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There is a growing demand in industry for engineering graduates who can think “sustainably.” However, there are many barriers to developing assessment that fosters sustainability learning in engineering classrooms. There is no consensus on the definition of sustainability and its key competencies and teaching resources are limited.

Staff are unclear about what to teach, how to teach, and how to assess learning. Assessment is an integral part of teaching and learning and should be planned from the earliest stages, but this is rarely done. Engineering relies heavily on traditional assessments such as tests and examinations, but these are known to encourage surface learning. Sustainability is complex, multidisciplinary, and needs context, which requires higher-order thinking characteristic of deep learning.

Current assessment types for sustainability include examinations, case study, concept maps, and project-based learning. However, more research is needed to develop best practice assessments. Recommendations for teaching approach are to use a rigorous approach to instructional design, use a systems approach, and use a teaching model that promotes deep learning, incorporates context, and promotes alignment of learning objectives and assessment. Community-oriented assessments are recommended that feature the interdisciplinarity and complexity of sustainability and promote higher-order thinking.

The authors explore several aspects of communications theory to identify their relevance to managing a project-based productivity improvement intervention. The literature on communication accommodation theory, groupthink and trust appear to have important implications for improvements. The purpose of this paper is to develop a research methodology used in conducting empirical data collection in the field to test the developed conceptual framework. The authors emphasize the importance of management theory to project-based interventions. The focus of this work is summarized by the research question: “what facets of communication impact on the success of a project-based improvement intervention?”.

Following a focused literature review, learnings from specific research were used to identify a series of propositions. The scope of the work was established to limit the range of issues under review. Next, a conceptual framework was designed that allowed a case study to be tested with regard to validity of the propositions. Further testing will be undertaken in a single company.

There is clear evidence showing the relevance of effective communication when executing an intervention to seek performance improvement. In particular, understanding the need of stakeholders’ is paramount that allows the design of a communications strategy. Each phase in a project-based intervention requires different styles of communication. There is also a need to have varying degrees of trust. Total unchallenged trust invariably leads to groupthink that hinders critical decision making.

The work contributes to the understanding of the application of communication theory to project-based interventions – that invariably aim at performance improvement initiatives. While currently the work is in the early stages of research, it does nevertheless show some useful early findings. Clearly further work is needed in international projects in the context of multi-cultural teams and external stakeholders.

With many interventions failing to meet their planned objectives there is a need to isolate possible reasons and to rectify or mitigate the causes. Project management and change management training should include a comprehensive understanding of management theories. This research will contribute to this knowledge base.

Project-based activities are used in most walks of life; the need for excellent management is therefore important. Invariably interventions involve considerable capital investment and their success advances productivity of nations. Understanding and integrating communication theories to their management, therefore, has significant social benefits.

The importance of communications is identified in the project management literature and adjunct disciplines. Professional associations and leading bodies in performance and project management, while emphasizing the need for excellent communication, have not adequately addressed underpinning theories. There is little research focusing on communication accommodation theory, groupthink and risk in the context of project management. The authors’ have not been able to identify any research on an integrated framework that combines these theories with managing a project-based performance improvement intervention.

The purpose of this study is to explore the learning outcomes of the project-based learning in a Master Class programme on sustainability carried out in collaboration by the University of Helsinki and a private company operating in global mining technology. The following two questions were addressed: Q1. What kind of sustainability competences do participants acquire in the Master Class? Q2. What is the role of PBL in the learning outcomes?

The study is based on an ex ante open-ended survey and post-ante interviews addressed to the participants. The data were analysed using the qualitative content analysis.

The findings show that the Master Class contributed to most of the competences under study. However, unlike in previous studies, systemic thinking is highlighted as a fundamental rather than a parallel core competence. Furthermore, the results also emphasise the role of emotions, which is insufficiently acknowledged and accounted for in sustainability education.

The study focussed only on the learning outcomes of the participants (students) and not the other parties (such as company and researchers).

Future research should focus on affective dimension as a stepping stone to the transformational learning. In addition, the role of the systemic understanding in sustainability education should be highlighted as a core competence.

The study revealed the overall positive impacts of the co-creation in university – business collaboration to the participants’ sustainability competences.

The study presents an empirical case study where the various competence frameworks were applied with a result of confirming the validity of the existing key competences, in particular the systemic understanding and showing the role of the affective dimension in the transactional learning.

Most scholars acknowledge the role of firm-stakeholder relationship for enabling corporate sustainability (CS), but existing literature tends to apply a superficial understanding of interaction. Thus, the purpose of this paper is to advance knowledge by challenging classical stakeholder theory with fundamental insights from the IMP perspective, which in turn leads to a deeper conceptualization of interactive CS.

A typology framework is developed through an abductive research design grounded in the concepts of actors, resources, and activities. The authors illustrate the potential of the framework through a longitudinal case study. The empirical case revolves around an initiative for recycling of plastic material in a partly beforehand established supply chain, and the study reveals three main findings.

First, recycling solutions can result in major technological challenges. For example, using recycled material can jeopardize industrial quality standards. Second, third-party stakeholders represent critical knowledge and competence that can remedy technological challenges. Finally, R&D projects are important means for developing firm-stakeholder relationships.

