper aims to explore the consequences of new public management (NPM) inspired reforms in general and outsourcing of traditional public sector responsibilities in Sweden to private organizations in particular. At centre stage are the roles of entrepreneurs, women‐owned small and medium enterprises (SMEs) and socially constructed paradigms of gender in this process. The paper's aim is to explore, through a local‐level case study, the currently ongoing process of gendering and regendering in a female‐dominated sector. This is done by a qualitative real‐time study of the introduction of a customer‐choice system in elder care in a Swedish municipality.

The formal decision in Spring 2008 to introduce a “customer‐choice model” into home‐based elderly care in the municipality is the formal starting point of the research. The authors are given full access to all relevant information and informants including all questions and suggestions from the potential suppliers who were applying to be “authorized and certified suppliers”. Interviews are the main method but also written material like applications and newspaper articles and “letters to the editor” are studied.

The outcome of the changes are, from the decision‐makers point of view, disappointing. The consequences so far of the customer‐choice system, that have been examined here, can be labelled increased masculinism or even a masculinization of the elderly care sector. Whether the polarization is a presage of the process to come is too early to tell. If so, the masculinization observed in this paper extends along three dimensions: governing logic, leadership and ownership. These gender consequences are not those expected or intended by the leading local actors.

The study is made in an ongoing process. The politicians are making changes aiming at making better working conditions for SMEs and former employees especially women. It is therefore important to follow up what is going to happen in the future. Comparisons with other municipalities and other regimes, nationally and internationally, would also be valuable.

In this case, the practical implications are, almost, the same as the research implications.

The real‐time research design is used focusing on what is happening in practise at the lower organizational levels of an organizational “experiment” of this kind make this paper unusual and valuable both for researchers and practioners.

The purpose of this paper is to report on methods developed, within a three‐year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work.

The basic idea that methods and activities were built on was that the only way to achieve long‐term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes.

Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special “resource group” of experienced ESD teachers was available as support for programme directors and lecturers.

The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university.