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  • 1.
    Abid, Muhammad
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Fobbe, Lea
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Lozano, Rodrigo
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sustainability reporting as a way to foster entrepreneurial universities2018In: 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 (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.

  • 2.
    Astner, Linda
    et al.
    Gävle Hamn AB, Gävle, Sweden.
    Carpenter, Angela
    University of Leeds, UK.
    Lozano, Rodrigo
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Utilizing waste to create new port land2018In: Port Technology, Vol. 77, no Spring, p. 118-119Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper presents the most recent port expansion and the major dredging and land creation project that has been undertaken in the Port of Gävle since 2007. This project has seen the deepening and widening of the fairway to accommodate larger vessels, as well as the construction of a new cargo terminal area due to open in late 2019. This land creation work has been undertaken using contaminated sediments dredged from deepening the shipping channel.

  • 3.
    Carpenter, Angela
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production. University of Leeds, School of Earth and Environment, Leeds, West Yorkshire, United Kingdom.
    Lozano, Rodrigo
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production. Organisational Sustainability Ltd., Cardiff, United Kingdom.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Astner, Linda
    Port Authority, Gävle Hamn AB/Port of Gävle AB, Fredriksskans, Gävle, Sweden.
    Securing a port's future through Circular Economy: Experiences from the Port of Gävle in contributing to sustainability2018In: Marine Pollution Bulletin, ISSN 0025-326X, E-ISSN 1879-3363, Vol. 128, p. 539-547Article in journal (Refereed)
    Abstract [en]

    Ports are an important player in the world, due to their role in global production and distributions systems. Theyare major intermodal transport hubs, linking the sea to the land. For all ports, a key requirement for commercialand economic viability is to retain ships using them and to remain accessible to those ships. Ports need to findapproaches to help them remain open. They must ensure their continued economic viability. At the same time,they face increasing pressure to become more environmentally and socially conscious. This paper examines theapproach taken by the Port of Gävle, Sweden, which used contaminated dredged materials to create new landusing principles of Circular Economy. The paper demonstrates that using Circular Economy principles can be aviable way of securing a port's future and contributing to its sustainability, and that of the city/region where itoperates.

  • 4.
    Holm, Tove
    et al.
    Sykli Environmental School of Finland, Finland.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Caeiro, Sandra
    Universidade Aberta and CENSE from Universidade Nova de Lisboa, Lisboa, Portugal.
    Rieckmann, Marco
    University of Vechta, Germany.
    Dlouhá, Jana
    Charles University in Prague, Prague, Czech Republic.
    Wright, Tarah
    Dalhousie University, Halifax, Nova Scotia, Canada.
    Ceulemans, Kim
    University of Victoria, Gustavson Business School, Centre for Social and Sustainable Innovation, Victoria, BC, Canada.
    Benayas, Javier
    Universidad Autónoma de Madrid, Madrid, Spain.
    Lozano, Rodrigo
    ournal of Cleaner Production, The Netherlands; Copernicus Institute of Sustainable Development, Utrecht University, The Netherlands.
    Developing sustainability into a golden thread throughout all levels of education2016In: Journal of Cleaner Production, ISSN 0959-6526, E-ISSN 1879-1786, Vol. 117, p. 1-3Article in journal (Refereed)
  • 5.
    Holm, Tove
    et al.
    Sykli Environmental School of Finland, Finland; Department of Biology, University of Turku, Finland; Novia University of Applied Sciences, Finland .
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Grindsted, Thomas S.
    Department of Environmental, Social and Spatial Change, Roskilde University, Denmark.
    Vuorisalo, Timo
    Department of Biology, University of Turku, Finland.
    Process framework for identifying sustainability aspects in university curricula and integrating education for sustainable development2015In: Journal of Cleaner Production, ISSN 0959-6526, E-ISSN 1879-1786, Vol. 106, p. 164-174Article in journal (Refereed)
    Abstract [en]

