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Complex cost structures and multiple conflicting objectives make selecting an appropriate cloud service difficult. The purpose of this study is to propose a novel group consensus decision making method for cloud services selection with knowledge deficit by trust functions.

This article proposes a knowledge deficit-based multi-criteria group decision-making (MCGDM) method for cloud-service selection based on trust functions. Firstly, the concept of trust functions and a ranking method is developed to express the decision-making opinions. Secondly, a novel 3D normalized trust degree (NTD) is defined to measure the consensus levels. Thirdly, a knowledge deficit-based interactive consensus model is proposed for the inconsistent experts to modify their decision opinions. Finally, a real case study has been carried out to illustrate the framework and compare it with other methods.

The proposed method is practical and effective which is verified by the real case study. Knowledge deficit is an important concept in cloud service selection which is verified by the comparison of the proposed recommended mechanism based on KDD with the conventional recommended mechanism based on average value. A 3D NTD which considers three values (trust, not trust and knowledge deficit) is defined to measure the consensus levels. A knowledge deficit-based interactive consensus model is proposed to help decision-makers reach group consensus. The proposed group consensus model enables the inconsistent decision-makers to accept the revised opinions of those with less knowledge deficit, rather than accepting the recommended opinions averagely.

The proposed a knowledge deficit-based MCGDM cloud service selection method considers group consensus in cloud service selection. The concept of knowledge deficit is considered in modeling the group consensus measuring and reaching method.

The purpose of this study is to examine the relationship of sustainability knowledge to pro-environmental behaviour. A common misperception is that unsustainable behaviours are largely driven by a lack of knowledge of the underlying societal costs and the contributing factors leading to environmental degradation. Such a perception assumes if individuals “only knew better” they would engage in more sustainable behaviours. The “knowledge deficit model” has been critiqued for not including social psychological research about how knowledge is incorporated into decision-making and its subsequent effect on human behaviour. The theory of planned behaviour (TPB) model has been used extensively to examine intention to engage in a variety of behaviours, therefore this model is applied to examine the effect knowledge has in predicting behaviour.

To better understand these relationships, the authors examined the relationships between sustainability behaviours through an online survey of over 500 students at a large university in the USA.

Results indicate that knowledge had a significant, albeit weak, bivariate correlation with behaviour (r = 0.113, p < 0.001). However, when controlling for TPB variables (attitudes, norms and perceived behavioural control), knowledge was not a significant predictor of behaviour.

The authors conclude with several implications to guide university sustainability programmes.

This study places sustainable knowledge in the context of other social psychological factors which also influence behaviour. The results show that as the students are educated about sustainability, fostering behaviour change will require education not only about how actions affect sustainability but also about social norms, attitudes towards sustainable behaviours and the level of self-efficacy in doing those behaviours.

Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread failures, there is considerable reason for hope that effective, meaningful DEI efforts can be developed. One approach in particular, the bias habit-breaking training, has 15 years of experimental evidence demonstrating its widespread effectiveness and efficacy.

This article discusses bias, diversity, equity, and inclusion (DEI) efforts from the author’s perspective as a scientist–practitioner – the author draws primarily on the scientific literature, but also integrates insights from practical experiences working in DEI. The author provides a roadmap for adapting effective, evidence-based approaches from other disciplines (e.g. cognitive-behavioral therapy) into the DEI context and review evidence related to the bias habit-breaking training, as one prominent demonstration of a scientifically-validated approach that effects lasting, meaningful improvements on DEI issues within both individuals and institutions.

DEI trainings fail due to widespread adoption of the information deficit model, which is well-known as a highly ineffective approach. Empowerment-based approaches, in contrast, are highly promising for making meaningful, lasting changes in the DEI realm. Evidence indicates that the bias habit-breaking training is effective at empowering individuals as agents of change to reduce bias, create inclusion, and promote equity, both within themselves and the social contexts they inhabit.

In contrast to the considerable despair and pessimism around DEI efforts, the present analysis provides hope and optimism, and an empirically-validated path forward, to develop and test DEI approaches that empower individuals as agents of change.

