| 1. |
- Andersson, Johnn, et al.
(författare)
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Socio-techno-ecological transition dynamics in the re-territorialization of food production : the case of wild berries in Sweden
- 2024
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Ingår i: Sustainability Science. - : Springer. - 1862-4065 .- 1862-4057.
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Tidskriftsartikel (refereegranskat)abstract
- Recent geopolitical and economic crises underline the need for a European transition towards a more sustainable food system. Scholars and policymakers have called for a re-territorialization of food production to strike a better balance between local, regional and global value chains. This paper explores the role of re-territorialization through an analysis of the emergence, development and current transformation of the Swedish wild berry value chain. The analysis combines the multi-level perspective on sustainability transitions with a socio-techno-ecological system approach and draws on interviews, informal conversations, participant observations and a range of secondary sources. The resulting case narrative shows how processes of de-territorialization may result in regimes that fail to address sustainability potential and problems. It also highlights that processes of re-territorialization challenge established regimes by promoting niches that represent different, albeit complementary, value chain configurations. Apart from a rich empirical narrative that brings useful knowledge to stakeholders to the Swedish wild berry value chain, the paper contributes to the theoretical understanding re-territorialization, shows how the ecological dimension can be accounted for with the multi-level perspective on sustainability transitions and presents a number of general policy implications.
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| 2. |
- Fors, Per, 1988-
(författare)
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Problematizing Sustainable ICT
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How should we understand the relationship between information and communication technology (ICT) and sustainability? Generally, it is assumed that while ICT products contribute to many environmental and social problems as they are produced and disposed of, the potential of using ICT to achieve a more sustainable society is immense. However, despite the fact that such a discourse is favored not only in the industrial but also in the political and academic spheres, we have yet to see this presumed sustainability-related potential of ICT fully exploited.This thesis argues that conventional assumptions and understandings related to three abstractions in sustainable ICT research and practice – namely the technological, the social, and the sustainable – contribute to an overly optimistic discourse of sustainable ICT, which favors certain research approaches and practical applications. Adhering to such a discourse risks reinforcing, rather than breaking loose from, an unsustainable status quo. Through problematization, this thesis aims to unveil and challenge such underlying assumptions and understandings, based on insights from the social sciences and philosophy. New assumptions and understandings of sustainable ICT research and practice are suggested, and contribute with a perspective that among other things emphasize the ontological inseparability of the technological and the social, implying an anti-essentialist position embracing the value-ladenness and value and meaning mediatory aspects of such phenomena. The normative contributions include theoretical and methodological approaches to sustainable ICT design and sustainable ICT entrepreneurship – identified as two central practices for sustainable ICT to promote sustainability – that aim to mobilize politically charged discourses of our being together with each other, technologies and nature in order to facilitate collaborative action towards sustainable futures. This thesis should be seen as a critical contribution to fields interested in sustainable ICT, such as ICT for Sustainability (ICT4S) and Sustainable Human-Computer Interaction (SHCI).
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| 3. |
- Birch, Peter, et al.
(författare)
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Teaching Engineering Ethics With Drama
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189628 - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- In this Work in Progress, we present a new, simple, and fun way of incorporating drama into engineering ethics education with students producing, performing, and watching drama. The method differs from more established drama-based pedagogies in engineering ethics education, such as role-plays. We argue that this method can contribute to learning by stimulating moral imagination, empathy and sympathy, which balances the otherwise cognitive focus in engineering ethics courses. The component has been tested in practice three times in 2019-2020 in the Engineering Ethics course at Uppsala University. Student feedback is used to illustrate how the method has been perceived by students.
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| 4. |
- Lennerfors, Thomas Taro, 1979-, et al.
(författare)
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A Pragmatic Approach for Teaching Ethics to Engineers and Computer Scientists
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189628 - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- In this Innovative Practice Full Paper, we present a novel approach and a framework for teaching ethics to engineering and computer science students. The paper starts off by describing the background and context for the development process. The framework is sequential and consists of the following stages: Awareness, responsibility, critical thinking and action. It is described and related to earlier literature on engineering ethics, and we have tried to reflect our educational approach also in our description of the framework. The framework can contribute to research about engineering ethics education by re-stating the importance of responsibility, and by providing a sequential, interdependent heuristic that can make students and teachers aware of how different learning outcomes are related. The reconstructed, underlying reason for the pedagogical development is claimed to be an understanding of the human being from a post-phenomenological, virtue-based, and post- heroic standpoint.
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| 5. |
- Lennerfors, Thomas Taro, 1979-
(författare)
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What is this case also a case of? : What are your underlying assumptions in having students go through your cases?