    Sustainability aspects in higher education must be enhanced with more concrete actions. Universities are globally required to have quality assurance to secure and improve teaching and learning, and they use management systems to this aim. Integrating education for sustainable development and management systems are alike in that they are based on continuous improvement and systematic thinking; for both processes all stakeholders need to be involved. Although quality assurance is compulsory for higher education, education for sustainable development has barely been examined or integrated in this context.This article examines how voluntary integration of education for sustainable development into management systems at universities could facilitate a scheme to overcome the challenges to integrating education for sustainable development that were identified in previous research. For this, a process framework for integrating education for sustainable development with management systems was developed in a network of 11 universities in the Nordic countries. The framework included planning, assessment, monitoring, and implementation of education for sustainable development. It was piloted and applied to identify relevant sustainability aspects in different disciplines, examples of which are provided in the article. The framework can be applied to visualize the implementation of education for sustainable development. 

  • 6.
    Holm, Tove
    et al.
    University of Turku, Department of Biology.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Grinsted, Thomas S
    Riskilde University.
    Vuorisalo, Timo
    University ofTurku.
    Process model for integrating ESD and identifying sustainability aspects in universities’ curricula2013Conference paper (Refereed)
    Abstract [en]

    At the Rio + 20 UN Conference on Sustainable Development in 2012 it was decided that education for sustainable development (ESD) will be promoted more actively beyond the UN Decade of ESD (2005-2014). Integrating ESD into the management system could be a way to ensure that it will be integrated throughout the university system because quality assurance is compulsory, which ESD is not. A process model for enhancing ESD with management systems was developed and compared with drivers and barriers for enhancing ESD and for implementing management systems, and piloted. The process includes planning, assessment, monitoring and implementation of ESD, by which sustainability aspects have been identified. Examples of relevant sustainability aspects in different disciplines in Norden are provided. It was found that sustainability aspects could be identified for many fields, which indicates that the process model could be used as a tool in universities’ management systems, for enhancing ESD.

  • 7.
    Holm, Tove
    et al.
    University of Turku, Department of Biology.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Vuorisalo, Timo
    University of Turku, Department of Biology.
    Education for sustainable development and management systems in higher education in Finland and China:  a comparative study2011Conference paper (Other academic)
  • 8.
    Holm, Tove
    et al.
    University of Turku, Department of Biology; Novia University of Applied Sciences.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Vuorisalo, Timo
    University of Turku, Finland.
    Education for sustainable development and quality assurance in universities in China and the Nordic countries: a comparative study2015In: Journal of Cleaner Production, ISSN 0959-6526, E-ISSN 1879-1786, Vol. 107, p. 529-537Article in journal (Refereed)
    Abstract [en]

    The global goal for education for sustainable development (ESD) is to integrate it at all levels of education. For ensuring it the change has to be put in practice, by transforming universities. The Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) strive to be among the regions that lead the way in enhancing ESD, and want to increase cooperation with China. It is therefore interesting to compare the region with China. We compared ESD and quality assurance between these areas at both policy and implementation levels. The former was based on literature, and the latter was studied with specific surveys in academia in both regions; in two provinces in China and in the Nordic countries. We investigated the possibilities to improve ESD in these regions by benefiting from quality assurance requirements. We found that both regions enhance ESD. The rather similar quality assurance requirements do not include ESD. In China, the respondents viewed quality assurance as sustainable development.

