Transforming knowledge for sustainability: towards adaptive academic institutions

Abstract

Purpose -The purpose of this paper is to argue that the types of and ways in which academic institutions produce knowledge are insufficient to contribute to a transition to sustainability. Design/methodology/approach -Reflecting on experiences at the School of Sustainability, the authors contend that a different kind of knowledge is needed, what we call sustainability knowledge. A conceptual approach is taken wherein the authors propose several characteristics of sustainability knowledge and offer some proposals on how academic institutions must be structured to produce it. Findings -Sustainability knowledge has several characteristics including social robustness, recognition of system complexity and uncertainty, acknowledgement of multiple ways of knowing and the incorporation of normative and ethical premises. In order to produce sustainability knowledge, the knowledge production process itself must be changed to be more adaptive and engaged with society. Two organizing characteristics for institutions seeking to produce such knowledge are proposedepistemological pluralism and reflexivity. The adaptive cycle from resilience theory is then used as a heuristic to illustrate how these design characteristics play out in making the institution (and individual) more adaptive. Practical implications -As more academic institutions move to address sustainability, this paper does not offer a roadmap; rather, it raises important issues that must be addressed in performing research and education for sustainability. Originality/value -The paper shows that type of knowledge that academia must produce and how it might produce it are redefined for sustainability problems.

Understanding Sustainability Through the Lens of Ecocentric Radical-Reflexivity: Implications for Management Education

“…The Contribution of Reflexivity to Ecocentrism A number of authors have already highlighted a need for reflexivity if we are to transform 'business as usual' where economic issues are given priority and move towards changes in our way of thinking about the role of organizations in relation to sustainability (Miller et al 2011). For example, Kearins and Springett (2003) suggest that reflexivity can highlight the need for radical change because it helps address both personal and social values relating to sustainability.…”

“…Consequently, alternative approaches to sustainability need to be supported or informed by education which engages with 'epistemological pluralism' and 'multiple ways of knowing' (Miller et al 2011): ways of knowing predicated upon understanding how assumptions, values, emotions and identities are implicated in sense making and action around sustainability (Shrivastava 2010). Reading work that connects these philosophical issues with the environment can help students be reflexive and critically engage with the issues.…”

It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace

“…It is essential to employ ambient learning displays in the future not only in a corrective way, but also in support of the development of employees' visions about possible futures (Hicks and Holden 1995). The findings extend the state of the art for sustainability initiatives on a university campus and can also influence both the incorporation of sustainability knowledge into several disciplines and a more adaptive way of knowledge production targeted at addressing "wicked" environmental problems (Miller, Muñoz-Erickson, and Redman 2011).…”

Multiple Pathways to Sustainability in the City: the Case of San Juan, Puerto Rico

“…In addition to building credible and legitimate knowledge, knowledge-action systems should provide opportunities for authentic dialogue, epistemic pluralism, and reflexivity (Miller et al 2011b, Muñoz-Erickson 2012. Deliberation is necessary to challenge basic assumptions of the status quo that keep ideas, institutions, and practices trapped in a particular pathway (Innes an Booher 2003).…”