The paper introduces IMP concepts to the CS debate, which can illuminate the emerging literature on tensions and paradoxes related to CS phenomena. Further research is needed on the role of non-business actors as capacity generators for social and environmental change in traditional business networks.

The proposed framework can be used to analyze why some stakeholders (individuals and groups) turn into contributing actors in inter-organizational relationships, while others remain latent.

This paper illustrates the usefulness of actor bonds, resource ties and activity links as explanatory concepts. Moreover, developed relationships in terms of collaboration and networks represent a capacity to change, which is overlooked in current CS debates.

The purpose of this paper is to explore innovation adoption theory and to define a model to investigate operational activities and communication in innovation networks that can stimulate both supply and demand. It also aims to exemplify this model with the activities of an innovation network dedicated to promoting passive houses.

Autoethnography and literature research were used to develop a model in order to conduct a structured analysis of operational activities and facilitate innovation-decision processes using networks. Data on the activities used to steer client decisions and businesses’ innovation were gathered from network archives and from the results of social research methods applied within a passive house network.

The findings reveal that operational activities of multiplayer networks should focus on reinforcing conditions and communicative activities that support innovation-decision processes from one step to the next. In order to activate supply and demand, communication strategies can be modelled to increase the adoption of innovation and continued knowledge generation in networks.

Because only one network was evaluated and only the housing sector was exemplified, it may not be possible to generalise the research results. Researchers are therefore encouraged to test the proposed model further.

The paper includes the implications of developing activities in innovation networks, in order to guide both businesses and customers through the steps of the adoption-decision process.

The paper provides insights regarding the uptake of innovation in the construction sector, beyond demonstration projects.

This paper connects the innovation adoption to activities of a network in the field of construction.

This paper aims to explore methods of teaching sustainability and business ethics, relevant to the modern demand for student’s skills and knowledge. The study explores the challenges of teaching a business school undergraduate-level course and argues that a constructivist pedagogy is a suitable epistemological approach for designing a course unit concerning sustainability and ethics.

The paper presents case study findings drawn upon course feedback and course reflections aimed at making sense of what the most effective pedagogic approaches were that influenced students’ learning.

Results indicate that students appreciate active forms of learning via practical assignments and discussions. As knowledge of sustainability and business ethics is important for the student’s future career path, students need to develop skills of applying conceptual knowledge to practice via constructive pedagogical methods.

This empirical study contributes to the literature of constructivist pedagogics, which is explored in the context of sustainable development and business ethics teaching. Practically, it contributes to the analysis of teaching methods and frameworks applied in the course emphasizing the necessity of engaging in interactive and personalized learning and teaching processes.

Issues of teaching ethics and sustainable development are known concerns, but they have to be addressed systematically because of the changing business environment. This study explores the constructivist pedagogy based on empirical evidence and highlights its value in the educational process.

In repetitive projects, repetition offers more possibilities for activity scheduling at the sub-activity level. However, existing resource-constrained repetitive scheduling problem (RCRSP) models assume that there is only one sequence in performing the sub-activities of each activity, resulting in an inefficient resource allocation. This paper proposes a novel repetitive scheduling model for solving RCRSP with soft logic.

In this paper, a constraint programming model is developed to solve the RCRSP using soft logic, aiming at the possible relationship between parallel execution, orderly execution or partial parallel and partial orderly execution of different sub activities of the same activity in repetitive projects. The proposed model integrated crew assignment strategies and allowed continuous or fragmented execution.

When solving RCRSP, it is necessary to take soft logic into account. If managers only consider the fixed logic between sub-activities, they are likely to develop a delayed schedule. The practicality and effectiveness of the model were verified by a housing project based on eight different scenarios. The results showed that the constraint programming model outperformed its equivalent mathematical model in terms of solving speed and solution quality.

Available studies assume a fixed logic between sub-activities of the same activity in repetitive projects. However, there is no fixed construction sequence between sub-activities for some projects, e.g. hotel renovation projects. Therefore, this paper considers the soft logic relationship between sub-activities and investigates how to make the objective optimal without violating the resource availability constraint.

The circular economy (CE) represents an industry-wide transition from linear to circular processes. There has been a proliferation of literature on CE in the last decade. However, the existing studies on the adaption of CE in small and medium-sized enterprises (SMEs) are scarce. This study aims to develop a research agenda and the way forward for future researchers focusing on the adoption of CE.

This article analyses the CE concepts through a Systematic Literature Review (SLR). Coding and content analysis are performed to generate emergent themes with the help of “Atlas.ti” software.

The authors uncovered the contemporary significance of adopting CE and the state-of-the-art literature on CE. The study's findings fall into four broad themes: Technical know-how, resource and process optimization, reverse practices and technology and innovation. Ten thought-provoking questions were identified in the four themes that researchers can explore further in embracing CE to achieve sustainability in SMEs.

The study has highlighted the importance of CE adoption and CE's benefits to stakeholders across all three dimensions, i.e. social, economic and ecological. Practitioners can use the agenda in four themes to strengthen the practitioners' existing practices in SMEs to promote CE.

The study's uniqueness is the supply of current knowledge from diverse literature and practical consequences for SMEs. This study opens new lines of inquiry to adopt CE in SMEs, streamlining the existing literature into four themes to focus future research.