scholarly journals “Doing” Sustainability Assessment in Different Consumption and Production Contexts—Lessons from Case Study Comparison

2019 ◽  
Vol 11 (24) ◽  
pp. 7041
Author(s):  
Tobias Engelmann ◽  
Daniel Fischer ◽  
Marianne Lörchner ◽  
Jaya Bowry ◽  
Holger Rohn

Sustainability as a guiding idea for societal and economic development causes a growing need for reliable sustainability assessments (SAs). In response, a plethora of increasingly sophisticated, standardizAed, and specialized approaches have emerged. However, little attention has been paid to how applications of SAs in different contexts navigate the challenges of selecting and customizing SA approaches for their research purposes. This paper provides an exploration of the context-specific conditions of SA through a case study of three research projects. Each case study explores the different approaches, methodologies, as well as difficulties and similarities that researchers face in “doing” SA based on the research question “What are common challenges that researchers are facing in using SA approaches?” Our case study comparison follows a most different approach for covering a wide range of SA applications and is structured along with three key challenges of doing SA: (i) Deliberation, learning and assessment; (ii) normative assessment principles; (iii) feasibility, especially regarding data quality/availability. Above all, the comparative case study underlines the role and importance of reflexivity and context: We argue that a more explicit and transparent discussion of these challenges could contribute to greater awareness, and thus, to improving the ability of researchers to transparently modify and customize generic SA methodologies to their research contexts. Our findings can help researchers to more critically appraise the differences between SA approaches, as well as their normative assumptions, and guide them to assemble their SA methodology in a reflexive and case-sensitive way.

Author(s):  
Laura Ballerini ◽  
Sylvia I. Bergh

AbstractOfficial data are not sufficient for monitoring the United Nations Sustainable Development Goals (SDGs): they do not reach remote locations or marginalized populations and can be manipulated by governments. Citizen science data (CSD), defined as data that citizens voluntarily gather by employing a wide range of technologies and methodologies, could help to tackle these problems and ultimately improve SDG monitoring. However, the link between CSD and the SDGs is still understudied. This article aims to develop an empirical understanding of the CSD-SDG link by focusing on the perspective of projects which employ CSD. Specifically, the article presents primary and secondary qualitative data collected on 30 of these projects and an explorative comparative case study analysis. It finds that projects which use CSD recognize that the SDGs can provide a valuable framework and legitimacy, as well as attract funding, visibility, and partnerships. But, at the same time, the article reveals that these projects also encounter several barriers with respect to the SDGs: a widespread lack of knowledge of the goals, combined with frustration and political resistance towards the UN, may deter these projects from contributing their data to the SDG monitoring apparatus.


Author(s):  
Lorri J. Santamaría

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.


Author(s):  
Lorri J. Santamaría

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.


Author(s):  
Kate Vieira

This chapter tells the story of the research. It first lays out the research question: How do transnational families’ experiences with migration-driven literacy learning shift across their lifespans in relation to changing political borders, economic circumstances, and technologies? It then describes the field sites in which the question was addressed: Latvia, Brazil, and the United States. Next, it outlines the reasoning behind the author’s methodological choices. Specifically, it elaborates on the author’s use of a comparative case study approach to develop the book’s central concept, “migration-driven literacy learning.” In doing so, the chapter describes how the project entailed both “reasearching across lives” and “researching across continents.” Finally, it offers a brief overview of the rest of the book.


2019 ◽  
Vol 15 (5) ◽  
pp. 811-826
Author(s):  
Shaun Larcom

AbstractThis paper highlights a link between measures for precolonial institutions and ethnic fractionalisation in postcolonial countries. A conceptual explanation is provided for why countries that were more politically centralised in precolonial times should be less ethnically fractionalised in current times. This result is confirmed for a sample of postcolonial countries in Africa, Asia and the Pacific. This is followed by a comparative case study in the South Pacific countries of Papua New Guinea, Tonga and Samoa. It is hoped that these results will lead to further empirical work focused at delving deeper into the link between these two measures to better understand what they are actually measuring, and why both are so closely related to economic development.


2010 ◽  
Vol 12 (02) ◽  
pp. 107-129 ◽  
Author(s):  
LIMPHO LETSELA ◽  
ANDRE PELSER ◽  
MAITLAND SEAMAN

Sustainability assessment processes are increasingly being applied towards integration of the sustainability agenda within diverse decision-making jurisdictions. This paper seeks to contribute insights from a process undertaken within rural areas in Lesotho. A learning-by-doing and people-centred approach was explored within a qualitative multiple case study to integrate biodiversity considerations within the broader livelihoods sustainability context. Stakeholders collectively determined interpretations, aspirations and priorities for action planning and pathways that sustain biodiversity. This process yielded a functional context-specific sustainability assessment framework to guide stakeholders when embarking on biodiversity interventions that enhance supply of ecosystem services in and outside protected areas. However, the effectiveness of the process requires that it should be nested within an enabling environment characterised by relevant international and national biodiversity policy and strategic frameworks, decision- making structures, funding, tools and expertise, sensitisation and capacity-building.