  • 9.
    Holm, Tove
    et al.
    University of Turku, Department of Biology.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Vuorisalo, Timo
    University of Turku.
    Grindsted, Thomas S
    University of Roskilde.
    A Model for Enhancing Education for Sustainable Development with Management Systems: Experiences from the Nordic Countries2012In: Sustainable Development at Universities: New Horizons / [ed] Leal Filho, Walter, Frankfurt am Main: Peter Lang Publishing Group, 2012, 1, p. 261-272Chapter in book (Refereed)
    Abstract [en]

    Enhancing education for sustainable development, ESD, in higher education is a global challenge. Most countries have national quality assurance demands for higher education that could benefit ESD. This innovative way to develop ESD has not been investigated before. The authors studied how different higher education institutions enhance ESD, in particular with quality, environmental and integrated management systems. The research was done as an exploratory comparative study. The results in earlier research about curriculum development for ESD from the last years were studied. Based on the results a model of a process for enhancing ESD, which can be used in the management systems, was developed. 27 higher education institutions from the Nordic countries answered a survey and eleven institutions wrote reports of how they are enhancing ESD. The results from the research, survey and institutions were presented at a seminar, where the model was further developed. The authors found that in none of the Nordic countries indicators for SD are included in the quality assurance models of higher education, even though there are demands for enhancing ESD. The majority of the replies stated that the institutions have a clear connection between ESD and quality assurance and it is implemented differently in many parts of the management systems. The findings from the survey and the pilot institutions are restricted to faculty involved in enhancing ESD in higher education the Nordic countries. The findings can be used by the responsible for developing ESD and/or management systems in different higher education institutions.

  • 10.
    Holm, Tove
    et al.
    University of Turku, Finland; Novia University of Applied Sciences, Finland.
    Vuorisalo, Timo
    University of Turku, Finland.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Integrated management systems for enhancing education for sustainable development in universities: a memetic approach2015In: Journal of Cleaner Production, ISSN 0959-6526, E-ISSN 1879-1786, Vol. 106, p. 155-163Article in journal (Refereed)
    Abstract [en]

    There is a need for new approaches for enhancing education for sustainable development in universities. Memetics, which is about effective pathways of communication, could be such a new, promising approach. Quality assurance is required in universities to secure and improve education, which could be another approach. The aim of this study is to look into whether and how frameworks for processes and procedures for quality assurance, such as management systems, could be utilized to promote higher education for sustainable development. The study approaches this from both a theoretical and a practical standpoint. An evolutionary perspective was chosen, considering higher education for sustainable development and management systems as memes, or basic units of cultural replication. The practical context was studied by looking into how 11 universities in the Nordic countries have enhanced ESD with management systems. We found that both higher education for sustainable development and management systems could be considered successful memes and that management systems could be applied to enhance higher education for sustainable development.

  • 11.
    Kärna, Päivi
    et al.
    Lahti University of Applied Sciences, Lahti, Finland.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sorvari, Jaana
    Aalto University, Aalto, Finland.
    Aarrevaara, Eeva
    Lahti University of Applied Sciences, Lahti, Finland.
    Sergienko, Olga
    ITMO University, St. Petersburg, Russia.
    Autio, Sakari
    Lahti University of Applied Sciences, Lahti, Finland.
    Learning sustainability in an intercultural way – Case ERREC2016In: Lahti Cleantech Annual Review 2016 / [ed] Kirsti Cura, Lahti: Lahti University of Applied Sciences , 2016, Vol. 24, p. 62-70Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    During the year 2016, Lahti University of Applied Sciences coordinated the ERREC - Environmental Responsibility and Resource Efficiency of Companies project, which aims at starting and strengthening the cooperation between Finnish, Russian and Swedish universities around the topic of environmental sustainability of companies. The activities of the project included two workshops with companies, an intensive week, guest lectures and project meetings. The partners were interested to join the project because of the opportunity to learn from each other and develop cooperation with their neighboring countries. The partners of the project are Lahti University of Applied Sciences (Finland), ITMO University (Russia), NOvSU University (Russia), University of Gävle (Sweden) and Aalto University (Finland). Each partner has its own education and research profile. This provides a fruitful starting point for the cooperation that is important for the countries around the Baltic Sea.

  • 12.
    Lozano, Rodrigo
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Barreiro-Gen, Maria
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Lozano, Francisco J.
    ITESM, Mexico.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches2019Conference paper (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.

