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Sammalisto, Kaisu
Publications (10 of 10) Show all publications
Lozano, R., Carpenter, A. & Sammalisto, K. (2020). Analysing organisational change management in seaports: Stakeholder perception, communication, drivers for, and barriers to sustainability at the Port of Gävle. In: European port cities in transition: Moving towards more sustainable sea transport hubs. Springer
Open this publication in new window or tab >>Analysing organisational change management in seaports: Stakeholder perception, communication, drivers for, and barriers to sustainability at the Port of Gävle
2020 (English)In: European port cities in transition: Moving towards more sustainable sea transport hubs, Springer, 2020Chapter in book (Other academic)
Place, publisher, year, edition, pages
Springer, 2020
Series
Strategies for Sustainability, ISSN 2212-5450
National Category
Other Environmental Engineering Other Earth and Related Environmental Sciences
Identifiers
urn:nbn:se:hig:diva-31933 (URN)978-3-030-36463-2 (ISBN)
Available from: 2020-02-20 Created: 2020-02-20 Last updated: 2020-02-20Bibliographically approved
Lozano, R., Fobbe, L., Carpenter, A. & Sammalisto, K. (2019). Analysing sustainability changes in seaports: experiences from the Gävle Port Authority. Sustainable Development, 27(3), 409-418
Open this publication in new window or tab >>Analysing sustainability changes in seaports: experiences from the Gävle Port Authority
2019 (English)In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, no 3, p. 409-418Article in journal (Refereed) Published
Abstract [en]

Ports are under increasing pressure to become more sustainable. Although some ports have been including sustainability into their operations, this has been mainly done from economic and environmental perspectives and technological or policy‐related approaches, while there has been little research on organisational change management for sustainability. This paper analyses organisational change efforts for sustainability at the Port of Gävle, Sweden. Twenty‐three face‐to‐face interviews were conducted with various stakeholders. The findings show that there were differences in perception of sustainability; but similarities in the drivers for and the barriers to sustainability (with some key differences between the internal and external stakeholders). This research shows that, in their journey towards becoming more sustainable, ports have to take a holistic approach encompassing the four dimensions of sustainability (economic, environmental, social, and time); their stakeholders (internal and external); and legislative, technological, financial, cultural/social, voluntary initiatives, and organisational change management approaches.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
Keywords
barriers to sustainability, drivers for sustainability, organisational change management, Port of Gävle, sustainability
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hig:diva-29056 (URN)10.1002/sd.1913 (DOI)000472585500015 ()2-s2.0-85057952481 (Scopus ID)
Note

Funding:

- Port of Gävle Authority 

Available from: 2019-01-05 Created: 2019-01-05 Last updated: 2020-01-08Bibliographically approved
Lozano, R., Barreiro-Gen, M., Lozano, F. J. & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. In: : . Paper presented at ERSCP 2019 - Circular Eorpe for Sustainability: Design, Production and Consumption, Barcelona, Spain, 15-18 October 2019.
Open this publication in new window or tab >>Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

There has been considerable progress in the incorporation of SD into the curricula of Higher Education Institutions (HEIs), where European HEIs have been leaders. This has included research on competences for sustainable development, and how to deliver such competences through pedagogical approaches; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. A survey was developed to investigate sustainability being taught, sustainability competences delivered, and pedagogical approaches used in European Higher Education Institutions. The survey was sent to a database of more than 4,000 contacts of teachers and professors in Europe from which 390 complete responses (9.80%) were obtained. The social dimension of sustainability was the least addressed at 18%, while the other dimensions (economic, environmental, and cross-cutting) were addressed almost equally at between 27% and 28%. A correlation analysis was done between a) the Contribution to sustainability, b) Strength of competences, and c) Strength of pedagogical approaches, which show a stronger correlation between Strength of competences to Contribution and Strength of pedagogical approaches to Strength of competences than between the Strength of pedagogical approaches and Contribution was lower. A correlation analysis was then carried out between the sustainability STAUNCH® dimensions (economic, environmental, social, and cross-cutting themes) and the competences. The analysis showed that the correlations are stronger in the cross-cutting themes, followed by the social, the environmental, and the economic ones. Finally, a correlation analysis was carried out between the competences and the pedagogical approaches. The results obtained were between 0.0426 and 0.5555. A comparison of the survey results and the theoretical framework (see Lozano et al., 2017) was carried out to detect the differences. Three pedagogical approaches deliver the most competences (Eco-justice and community, Project and/or problem-based learning, and Community service learning). The updated framework shows that there is a general perception that the pedagogical approaches may deliver the sustainability competences, with some particular exceptions, such as Case studies, Supply chain/Life cycle analysis, and Lecturing. The updated framework provides a more precise perspective on how sustainability competences can be better delivered in class, and how to better deliver the ‘Full Monty’ of sustainability competences.

