Thesis (M. Environmental Management)--North-West University, Potchefstroom Campus, 2009.

Background Sustainability involves progressing economic, social and environmental goals together in an attempt to meet current needs without compromising with the needs of future generations. Universities can play an important role in educating young people in sustainability. Many future managers study at business schools which makes this discipline particularly interesting in terms of creating sustainability across society. Swedish universities are by law encouraged to embed sustainability which requires significant changes at all levels including the work of lecturers. Aim The purpose of this study is to examine lecturers’ attitudes and perceptions on making changes to embed sustainability into the courses they teach. Methods A qualitative research method with semi-structured interviews was applied. An interview guideline was developed and eight lecturers from basic and intermediate education programmes at Umeå Business School and Economics (UBSE) were recruited. Data was transcribed and analysed in relation to the theoretical framework of change models. Findings Eight lecturers were interviewed and overall they reported positive attitudes towards making changes to incorporate sustainability into their courses but many of them found it difficult to do so in practice. Obstacles to make such changes included being limited in the decision-making of changes to the syllabus, limited knowledge, time constraints and motivation. Findings show that management plays an essential role in making changes and that a number of key persons (change agents) who want to implement more sustainability to the courses already exist in the organisation. ConclusionsLecturers are important to fulfil changes to their existing courses to incorporate sustainability but in need of more time and training in this subject. A sustainable approach at UBSE positively affects lecturers’ attitudes to incorporate sustainability to their teaching.

Multiple declarations, governmental and non-profit organizations and universities have issued a call for proper reporting of social and environmental impacts and initiatives within academia. Such reporting can increase awareness of environmental and social impacts, encourage development of sustainable policy and build a campus culture more committed to sustainability. Sustainability reporting at Higher Education Institutions (HEIs) has the added benefit of being a powerful teaching aid. This paper follows multiple lines of inquiry in order to determine whether HEIs are taking advantage of the opportunities afforded by sustainability reporting. The analysis evaluates the history of sustainability reporting at HEIs and compares the practices of HEIs to those in other sectors. We use the Pacific Sustainability Index to methodically evaluate and rank the social and environmental reporting of 20 HEIs. We find that sustainability reporting is generally less rigorous in academia than other industries. The analysis emphasizes the need for greater institutional support for sustainability reporting at HEIs.

This dissertation reports a study exploring adult engagement with sustainability learning practices in EcoSchools-certified secondary schools in Canada, Lithuania and Sweden as a means towards shaping a liveable future. The study is situated in the area of education for sustainable development. The study design was initially based on an interest in revealing specific practices of sustainability education as a means of improving the relationship between environmental impact and wealth. While echoing findings in the existing literature, this research contributes to the development of the field through insight into the perspectives that adults bring to sustainability education. Primary data collected in the spring of 2006 were recorded (mostly single) semistructured interviews with 30 individuals (national coordinators, caretakers, teachers and administrators), including 10 Canadians from four schools, 14 Lithuanians from four schools, and six Swedes from two schools. Four phases of qualitative analysis were used on the data: initial transcript coding and trends; précis document trends; a six-stage model of interview responses allowing vertical (between question) and horizontal (between stage) comparisons; word maps of subthemes as a scaffold to detail participants’ four primary views (long, wide, deep, dynamic) regarding sustainability. Ultimately, the results of this study point less than expected to revealing specific transferable practices regarding success and challenge in EcoSchools. Rather, these findings provide some insight into a means of shaping a sustainable future through an individual’s sustainability perspective: a living responsiveness based on a sense of connection, supported by improved sustainability cognition, and realized through sustainability practice and considered engagement.

This dissertation reports a study exploring adult engagement with sustainability learning practices in EcoSchools-certified secondary schools in Canada, Lithuania and Sweden as a means towards shaping a liveable future. The study is situated in the area of education for sustainable development. The study design was initially based on an interest in revealing specific practices of sustainability education as a means of improving the relationship between environmental impact and wealth. While echoing findings in the existing literature, this research contributes to the development of the field through insight into the perspectives that adults bring to sustainability education. Primary data collected in the spring of 2006 were recorded (mostly single) semistructured interviews with 30 individuals (national coordinators, caretakers, teachers and administrators), including 10 Canadians from four schools, 14 Lithuanians from four schools, and six Swedes from two schools. Four phases of qualitative analysis were used on the data: initial transcript coding and trends; précis document trends; a six-stage model of interview responses allowing vertical (between question) and horizontal (between stage) comparisons; word maps of subthemes as a scaffold to detail participants’ four primary views (long, wide, deep, dynamic) regarding sustainability. Ultimately, the results of this study point less than expected to revealing specific transferable practices regarding success and challenge in EcoSchools. Rather, these findings provide some insight into a means of shaping a sustainable future through an individual’s sustainability perspective: a living responsiveness based on a sense of connection, supported by improved sustainability cognition, and realized through sustainability practice and considered engagement.