  • 13.
    Lozano, Rodrigo
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Barreiro-Gen, Maria
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production. University of Gävle.
    Lozano, Francisco J.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches2019Conference paper (Other academic)
  • 14.
    Lozano, Rodrigo
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production. Organisational Sustainability Ltd., Cardiff, UK.
    Barreiro-Gen, María
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Lozano, Francisco J.
    Escuela de Ingeniería y Ciencias, Tecnológico de Monterrey, Campus Toluca, San Antonio Buenavista, Toluca de Lerdo, Mexico.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches2019In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 6, article id 1602Article in journal (Refereed)
    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

  • 15.
    Lozano, Rodrigo
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production. Organisational Sustainability Ltd., Cardiff, UK.
    Fobbe, Lea
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Carpenter, Angela
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production. School of Earth and Environment, University of Leeds, Leeds, UK.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Management, Industrial Design and Mechanical Engineering, Industrial Management. University of Gävle, Center for Logistics and Innovative Production.
    Analysing sustainability changes in seaports: experiences from the Gävle Port Authority2019In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, no 3, p. 409-418Article in journal (Refereed)
    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.

  • 16.
    Lozano, Rodrigo
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Merrill, Michelle
    Lozano, Francisco
    Ceulemans, Kim
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Bridging aims and delivery of higher education for sustainable development: Using pedagogical approaches to fulfil competences2018Conference paper (Refereed)
  • 17.
    Lozano, Rodrigo
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production. Organisational Sustainability, Ltd., Cardiff, UK.
    Merrill, Michelle Y.
    Independent Researcher and Consultant, Capitola, CA, USA.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Ceulemans, Kim
    Toulouse Business School, University of Toulouse, Toulouse, France.
    Lozano, Francisco J.
    Escuela de Ingeniería y Ciencias, Tecnologico de Monterrey, Monterrey, Mexico.
    Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal2017In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 9, no 10, article id 1889Article, review/survey (Refereed)
    Abstract [en]

    Research into and practice of Higher Education for Sustainable Development (HESD) have been increasing during the last two decades. These have focused on providing sustainability education to future generations of professionals. In this context, there has been considerable progress in the incorporation of SD in universities’ curricula. Most of these efforts have focussed on the design and delivery of sustainability-oriented competences. Some peer-reviewed articles have proposed different pedagogical approaches to better deliver SD in these courses; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. This paper analyses competences and pedagogical approaches, using hermeneutics to connect these in a framework based on twelve competences and twelve pedagogical approaches found in the literature. The framework connects the course aims to delivery in HESD by highlighting the connections between pedagogical approaches and competences in a matrix structure. The framework is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. To better develop mind-sets and actions of future generations, we must provide students with a complete set of sustainability competences.

  • 18.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management.
    Co-operation between a University College and Local Industry1999Conference paper (Refereed)
  • 19.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi. Lund University, Lund, Sweden.
    Developing TQEM in SMEs: Management System Approach2001Licentiate thesis, monograph (Other academic)
  • 20.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Drivers and strategies for education for sustainable development2007In: International Advanced Research Workshop on Higher Education and Sustainable Development, HESD: Maribor, Slovenia, March 29-30, 2007, 2007Conference paper (Refereed)
  • 21.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Education for sustainable development (ESD) in Swedish universities2007In: First European workshop for implementation of UNECE strategy, 2007Conference paper (Other academic)
  • 22.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Environmental management systems – a way towards sustainable development in universities: ”It was difficult at first … then we started talking with our colleagues and we saw it in a longer perspective”2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The economic development in the world today makes increased consumption of goods and travelling available for more people around the world than ever before. This results, however, also in increased production and spreading of substances that are hazardous both to human health and to the ecosystem globally. Therefore, education to increase knowledge, awareness, motivation, and action competence on all levels is important in the strategy for a sustainable development, which satisfies the basic human needs for all people without damaging the life support system of our planet.