National Category
Other Natural Sciences Pedagogy Learning
Identifiers
urn:nbn:se:hig:diva-30824 (URN)
Conference
ERSCP 2019 - Circular Eorpe for Sustainability: Design, Production and Consumption, Barcelona, Spain, 15-18 October 2019
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-10-22Bibliographically approved
Lozano, R., Barreiro-Gen, M., Lozano, F. J. & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. Sustainability, 11(6), Article ID 1602.
Open this publication in new window or tab >>Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches
2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 6, article id 1602Article in journal (Refereed) Published
Abstract [en]

There has been considerable progress in the incorporation of sustainable development (SD) into higher education institutions’ curricula. This has included research on competences for SD and pedagogical approaches used; however, there has been limited research on the connection between how pedagogical approaches are used and how they may develop sustainability competences. A survey was developed, based on the ‘connecting sustainable development pedagogical approaches to competences’ framework, to investigate sustainability being taught, sustainability competences developed, and pedagogical approaches used in European higher education institutions. The survey was sent to a database of more than 4000 contacts from which 390 complete responses (9.80%) were obtained. The results show that the social dimension was the least addressed at 18% of responses, while the economic, environmental, and cross-cutting dimensions were addressed almost equally. The correlation analyses showed a relation between the contribution to sustainability and the strength of competences, and between the strength of competences and the strength of pedagogical approaches. The results from the survey helped to update the theoretical framework, which provides a more precise perspective on how sustainability competences can be better developed in class, and how to better develop all the sustainability competences

Place, publisher, year, edition, pages
MDPI, 2019
Keywords
higher education for sustainable development; European higher education institutions; competence; pedagogy; STAUNCH®
National Category
Educational Sciences Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-29387 (URN)10.3390/su11061602 (DOI)000464347300005 ()2-s2.0-85063498229 (Scopus ID)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-11-27Bibliographically approved
Lozano, R., Barreiro-Gen, M., Lozano, F. J. & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. In: : . Paper presented at Symposium “Accelerating the Implementation of Sustainable Development in Campus Activities and Programmes”, A Coruña, Spain, 2-3 December 2019.
Open this publication in new window or tab >>Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hig:diva-31179 (URN)
Conference
Symposium “Accelerating the Implementation of Sustainable Development in Campus Activities and Programmes”, A Coruña, Spain, 2-3 December 2019
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-05Bibliographically approved
Lozano, R., Merrill, M., Lozano, F., Ceulemans, K. & Sammalisto, K. (2018). Bridging aims and delivery of higher education for sustainable development: Using pedagogical approaches to fulfil competences. In: : . Paper presented at International Sustainable Development Research Society, 12-15 June 2018, Messina, Italy.
Open this publication in new window or tab >>Bridging aims and delivery of higher education for sustainable development: Using pedagogical approaches to fulfil competences
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Didactics Learning Pedagogy Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-27054 (URN)
Conference
International Sustainable Development Research Society, 12-15 June 2018, Messina, Italy
Note

Forthcoming

Available from: 2018-06-15 Created: 2018-06-15 Last updated: 2019-08-27Bibliographically approved
Sammalisto, K., Lozano, R. & von Haartman, R. (2018). Institutionalising sustainability in HEIs: Experiences from the University of Gävle. In: : . Paper presented at International Sustainable Development Research Society Conference, 13-15 June 2018, Messina, Italy.
Open this publication in new window or tab >>Institutionalising sustainability in HEIs: Experiences from the University of Gävle
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Other Natural Sciences Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27055 (URN)
Conference
International Sustainable Development Research Society Conference, 13-15 June 2018, Messina, Italy
Note

Forthcoming

Available from: 2018-06-15 Created: 2018-06-15 Last updated: 2019-08-27Bibliographically approved
Abid, M., Fobbe, L., Lozano, R. & Sammalisto, K. (2018). Sustainability reporting as a way to foster entrepreneurial universities. In: Proceedings of the 25th Annual EurOMA Conference - To Serve, to Produce and to Servitize in the Era of Networks, Big Data and Analytics, Budapest, June 24-26, 2018.: . Paper presented at EurOMA Conference, June 24-26 2018, Budapest, Hungary.
Open this publication in new window or tab >>Sustainability reporting as a way to foster entrepreneurial universities
2018 (English)In: Proceedings of the 25th Annual EurOMA Conference - To Serve, to Produce and to Servitize in the Era of Networks, Big Data and Analytics, Budapest, June 24-26, 2018., 2018Conference paper, Published paper (Refereed)
Abstract [en]

Higher education institutions (HEIs) play a major role in the development of societies. In the last decades, there has been an increasing interest on the commercialisation of knowledge by universities for economic development that lead to the emergence of the term “Entrepreneurial University”. This study aims to report the sustainability efforts of the University of Gävle, Sweden by applying a systematic tool, Graphical Assessment of Sustainability in Universities (GASU). This study highlights sustainability reporting as a way to improve communication practices between universities and stakeholder. The systematic and holistic assessment of HEIs gives insights of collaboration opportunities and by that foster their entrepreneurial journey.