This research project set out to develop and apply a framework for assessing how energy systems may be structured to help society progress towards sustainability. The general intent was to outline a way to decide upon the things that matter in order to make better decisions that will lead to positive near- and long-term outcomes. There are various ways of reaching the goal described above, and the path chosen in this dissertation centred on Gibson’s (2006) sustainability assessment framework, an approach to integrated sustainability-based decision-making. In order to contribute to extending and specifying Gibson’s approach to sustainability assessment for energy undertakings, this project developed a theoretical framework grounded in various forms of complexity and energy. The journey described in the dissertation begins with an exploration of the complexity of science, the subject of Chapter 2. We live in a world characterized by inherent uncertainty, multiple worldviews, conflicting values, power dynamics and a whole host of other challenges to science and decision-making. Many of the environmental and human challenges we currently face have arisen in part because we do not sufficiently respect the limits to knowledge and the personal biases we all bring to the table. Chapter 2 develops a framework for knowledge generation and decision-making situated within its social context, and operationalizes this framework through the process of criteria specification. Drawing from multiple sources of data – particularly documentary analysis, semi-structured interviews and observation – the criteria specification cycle provided the means of and determining and deciding upon the things that matter in a given case and context. The complexity of science is only half the story emerging from the complex systems literature. From a different perspective, it is evident that we live in a world of complex dynamics and interconnections, and it is important to ensure that whatever energy paths we set out on recognize these dynamics. Fortunately, there is a wide range of literature relating to the characteristics of complex systems in general, as well as their energy and material flows in societies. These literatures are explored in Chapter 3 to develop an understanding of and guidelines for managing complex systems to the extent possible and appropriate. Building on the theory developed in Chapters 2 and 3, the discussion in Chapter 4 began to develop an understanding of energy systems and energy decision-making and was structured around three general questions: (1) what is the energy problem? (2) what are the characteristics of an appropriate and constructive relationship with energy? and (3) how can the necessary and desired sociotechnical systems changes be achieved. These questions were largely addressed through an exploration of the soft energy path and transition management and led to two sets of guidelines designed to address energy systems structure and change. The theoretical framework developed over Chapters 2-4 was consolidated into a proposed set of sustainability criteria for energy undertakings. The sustainability criteria set represents the principal theoretical contribution of the dissertation to the academy and the broader assessment community, and outlines a suite of generally desirable system attributes and actions for achieving progress towards sustainability, as opposed to an acceptability threshold. The proposed sustainability criteria are primarily intended for application regarding energy undertakings at a wide variety of scales, but are much more broadly relevant. In a manner that is more iterative than can be described in this abstract, the sustainability assessment framework described in this dissertation was applied in, and enriched through, four distinct case studies that assessed (1) the 2006 Ontario Integrated Power Systems Plan proposed by the Ontario Power Authority. The Integrated Power Systems Plan was originally framed as a coal versus nuclear problem, as opposed to a critical appraisal of power systems planning; and in doing so it underplayed potential for conservation, demand management, increased renewable energy, and social change; (2) a small-scale biodiesel operation in Barbados. The plant owner collected used cooking oil from restaurants, roadside stands, and individual homes, and converted it into biodiesel using a first-generation processing technology known as transesterification. (3) a sugarcane-ethanol plant in the Tietê-Jacaré Watershed of São Paulo, Brazil. The sugarcane ethanol mill harvests approximately 21,000 hectares of sugarcane crops from seven municipalities and produces hydrated ethanol for domestic markets, and sugar for domestic and international markets; and (4) the agricultural and energy systems in Senegal. Senegal suffers from significant deforestation and soil fertility decline coupled with demographic change. The many interconnections between the energy and agricultural systems require an integrated assessment of both. Each individual case study stands alone in providing novel insights emerging from application of the framework in the particular case and context. At the more general level, five important insights emerged from the case studies, including: (1) the benefits of, and need for, maintaining a flexible unit of analysis so as to improve problem structuring; (2) the importance of grounding an assessment within its context; (3) the benefits of seeking integration and positive indirect effects; (4), the need to plan for and develop energy bridges towards feasible and desirable energy futures; and (5), the need for caution in the face of thresholds and uncertainty. The individual and general insights from the case studies were incorporated into the most recent version of the sustainability assessment framework described in this dissertation. The framework is suitable for application, with specification for particular case and context, to all types of energy systems at all scales.