    The challenge for universities is how to assure that their students are exposed to the questions that are relevant for sustainable development from the various disciplinary perspectives so that they will be able to make professional and private “sustainability-promoting” decisions in the future.

    The overall purpose of this thesis is to contribute to the knowledge and understanding of the implementation of environmental management systems in universities and how the systems can be a tool in integrating sustainable development in higher education. The research is motivated by the fact that many Swedish universities have implemented environmental management systems and although there are many studies of environmental management systems in industry and some in public organisations, many features of their use in the university context are still poorly understood.

    The thesis presents an in-depth evaluation study of the implementation of environmental management systems (EMS) in Swedish universities with comparisons to industry. Based on the evidence from the studies the main argument of the thesis is that the environmental management systems can indeed function as an effective means to integrate sustainable development in all university activities, including education. The regular audits required by a certified environmental management system keep the activities on the university agenda and provide opportunities for follow-up, for feedback and for further development. The emerging research on sustainable development can contribute to lifting sustainable development the on the academic agenda from different disciplinary perspectives. The study suggests also that, although internal factors are essential in the EMS implementation, without external follow-up and feedback, sustainable development risks remaining a policy among others without a real change in universities.

  • 23.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    From Government Directive to Sustainable Development in Swedish Universities2004In: Environmental Management for Sustainable Universities Conference in Monterrey, 2004Conference paper (Refereed)
  • 24.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Higher Environmental Education and Environmental Labour Market in Sweden1999Report (Other academic)
  • 25.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Hur studenter upplever högskolornas miljöambitioner1999Conference paper (Other academic)
  • 26.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    MINT - National initiative to promote greening of curriculum2002In: EMSU conference, Grahamstown, south Africa, September 2002, 2002Conference paper (Refereed)
  • 27.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Quality auditors and environmental auditors: Can these two roles be combined?1995In: Eco-Management and Auditing, ISSN 0968-9427, E-ISSN 1099-0925, Vol. 2, no 2, p. 57-64Article in journal (Other academic)
    Abstract [en]

    The possibilities of integrating the functions of quality and environmental auditors are explored. The various standards for quality and environmental management systems are presented and the different requiremens they place on an audtior are summarized. The effects of the integration of the auditor function are considered. It is noted that an integration of these management systems and an integration of the auditor function would be most feasibel in small- and medium-sized companies with limited sizes and resources. The integration could cause some conflicts, but these could be overcome by a strong commitment form the auditor and strong support from company management.

  • 28.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sustainability in the University of Gävle for a sustainable future2017In: A good life for all: Essays on sustainability celebrating 60 years of making life better / [ed] Fagerström, Arne and Cunningham, Gary M., Mjölby: Atremi AB , 2017, 1, p. 3-8Chapter in book (Other academic)
    Abstract [en]

    It has been interesting to follow the journey of the University of Gävle on its way towards sustainability during the pas quarter foa decade. The University has led the way as an example for other universities in Sweden and internationally in many ways. It is good to see the change that has taken place and that it continues.

  • 29.
    Sammalisto, Kaisu
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Where do green engineers come from?1996Conference paper (Refereed)
  • 30.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Arvidsson, Karin
    Environmental Management in Swedish Higher Education. Directives, driving forces, hindrances, environmental aspects and environmental co-ordinators in Swedish universities2005In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 6, no 1, p. 18-35Article in journal (Refereed)
    Abstract [en]

    Purpose – This study of environment management systems implementation in Swedish universities contributes to the dialogue about the role of management systems as tools in developing sustainability in higher education.

    Design/methodology/approach – The empirical study is based on Government directives that make environmental management systems implementation compulsory for all public organisations in Sweden, annual environmental reports of Swedish universities for the years 1997-2002, their internet home pages, and a survey.

