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The purpose of this study is to develop a new hybrid method that combines interpretative structural modeling (ISM) and matrix cross-impact multiplication applied to classification (MICMAC) to investigate the influencing factors of sustainable infrastructure vulnerability (SIV).

(1) Literature review and case study were used to identify the possible influencing factors; (2) a semi-structured interview was conducted to identify representative factors and the interrelationships among influencing factors; (3) ISM was adopted to identify the hierarchical structure of factors; (4) MICMAC was used to analyze the driving power (DRP) and dependence power (DEP) of each factor and (5) Semi-structured interview was used to propose strategies for overcoming SIV.

Results indicate that (1) 18 representative factors related to SIV were identified; (2) the relationship between these factors was divided into a five-layer hierarchical structure. The 18 representative factors were divided into driving factors, dependent factors, linkage factors and independent factors and (3) 12 strategies were presented to address the negative effects of these factors.

The findings illustrate the factors influencing SIV and their hierarchical structures, which can benefit the stakeholders and practitioners of an infrastructure project by encouraging them to take effective countermeasures to deal with related SIVs.

This study examines how assurors make sense of sustainability assurance (SA) work and how interactions with assurance team members and clients shape assurors’ sensemaking and their actual SA work.

To obtain detailed accounts of how SA work occurs on the ground, this study explores three SA engagements by interviewing the main actors involved, both at the client firms and at their Big Four assurance providers.

Individual assurors’ (i.e. partners and other team members) sensemaking of SA work results in the crafting of their logics of action (LoAs), that is, their meanings about the objectives of SA work and how to conduct it. Without organizational socialization, team members may not arrive at shared meanings and deviate from the team-wide assurance approach. To fulfill their objectives for SA work, assurors may engage in socialization with clients or assume a temporary role. Yet, the role negotiations taking place in the shadows of the scope negotiations determine their default role during the engagement.

Two options are available to help SA statement users gauge the relevance of SA work: either displaying the SA work performed or making it more uniform.

This study theoretically grounds how assurors make sense of SA work and documents how (the lack of) professional socialization, organizational socialization and socialization of frequent interaction partners at the client shape actual SA work. Thereby, it unravels the SA work concealed behind SA statements.

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.