Keywords
Entrepreneurial universities, Sustainability reporting, University of Gävle
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hig:diva-28786 (URN)
Conference
EurOMA Conference, June 24-26 2018, Budapest, Hungary
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2019-11-28Bibliographically approved
von Haartman, R., Sammalisto, K., Lozano, R. & Blomqvist, P. (2017). A Longitudinal Comparison of Sustainability Learning between Men and Women in Engineering and Nursing Programmes. Sustainability, 9(8), Article ID 1464.
Open this publication in new window or tab >>A Longitudinal Comparison of Sustainability Learning between Men and Women in Engineering and Nursing Programmes
2017 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 9, no 8, article id 1464Article in journal (Refereed) Published
Abstract [en]

For many years, Higher education institutions have been engaging with sustainability, many focussing on environmental ones. In this context, two phenomena have arisen that have, usually, been studied separately: (1) engineering schools have been at the forefront of sustainability efforts; and (2) women have tended to be more concerned about of environmental sustainability than men are. This paper is aimed at analysing the differences in perception between engineering students and nursing students at the University of Gävle, Sweden. Engineering and nursing programmes are practice-oriented with different foci on sustainability and usually being dominated by male and female students, respectively. The data for this article were based on two surveys carried out during 2010 and 2013, in which the same students answered the same questions at the beginning and at the end of their studies. Principal component analysis and regressions were carried out to analyse the survey answers. The results show that engineering programmes and gender affect actions positively. The results also show that engineering students increased their sustainability performance significantly more than nursing students. To improve environmental sustainability, it is important to promote the presence of women in engineering schools, and at the same time, social science oriented programmes (such as nursing) could learn from the efforts and action taken by engineering schools, so that sustainability is taught and learnt in a more holistic way.

Keywords
student attitudes, engineering programmes, nursing programmes, environmental sustainability, University of Gavle, student survey, higher education, gender, longitudinal study
National Category
Other Mechanical Engineering Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25091 (URN)10.3390/su9081464 (DOI)000408861800178 ()2-s2.0-85027678785 (Scopus ID)
Available from: 2017-08-23 Created: 2017-08-23 Last updated: 2018-03-28Bibliographically approved
Sundström, A., Sammalisto, K., Hyder, A. S. & Chowdhury, E. H. (2016). CSR implementation strategy constraints in emerging market supply chain context: Bangladesh garment industry experiences. International Journal of Applied Business and Economic Research, 14(13), 9041-9062
Open this publication in new window or tab >>CSR implementation strategy constraints in emerging market supply chain context: Bangladesh garment industry experiences
2016 (English)In: International Journal of Applied Business and Economic Research, ISSN 0972-7302, Vol. 14, no 13, p. 9041-9062Article in journal (Refereed) Published
Abstract [en]

Purpose: The study aims to explore how SC suppliers respond to corporate social responsibility (CSR) implementation strategies and deal with institutional constraints within the global supply chain. Design/Methodology/approach: This research study followed a mixed method approach. A qualitative case study was developed based on data collected through in-depth interviews, observations, workshops and seminar discussions. Findings: Two CSR strategies were identified, together with managerial, organizational, and societal constraints. Both strategies fail due to CSR ignorance and economic constraints of the suppliers. The corporate-driven strategy is constrained by limiting the supplier's margins forcing them to use less responsible subcontractors. The partnership strategy fails as it allows the suppliers to ignore compliance to CSR implementation rules and especially in economically difficult situations. Research limitations/implications: This paper has several limitations. The data illustrate a specific industry and SC companies in a specific country context which makes generalizations difficult. Practical implications: Long-term economic cooperation and negotiation between involved supply chain (SC) parties is prerequisite to improve supplier ability to act independently. This means that the corporate-driven CSR strategy in SC is so far easier to manage but elicit costs for suppliers. Originality/value: This study addresses the difficulties in managing the corporate-driven strategy and the partnership strategy in emerging market business context that traditionally has institutionalized corporate-driven SC control. With focus on two main CSR implementation strategies applied by two case corporations, this article contributes to show how institutional constraints influence on supplier ability in the studied SC context.

Place, publisher, year, edition, pages
India: Serials Publications, 2016
Keywords
Bangladesh, Corporate social responsibility, Garment industry, Implementation, Strategies, Suppliers
National Category
Business Administration
Identifiers
urn:nbn:se:hig:diva-23694 (URN)2-s2.0-85011617341 (Scopus ID)
Available from: 2017-03-01 Created: 2017-03-01 Last updated: 2019-10-11Bibliographically approved
Projects
Design of global supply chains in Swedish engineering firms [2009-04027_Vinnova]; University of Gävle; Publications
von Haartman, R. & Bengtsson, L. (2015). The impact of global purchasing and supplier integration on product innovation. Paper presented at 20th EurOMA Conference, Operations Management at the Heart of the Recovery, 7-12 June 2013, Dublin, Ireland. International Journal of Operations & Production Management, 35(9), 1295-1311von Haartman, R. & Bengtsson, L. (2013). Global sourcing’s impact on sustainability: Vile or virtue?. In: : . Paper presented at POMS - Production and Operations Management Society, Denver, USA, May 3 – May 6, 2013.
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