    Findings – Many universities focus only on direct environmental aspects like paper use and waste handling, even though the main tasks of the universities, namely education, research and co-operation with the surrounding society, that is the indirect aspects, are likely to have a considerable environmental impact. The organisation of the environmental work and the placement of the environmental coordinator also vary. Two main patterns appear; the coordinator has a function in the service department or an administrative function in the president's office. The goal of certification increases the likelihood of the environmental coordinator being placed in the president's office.

    Originality/value – The aim is to increase the understanding of why and how a concept that was first introduced in industry is applied to institutions of higher education.

  • 31.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Brorson, Torbjörn
    International Institute for Industrial Environmental Economics, IIIEE, Lund University, Sweden.
    Training and communication in the implementation of environmental management systems (ISO 14001): A case study at the University of Gävle, Sweden.2008In: Journal of Cleaner Production, ISSN 0959-6526, E-ISSN 1879-1786, Vol. 15, no 3, p. 299-309Article in journal (Refereed)
    Abstract [en]

    Training and communication are essential elements in the implementation of environmental management systems (EMS). This study is based on two main questions: (i) What methods for training and communication will support the implementation of EMS at a university? and, (ii) How did faculty and staff perceive the training and communication activities? The study includes a literature review, a case study of methods for training and communication, and results of a semi quantitative survey of the perception of training and communication. All activities took place at the University of Gävle (Sweden). The University of Gävle was certified according to ISO 14001 in 2004. Practical experiences from the implementation of EMS in industry were used as reference.

    The literature review indicates that training is a key factor during implementation of EMS, and that training may change attitude and behaviour among managers and employees. Similar conclusions can be drawn from this study. The case study, and practical experiences from industry, indicate that similar methods of EMS training and communication can be shared by industry and universities. However, “academic freedom” and “critical thinking” may result in the need for more interactive training methods at a university than in industry. The results of the survey indicate that the training and communication have increased awareness of environmental issues. A deeper understanding of the personal role in the EMS was also observed. It can be concluded that the EMS training and communication team has a demanding task to introduce the concept of indirect environmental aspects at a university. Lecturers and researchers should be convinced that the greening of a college involves more than, for example, reducing the consumption of paper. The main role of EMS at a university should be to focus on indirect environmental aspects, for example, to introduce environmental and sustainability issues in courses and research.

  • 32.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för industriell ekonomi.
    Lindhqvist, Thomas
    Lunds universitet.
    Integration of sustainability in higher education: a study with international perspectives2008In: Innovative Higher Education, ISSN 0742-5627, E-ISSN 1573-1758, Vol. 32, no 4, p. 221-233Article in journal (Refereed)
    Abstract [en]

    This study examined the impact of a procedure implemented and used at one Swedish university to promote integration of the concept of sustainability into courses. The study is based on a literature study and a case study at the University of GÀvle in Sweden, where faculty members are asked to classify their courses and research funding applications regarding the contributions thereof to sustainable development. The results of the study indicated that this procedure can indeed stimulate faculty members to integrate sustainable development in their courses. It is clear that the reported changes in courses were also influenced by other factors such as the increased general awareness of environmental issues. © 2007 Springer Science+Business Media, LLC.

  • 33.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Lozano, Rodrigo
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    von Haartman, Robin
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Institutionalising sustainability in HEIs: Experiences from the University of Gävle2018Conference paper (Refereed)
  • 34.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sundström, Agneta
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Utmaningar vid implementering av CSR i globala försörjningskedjor2013In: Innovation eller kvartalskapitalism?: Utmaningar för global svensk produktion / [ed] Lind, J. and Bengtsson, L., Stockholm: Liber, 2013, p. 91-108Chapter in book (Other academic)
  • 35.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sundström, Agneta
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Holm, Tove
    Novia University of Applied Sciences, Vaasa, Finland.
    Implementation of sustainability in universities as perceived by faculty and staff: a model from a Swedish university2015In: Journal of Cleaner Production, ISSN 0959-6526, E-ISSN 1879-1786, Vol. 106, p. 45-54Article in journal (Refereed)
    Abstract [en]