This thesis analyses the potential of a complex adaptive systems (CASs) approach based on system dynamics modelling (SDM) to add value to the currently used assessment tools and monitoring practices for tourism sustainability in an effort to advance sustainable development in tourism destinations. While many different concepts and tools for the assessment of sustainability have developed, most of them do not take the complexity and dynamics of tourism destinations into account. It is argued in this thesis that these linear tools need to be complemented with new approaches that can deal with uncertainty, non-linearity and unexpected changes. New knowledge from ecosystem research, which is derived from complex systems theory, suggests that tourism destinations are indeed social-ecological systems, which need to be viewed and studied as CASs. In recent years tourism researchers have acknowledged the necessity to view tourism as a system with interconnected elements, and have discussed the unpredictability of these tourism systems. CASs approaches, which have been successfully applied by ecologists and economists in other areas, are indicated for tourism management, but have been rarely used in order to promote sustainable tourism development and planning. Appropriate methodologies and frameworks for the implementation of CASs approaches into the tourism context are still lacking. Therefore this thesis addresses the aforementioned challenges as follows: • A critical review of the concepts and tools currently used for the advancement and assessment of sustainability in tourism destinations is presented. The review evaluates the suitability of assessment tools for specific sites and situations, and develops guidelines for tool selection. It is concluded that for particular purposes linear assessment tools need to be combined or complemented with tools that can deal with complexity and dynamics. Tools covered include sustainability indicators, environmental impact assessment, life cycle assessment, environmental audits, ecological footprints, multi-criteria analysis and adaptive environmental assessment. • The use of sustainability indicator as one of the most promoted assessment tools for sustainable development in tourism destination is explored further. A systemic indicator system (SIS) methodology based on a CASs approach as an alternative to linear assessments is developed. This methodology is tested using a case study of a holiday eco-village near Lamington National Park in Queensland. The research findings suggest that the SIS has the potential to enhance system understanding and adaptive management of tourism destinations, and can foster collective learning processes amongst stakeholders. • A framework is developed for a Learning Tourism Destination (LTD) based on the concept of the Learning Organisation, and using SDM as a tool for strategic planning and the promotion of organisational learning. The concept of the LTD is discussed on the basis of 6 case studies, where SDM has been applied primarily for predictive reasons, and through evaluation of the potential of SDM as a tool for the implementation and enhancement of collective learning processes. The results reveal that SDM is capable of promoting communication between stakeholders and stimulating organisational learning. It is argued that the effectiveness of SDM may be greatly increased through incorporation in the foundation of an LTD. • A practical approach for the implementation of an LTD is presented. Preliminary results from a case study undertaken at the Ningaloo Coast in Western Australia are discussed. Surveys were conducted to verify if the LTD forms a useful framework for fostering consensus building, dialogue and collective learning processes amongst stakeholders. The preliminary results of the study suggest that the implementation of an LTD on the Ningaloo Coast will improve the capacity of the local industry to take more responsibility for the sustainable development, and thus has the potential to enable a more effective transition to sustainability in the region. Through its multi-methodological approach, this thesis demonstrates the importance of considering tourism destinations as CASs. New concepts and assessment tools for sustainable tourism are needed that acknowledge the complex and dynamic nature of tourism and tourism development. Together, the SIS methodology and the LTD framework provide an initial platform from which to conduct further research.

This thesis analyses the potential of a complex adaptive systems (CASs) approach based on system dynamics modelling (SDM) to add value to the currently used assessment tools and monitoring practices for tourism sustainability in an effort to advance sustainable development in tourism destinations. While many different concepts and tools for the assessment of sustainability have developed, most of them do not take the complexity and dynamics of tourism destinations into account. It is argued in this thesis that these linear tools need to be complemented with new approaches that can deal with uncertainty, non-linearity and unexpected changes. New knowledge from ecosystem research, which is derived from complex systems theory, suggests that tourism destinations are indeed social-ecological systems, which need to be viewed and studied as CASs. In recent years tourism researchers have acknowledged the necessity to view tourism as a system with interconnected elements, and have discussed the unpredictability of these tourism systems. CASs approaches, which have been successfully applied by ecologists and economists in other areas, are indicated for tourism management, but have been rarely used in order to promote sustainable tourism development and planning. Appropriate methodologies and frameworks for the implementation of CASs approaches into the tourism context are still lacking. Therefore this thesis addresses the aforementioned challenges as follows: • A critical review of the concepts and tools currently used for the advancement and assessment of sustainability in tourism destinations is presented. The review evaluates the suitability of assessment tools for specific sites and situations, and develops guidelines for tool selection. It is concluded that for particular purposes linear assessment tools need to be combined or complemented with tools that can deal with complexity and dynamics. Tools covered include sustainability indicators, environmental impact assessment, life cycle assessment, environmental audits, ecological footprints, multi-criteria analysis and adaptive environmental assessment. • The use of sustainability indicator as one of the most promoted assessment tools for sustainable development in tourism destination is explored further. A systemic indicator system (SIS) methodology based on a CASs approach as an alternative to linear assessments is developed. This methodology is tested using a case study of a holiday eco-village near Lamington National Park in Queensland. The research findings suggest that the SIS has the potential to enhance system understanding and adaptive management of tourism destinations, and can foster collective learning processes amongst stakeholders. • A framework is developed for a Learning Tourism Destination (LTD) based on the concept of the Learning Organisation, and using SDM as a tool for strategic planning and the promotion of organisational learning. The concept of the LTD is discussed on the basis of 6 case studies, where SDM has been applied primarily for predictive reasons, and through evaluation of the potential of SDM as a tool for the implementation and enhancement of collective learning processes. The results reveal that SDM is capable of promoting communication between stakeholders and stimulating organisational learning. It is argued that the effectiveness of SDM may be greatly increased through incorporation in the foundation of an LTD. • A practical approach for the implementation of an LTD is presented. Preliminary results from a case study undertaken at the Ningaloo Coast in Western Australia are discussed. Surveys were conducted to verify if the LTD forms a useful framework for fostering consensus building, dialogue and collective learning processes amongst stakeholders. The preliminary results of the study suggest that the implementation of an LTD on the Ningaloo Coast will improve the capacity of the local industry to take more responsibility for the sustainable development, and thus has the potential to enable a more effective transition to sustainability in the region. Through its multi-methodological approach, this thesis demonstrates the importance of considering tourism destinations as CASs. New concepts and assessment tools for sustainable tourism are needed that acknowledge the complex and dynamic nature of tourism and tourism development. Together, the SIS methodology and the LTD framework provide an initial platform from which to conduct further research.