- 2021
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Annan publikation (populärvet., debatt m.m.)abstract
- Our own research on cases in management education shows that cases provide heroic, individualistic and uncritical perspectives on leadership and organization, that they have a narrow scope and focus exclusively on the company and its shareholders, and that they are biased towards masculinity, managerialism and American capitalism. I argue here that engineering ethics should carefully scrutinize the underlying ideas that a teaching case is representing. What are your cases also a case of? What are your underlying assumptions in having students go through your cases?
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| 6. |
- Ljungblom, Mia, 1965-, et al.
(författare)
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The Lean principle respect for people as respect for craftsmanship
- 2021
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Ingår i: International Journal of Lean Six Sigma. - 2040-4166 .- 2040-4174. ; 12:6, s. 1209-1230
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to reach a deeper understanding of the Lean principle of respect for people (RFP to facilitate Lean implementation in Western organizations outside Toyota.Design/methodology/approach: This study uses an interpretative, hermeneutic approach to understand the RFP concept through a literature study of existing research about Lean implementation, and an inquiry into the underlying meaning of the RFP principle, by studying sources from Toyota and discussions about the RFP principle in Japan.Findings: RFP is seen as a central principle in Lean implementations, but the failure of RFP is believed to cause Lean implementations to fail. The literature about Lean discusses the RFP principle both as a general positive atmosphere and as focused on developing the work capacity of employees. By studying the sources from Toyota, it could be understood that RFP is based on ought-respect. The authors also find that RFP is related to takumi, a perfected form of craftsmanship. The authors translate the concept to English by tying it to the recent literature about craft to develop RFP as RFC – respect for craftsmanship.Research limitations/implications: As this is a conceptual paper, it is difficult to translate the findings into a tool for companies and organizations to use. However, that is the point of the paper: that the most important ideas are not translatable into tools.Practical implications: It is necessary in Lean implementations to connect people’s work to craftsmanship. Through a discussion of craftsmanship before Lean implementations, it might be possible to nurture an understanding of the underlying values of Lean.Originality/value: The authors have not found any papers that propose takumi as the base of the RFP principle, nor as a foundational concept at Toyota. It is necessary to understand the concept of takumi, as perfection in craft, to understand the RFP principle.
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| 7. |
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| 8. |
- Fors, Per, 1988-, et al.
(författare)
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Case hacks in action : Examples from a case study on green chemistry in education for sustainable development
- 2023
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Ingår i: Digital Chemical Engineering. - : Elsevier. - 2772-5081. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to outline an approach for case-based chemistry and chemical engineering education for sustainability. Education for Sustainability is assumed to offer a holistic approach to equip students with the knowledge, skills, values, and attitudes needed to contribute to a more sustainable society in their future careers. While Case-Based Education traditionally focuses on disciplinary learning in simulated settings, it can also effectively teach essential sustainability-related skills like integrated problem-solving, critical thinking, and systems thinking. The approach we propose is “case hacking”, which should be understood as utilizing existing business cases while incorporating supplementary resources to align the assignment with intended learning objectives. This expansion of the cases involves, among other things, introducing additional questions and assignments, perspectives from stakeholders previously unexplored in the original case, and the integration of recent research articles from relevant fields. We advocate for the use of case hacking when educators want to harness the educational benefits of Case-Based Education while emphasizing the complexity of sustainability-related challenges faced by industrial companies today. As an illustrative example, we demonstrate the process of hacking a case related to Green Chemistry in the pharmaceutical industry, highlighting specific challenges for chemistry and chemical engineering education. We hope this example will inspire educators in these disciplinary contexts to engage with the case hacking approach as they navigate the complex terrain of sustainability.
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| 9. |
- Laaksoharju, Mikael, 1977-, et al.
(författare)
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Supporting Shared Responsibility for Integrating Ethics into Science and Technology Education
- 2022
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Ingår i: 2022 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665462440 - 9781665462457
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Konferensbidrag (refereegranskat)abstract
- To complement previous research on the top-down inclusion of ethics training within engineering programs, this Innovative Practice Work in Progress paper describes a supplementary strategy acknowledging and supporting ethics training as a shared responsibility. As science and technology have ethical impact, accreditation bodies have in the past decades mandated the inclusion of ethics in STEM education. However, the implementation of ethics education is fraught with obstacles. Through a case study of a Faculty-wide effort to support shared responsibility for ethics training, the pros and cons of an institutionally embedded ethics approach are discussed. It is argued that such an approach can provide a rooted base that can also serve to comply with more formal ethics evaluations, by strengthening a view of ethics as craft, acknowledging subject teachers as ethics ambassadors, reforming the hidden curriculum, and depoliticizing institutional politics.
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