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ETH-UNS case studies are ``transdisciplinary,'' university-based projects for sustainable development. This article introduces the ETH-UNS case studies 1991 to 1997. In particular, it examines, first, the role of experts and, second, the kind of collective reasoning in ETH-UNS case studies. We found a significant ``deprofessionalization'' effect: whereas there was a high share of professionals in former ETH-UNS case studies, relative experts with lower qualifications dominate in today's ETH-UNS case studies. Our analysis of this effect shows role conflicts between professionals and organizations as well as the importance of syntheses methods for organizing the collective reasoning in the ETH-UNS case studies. Discussion focuses on the specific organizational linkage between the use of experts and collective reasoning in environmental projects in the context of sustainable development.
Crafting usable knowledge for sustainable development
Proceedings of the National Academy of Sciences of the United States of America, 2016
This paper distills core lessons about how researchers (scientists, engineers, planners, etc.) interested in promoting sustainable development can increase the likelihood of producing usable knowledge. We draw the lessons from both practical experience in diverse contexts around the world and from scholarly advances in understanding the relationships between science and society. Many of these lessons will be familiar to those with experience in crafting knowledge to support action for sustainable development. However, few are included in the formal training of researchers. As a result, when scientists and engineers first venture out of the laboratory or library with the goal of linking their knowledge with action, the outcome has often been ineffectiveness and disillusionment. We therefore articulate here a core set of lessons that we believe should become part of the basic training for researchers interested in crafting usable knowledge for sustainable development. These lessons en...
Environmental expertise for social transformation: roles and responsibilities for social science
Environmental Sociology, 2022
What role should social science play in the work for transforming society towards sustainability? The background for this question is that despite massive investments in environmental research and the accumulation of data on the human impact on the environment, action remains insufficient. The severity of the current situation has led to the conclusion that moderate change is not enough; there is a need for a fundamental transformative change of society. How social science expertise should contribute to this is a fundamental epistemic and normative question and is the point of departure for this paper. This paper aims to develop a theory of social scientific environmental expertise. It first gives a broad account of expertise and its current landscape. It then develops a pluralistic approach, where expertise can take many forms, but should be reflexive, critical, and constructive. Finally, it stresses the crucial role that social science expertise has to play in the work for transformative change, not least to broaden environmental problems and their complexities, so that society is better equipped to undergo sustainable transformation.
Educated professionals of sustainability and the dimensions of practices
International Journal of Sustainability in Higher Education, 2021
Purpose The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers. Design/methodology/approach The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework. Findings A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conve...