Sustainability assessment is emerging as a form of impact assessment with the concept of sustainability at its heart. This thesis contributes to the process of theory-building for sustainability assessment through an exploration of the development of this policy tool within the Western Australian context. Through an analysis of the sustainability assessments of the Gorgon gas development on Barrow Island and the South West Yarragadee water supply development, and a process of personal reflection, I explore the potential of sustainability assessment to contribute to a more sustainable society by facilitating learning. While the focus of traditional forms of impact assessment has typically been ‘exterior’ forms of knowledge and learning relating to the potential impacts of a proposal, or to process methodologies and governance arrangements, in this thesis I argue that sustainability assessment processes should also facilitate ‘interior’ forms of learning that excavate and challenge underpinning assumptions about the organisation of society, including shared discourses and storylines, as well as personal views and beliefs. To achieve this aim, I maintain that sustainability assessment should be a proactive process that is integrated with the proposal development, framed by an open question and guided by a ‘sustainability decision-making protocol’ that operationalises sustainability for the decision at hand. It should be guided by a structured process framework that assures attention is given to issues that might otherwise be neglected. Each step of the process framework should represent a space for inclusive deliberation, with the concept of sustainability itself acting as a catalyst for learning and reflexivity. Located within the institutions of modern industrial society, deliberative sustainability assessment processes can contribute to the emergence of an 'integral sustainability' that embraces and reconnects the interior and exterior, collective and individual dimensions of policy-making and of society in general. The influence of sustainability assessment can thus extend beyond the immediate decision at hand to contribute to a momentum for societal change towards a more sustainable future.

Background: Customers are becoming increasingly conscious about sustainability, for instance when choosing a fast-fashion brand. Brand loyal customers are in direct relation with the success of a brand and promoting brand information of sustainability efforts on social media platforms could positively influence customers brand loyalty, brand satisfaction, brand trust and brand engagement.  Purpose: The purpose of this study is to examine the relationship between brand information regarding sustainability efforts of fast-fashion brands and brand loyalty, brand satisfaction, brand trust as well as brand engagement. Further, this study examines whether brand trust and brand engagement work as antecedents to brand satisfaction, respectively brand satisfaction to brand loyalty.  Research questions:  How does brand information of sustainability efforts from fast-fashion brands on social media affect brand loyalty? How does brand information of sustainability efforts from fast-fashion brands on social media affect brand satisfaction and its antecedents brand trust and brand engagement? How do brand engagement and brand trust affect brand satisfaction respectively brand loyalty?  Methodology: This research follows a quantitative and deductive research approach. The data was collected through an online survey and the sampling method was a non- probability and a snowball sample. The data collection reached a total of 160 answers which were analyzed through SPSS. Validity and reliability were ensured before testing the hypotheses.  Findings: The findings from this research revealed that there is a positive relationship between brand information regarding sustainability efforts and brand loyalty, brand satisfaction, brand trust, and brand engagement. Further, the results indicated that the hypothesized antecedents brand trust and brand engagement were also accepted.  Implications: This study contributes with its results to today’s increased interest in sustainability, and it delivers significant insights which could be used by fast- fashion brands strategic decisions regarding the content of social media channels. Further, it adds valuable information to current academic literature in a few different ways.  Originality: This paper brings focus to the importance of brand loyalty and how closely it is related to brand information regarding sustainability efforts of fast-fashion brands.