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The complexity of sustainability issues prompts both science and policy‐making to broaden their methodologies in finding solutions to problems of environmental, social and economic sustainability. In the realms of post‐normal science, quests to find adequate answers to everyday challenges happen in an issue‐driven, policy‐oriented manner where the issue of involving the widest possible range of stakeholders is of utmost importance. Participatory systems mapping is a new type of participatory technique, which has emerged in the last few years. In such a process, participants jointly devise diagrams on a topical issue and develop policy recommendations. The paper discusses an experiment applying this method concerning the issue of sustainable consumption. The authors point out that systems mapping has many significant features that can enrich participatory methodologies. However, the participatory potential of systems mapping might be limited because it can be demanding for groups with lower levels of knowledge capital. Copyright © 2015 John Wiley & Sons, Ltd.

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A fenntartható fogyasztással kapcsolatos kihívások kezelése kapcsán egyre növekvő szerephez jutnak azok a közösségek, melyek gyakorlatalapon szerveződnek. Ebben a cikkben azt vizsgálják a szerzők, milyen tanulási módok jellemzik a fenntartható fogyasztást előmozdító budapesti gyakorlatközösségeket és az itt megismert tanulási mechanizmusok hogyan segítik a fenntartható életmód kialakítását. Feltáró kutatásuk mélyinterjúkra támaszkodik, amelyeket két egymást követő hullámban bonyolítottak le. Az első szakaszban szakértői interjúk készültek, amelyek az ökológiai és társadalmi fenntarthatósághoz kapcsolódó aktív, szervezői szerepet vállaló közösségek tagjaival készített 20 interjúval egészültek ki. A tudásmegosztási jellemzők alapján elmondható, hogy a vizsgált közösségek működése során egyaránt megtalálhatók az egy-, két- és háromhurkos tanulás esetei, valamint a tanulás mind individuális, mind kollektív szinten megvalósul. A tudásmegosztás szélességét és orientációját vizsgálva azt találták, hogy nagyvárosi környezetben a közösségi tudat megteremtése és megerősítése, valamint a többhurkos tudásmegosztási mechanizmusok megléte hozzájárul a konvergens és konstruktív társas tanulási eredményhez.

The emerging concept of responsible research and innovation (RRI) in some ways always relates to sustainability. In the transition towards sustainability, the authors need to build responsibility for both society and the environment in higher education and management education. Non-formal approaches to learning provide an opportunity to transform a student’s ‘head, heart and hand’, including at the social level as well. This paper showcases the role of experiential and transformative learning in higher education practice. Two of their courses are described and analysed, which are intended to familiarise students with the problem of sustainability within economic higher education. The authors share the theoretical and practical experiences of designing, teaching and assessing these courses. They aim to contribute to the discussion on how business education could be producing useful and credible knowledge that addresses problems important to nature and society.

As deliberative and participatory practices play a greater role in political decision-making of democratic political systems in many parts of the world, political parties must adapt to demands of an increasingly more cognitively mobilized citizenry. While there is a growing body of literature about the functioning of such procedures in different social and political contexts, little is known about politicians’ reasons behind introducing them. Based on qualitative data collected among Hungarian politicians, this paper brings evidence to empirically assess why local politicians introduced Participatory Budgeting in Budapest, Hungary. Our findings suggest that politicians accept theoretical arguments for promoting citizens’ participation, newly elected local politicians expect to increase their party’s local embeddedness by creating new contact opportunities and emphasize that the introduction of Participatory Budgeting is a ground for experimentation. The article ends with a discussion about arguments that are put forth in the literature on European Participatory Budgeting but missing from the views of politicians, and concludes by highlighting the risks of institutionalizing Participatory Budgeting.