    Education for sustainable development creates new challenges for universities where faculty and staff are expected to prepare students to meet complexities in society and take responsibility for sustainability, which scientists are urgently calling for today. Few studies exist on how faculty and staff perceive sustainability in their functions at the university based on long-term sustainability implementation and training within a 14001 certified environmental management system. This university case study with data collected by open-ended survey questions explores how faculty and staff express their role in sustainability work within a Swedish university.The authors developed a model to illustrate development of sustainability competence and its institutionalization. Results show a large variation in perceptions of sustainability from waste separation to a complex understanding and integration of issues into education. Integration of sustainable development as a university core competence is difficult for a whole university to reach. Interpretational flexibility provides opportunities for discussing the sustainability concept in diverse academic traditions in different disciplines. Top management inspiration on different university levels is essential for integration. Continuous training and routines contribute to movement towards institutionalization of sustainability activities and to following up the process in universities.

  • 36.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sundström, Agneta
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Holm, Tove
    University of Turku, Department of Biology.
    Perceptions of sustainability among faculty and staff in a Swedish University2013Conference paper (Refereed)
    Abstract [en]

    Education for sustainable development creates new challenges for universities expected to prepare students to meet the complexities and take their responsibility in promoting sustainability, which is urgently called for by scientist today. The concept of sustainability and the difficulty in defining it is not just a problem, but also opportunity for the different academic traditions in different disciplines. Environmental management systems like ISO 14001 have been used to institutionalizing the activities for sustainable development in organizations.  

    This single empirical case study explores with a survey how faculty and staff have perceive their role in university sustainability work at the University of Gävle in Swede, which was certified according to ISO 14001 in July 2004. In 2010 the faculty and staff were asked in open questions how they in their activities at a university contribute to sustainable development. The answers indicate their perceptions of sustainable development in a university context and show that both faculty and staff perceive that their activities in university contribute to sustainable development in many ways. Examples from the answers reveal that contribution to sustainable development is becoming as a more natural part in academic activities and the institutions are becoming more aware of their role in educating academics to meet the complexities in society.

  • 37.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sundström, Agneta
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Holm, Tove
    Sykli Environmental School of Finland, Finland; Department of Biology, University of Turku, Finland; Novia University of Applied Sciences, Finland .
    Yao, Zhilei
    Development of students´ sustainability knowledge, awareness and actions during university education2015In: : , 2015Conference paper (Refereed)
  • 38.
    Sammalisto, Kaisu
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sundström, Agneta
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    von Haartman, Robin
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Holm, Tove
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management. Sykli Environmental School of Finland, Finland.
    Yao, Zhilei
    Learning about sustainability: what influences students’ self-perceived sustainability actions after undergraduate education?2016In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 8, no 6, article id 510Article in journal (Refereed)
    Abstract [en]

    Changing societies’ minds about sustainability requires knowledge about the situation, awareness of what needs to be done and actions to change today’s unsustainable behaviors. Universities are challenged to develop students’ ability to appreciate the complexities of sustainability and translate sustainability knowledge of education into systemic, anticipatory and critical thinking and actions. To meet this challenge, universities provide specific study programs and courses and integrate sustainability in education and activities. There is limited research on the results of such efforts from a student perspective. The study focused on an identical cohort of 108 undergraduate students who answered a survey about their self-perceived knowledge, awareness and actions before and after their studies in a Swedish university. All 108 students had sustainability integrated into their study programs; forty-eight also attended specific sustainability courses. The test model explains variations in students’ self-perceived sustainability actions at the end of their studies. There were differences already in students’ initial self-perceived knowledge between the groups. The students’ female gender, self-perceived initial actions, studying sustainability courses as well as the increase in self-perceived sustainability knowledge contribute significantly to the later sustainability actions. The results show student development, which can encourage those working with education for sustainable development in universities.