2021 ◽  
Author(s):  
◽  
Peter Jackson

<p>Ethiopia is synonymous with protracted drought, natural resource degradation, and hunger and impoverished livelihoods among many millions of farm-based producers. Since 1971, the Government of Ethiopia and foreign donors have channelled food aid and administrative and extension support to relief and rehabilitation projects for improved natural resource management. One such intervention is MERET-PLUS (Managing Environmental Resources to Enable Transition to more sustainable livelihoods through Partnership and Land User Solidarity), a long-standing, watershed-based food-for-assets development project. In its latest form, MERET-PLUS like many similar 'new generation' food-funded natural resource management interventions has multiple positive impacts, both for targeted watershed areas, and for the inhabitants of these areas. In spite of this, successfully enabling 'transition' of participants from receiving food aid remains highly problematic. Transition has not received sufficient attention in programming or - until recently - in academic literature. Partly for this reason, such interventions often lack an agreed, coherent definition of transition, a strategy for achieving such transition, and a means of measuring progress toward transition. Recognising potential for transition to advance policy and practice for such projects, I critically evaluate transition as an inherent objective of the current phase of MERET-PLUS, through the positional lens of my internship with a major donor to the project, the World Food Programme (WFP). I use four case study woredas as talking points, and use quantitative and qualitative information gathered from extensive research from site- through to federallevel. I wish to answer two research questions about transition through this research. Firstly: to what extent has 'enabling transition' in MERET-PLUS been developed as a concept, in policy or strategy, and as an understood and measurable concept? And secondly: what place does transition have in the MERETPLUS project? In relation to the first question, this research presents four main findings. Firstly, formal strategy for transitioning MERET-PLUS beneficiaries from project support has been formed only after thirty years of continuous food support. In many ways, this reflects the legacy of continued difficulties in linking relief, rehabilitation and development - and of achieving real development and independent capacities to sustain this development - through food-supported programming. Secondly, there are currently diverse interests in transition across all levels of the MERET-PLUS project, which must be factored-in to any strategy for implementation. In sub-federal government offices for example, strategy for transition is formed by observing the particular contexts of particular successful sites within their area. By contrast, at federal level, in the WFP Country Office, strategy for transition tends to be formed as part of instrumental programming goals. Thirdly, two particular components of MERET-PLUS make it difficult to conceive of transition as inherent in programming, or as an instrument introduced from higher levels. First, the integrated nature of MERET-PLUS, with a wide range of activities for land and water-source rehabilitation and human livelihood improvement, makes it difficult to conceive of one, integrated strategy for transition. Second, the holistic, participatory approaches to targeting project assistance and planning project activities make instrumental approaches to transition inappropriate. 'Transition as inherent' and 'transition as instrumental' approaches represent unrealised potential for scalable improvements of project impacts, coupled with the challenge of building the kind of concerted confidence required among beneficiaries, planners, leaders and government agencies. Fourthly and finally, information from project beneficiaries, planning teams, and project managers at higher levels has highlighted the importance of asset-based measures of communities' and households' livelihoods in assessing readiness for transition. Communication and planning for transition with engaged beneficiaries remains an important challenge, and one which has not been sufficiently understood in the literature. The goal of 'enabling transition' in MERET-PLUS is as yet unrealised in practice and at scale. A number of factors indicate real potential for transition in case study areas, including income generation from collective farm-based activities, and more broadly, confidence and belief among beneficiaries in improving their livelihoods through available project activities. As a snapshot of potential to 'enable transition', this research contributes practice-based insights for progressively phasing out "outsiders" assistance to vulnerable communities.</p>


Author(s):  
Vanessa Simonite

In a module designed to develop skills in presenting and evaluating statistics, students of mathematics and statistics were given an assignment asking them to research and write a piece of data driven journalism. Data driven journalism is a new phenomenon which has expanded rapidly due to the growth in open data, new visualisation tools and online reporting in newspapers, periodicals and blogs. The assignment provided students with a writing assignment that was individual, small-scale, research-based and embedded within their discipline. The students were asked to formulate a research question that could be investigated using survey data available from an electronic data archive. The result of the investigation was to be written up as a piece of data driven journalism for online publication, including a data visualisation. In addition to using discipline-based skills and written communication, the assignment required students to use research skills and digital literacy. An assignment set in the context of writing for the public extends students’ writing experience beyond the domains of discipline-based professional reports and academic writing. Data driven journalism provides opportunities to develop students’ writing alongside other skills for employment and can be used to design assessments for a wide range of disciplines.


2017 ◽  
pp. 1086-1106
Author(s):  
Lorri J. Santamaría

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.


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