  • 39.
    Sergienko, Olga I.
    et al.
    ITMO University, St. Petersburg, Russia.
    Dinkelaker, N. V.
    ITMO University, St. Petersburg, Russia.
    Arrevaara, Eeva
    Lahti University of Applied Sciences, Lahti, Finland.
    Kärnä, Päivi
    Lahti University of Applied Sciences, Lahti, Finland.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Jonsson, Daniel
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Environmental engineering.
    Sorvari, Jaana
    Aalto University, Aalto, Finland.
    Serkkola, Ari
    Aalto University, Aalto, Finland.
    The concepts of resource efficiency and corporate environmental responsibility: a brief overview of the ERREC intensive week in St. Petersburg [Концепции ресурсной эффективности и корпоративной экологической ответственности: краткий обзор интенсивной недели по проекту ERREC в Санкт-Петербурге]2016In: Scientific journal NRU ITMO, ISSN 2310-1172, Vol. 4, p. 95-101Article in journal (Other academic)
    Abstract [en]

    Over 40 participants from five universities and four companies attended and actively contributed to the Intensive week «Sustainable Product Design & Resource Efficiency» organized at the ITMO University in St. Petersburg, 10–14 October, 2016 as a part of the ERREC «Environmental Responsibility and Resource Efficiency in companies» project, funded by the Nordic-Russian Cooperation in Education and Research program (SIU) and the Nordic Council of Ministers. Representatives of universities, including students, and business exchanged their views on how resourceefficiency could be achieved and the environmental impact of current consumption and production patterns decreased. A number of key tools and recommendations were formulated for companies under the new educational paradigm of blended learning, which is introducing a mix of traditional and modern educational methods. The trainees obtained a comprehensive experience for solving specific industry-related problems from the viewpoint of resource efficiency on the basis of pre-course assignments, lectures, teamwork, round-table discussions and an excursion. Particularly the waste management problems in Russia and abroad were highlighted. This paper summarizes the lectures and results from the case studies focusing on technical, managerial, and new information and communication technology applications for improving resource efficiency, and developing environmental responsibility in companies.

  • 40.
    Steiner, Lars
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Sundström, Agneta
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    A Model for University Identity and Reputation Strategy Work2011Conference paper (Refereed)
  • 41.
    Steiner, Lars
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Sundström, Agneta
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    An analytical model for university identity and reputation strategy work2013In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 65, no 4, p. 401-415Article in journal (Refereed)
    Abstract [en]

    Universities face increasing global competition, pressuring them to restructure and find new identities. A multidimensional model: identity, image and reputation of strategic university identity and reputation work is developed. The model includes: organizational identity; employee and student attitudes; symbolic identity; influence from buildings, artefacts and reputation; and external stakeholders’ valuations. Image perceptions among employees, students and external stakeholders are proposed to have a transition-mediating function with respect to university identity. The model serves as an analytical tool for both academic scholars and university administrators in the strategic work with university identity, image and reputation, and aim to clarify the complex relations between these concepts.

  • 42.
    Sundström, Agneta
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Gyll, Janna
    Fiber Optic Valley, Hudiksvall, Sweden.
    Developing social sustainability for innovative industrial work environments2015Conference paper (Refereed)
  • 43.
    Sundström, Agneta
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics.
    Hyder, Akmal S.
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Chowdhury, Ehsanul Huda
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    CSR implementation strategy constraints in emerging market supply chain context: Bangladesh garment industry experiences2016In: International Journal of Applied Business and Economic Research, ISSN 0972-7302, Vol. 14, no 13, p. 9041-9062Article in journal (Refereed)
    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.

  • 44.
    von Haartman, Robin
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production. Private person.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Lozano, Rodrigo
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Blomqvist, Per
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Mechanical Engineering.
    A Longitudinal Comparison of Sustainability Learning between Men and Women in Engineering and Nursing Programmes2017In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 9, no 8, article id 1464Article in journal (Refereed)
    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.

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