This study analyzes the causal effect of education on consumers' cognition and attitudes toward genetically modified (GM) foods.

The authors propose an analytical framework to clarify the role of education levels and education content in the formation of attitudes toward GM foods and utilize education reforms in China as natural experiments to test the theoretical predictions empirically. For education levels, the authors use Compulsory Education Law's implementation to construct the instrument variable. For education content, the authors utilize the revision of the biology textbook in the Eighth Curriculum Reform to implement staggered difference-in-difference estimation. The authors use two national household surveys, the China Genuine Progress indicator Survey (CGPiS) and the China Household Finance Survey (CHFS) of 2017, combined with provincial-level data of education reforms.

The education level, instrumented by the Compulsory Education Law's implementation, has an insignificant effect on consumers' cognition and attitudes toward GM foods, whereas the acquisition of formal education on genetic science, introduced by the Eighth Curriculum Reform, has a statistically significant and positive influence.

This is the first study to investigate the causal effects of education level and content on consumers' cognition and attitude toward GM foods using national representative data. It is also the first to evaluate the long-term effects of the biology textbook reform in China. The findings help open the black box of how education shapes people's preferences and attitudes and highlight the significance of formal biology education in formulating consumers' willingness to accept GM foods.

Water resource professionals and others involved in managing water resources face increasingly complex challenges. Effective leadership development programs are needed to produce water leaders who can address these challenges. Leadership programs must be designed not simply to increase participants’ environmental and leadership knowledge but to develop in participants the requisite abilities and skills. This exploratory study determines the extent to which water-related leadership programs go beyond knowledge only, event-type workshops to determine what proportion are grounded in leadership theory, and employ developmental experiences with assessment, challenge, and support components. Results indicate that most water professionals and others seeking to develop 21^st century leadership abilities and skills to manage water resources are not getting the developmental experiences they need. Water-related leadership development programs must be grounded in evidence-based theory; provide assessment, challenge, and support; and offer a variety of developmental experiences and the opportunity to learn from experience. There is an urgent need for new or revised leadership development programs for those interested in water resource management.

The purpose of this paper was to build a review of the various management processes of this knowledge in this domain, with the aim of identifying research topics and perspectives for knowledge management (KM) within the boundaries between science and society. At the boundary between science and society, the development of agricultural systems is grounded in various innovation processes that are currently being challenged by sustainability issues. In particular, farmers’ knowledge is emphasized today in various reports and scientific studies as a way of designing more sustainable agricultural systems.

A literature analysis was performed on a database built from the Web of Science and 273 scientific article abstracts were qualitatively analyzed.

Four KM strategies on the basis of the objectives of these papers, the arguments used to justify the study of farmers’ knowledge (FK) and the position of the authors in relation to this knowledge were built. These strategies can be broken down as follows: assessing FK to improve it; documenting FK to capitalize or legitimize it in development processes; using FK as a resource for innovation; and facilitating the sharing of various sources of knowledge to increase the efficiency of development projects.

Because the four KM strategies show a relative genericity, research perspectives for each of them, some of which were related to the KM community and some of which extended the focus on political, legal or sociological aspects of knowledge production processes at the boundary between science and society, were drawn.

The four categories of KM strategies revealed the importance of legitimization processes of practitioners’ knowledge when dealing with innovation at science–society boundaries, whereas such processes are often neglected by classical KM methodologies.

This work questions the category of “practitioners’ knowledge”, stressing the need to go beyond the dichotomy between scientific and empirical knowledge and to recognize the hybrid nature of knowledge. It also shatters the myth that local knowledge is more sustainable than science-driven innovations, arguing for more KM efforts at the boundary between science and society.

Even if farmers’ knowledge has been used since the 1970s to promote more endogenous innovation processes as opposed to classical science-driven innovation processes, no review has yet been done of the use of farmers’ knowledge in the development of agricultural systems.

This study aims to examine the applicability of an extended version of the theory of planned behavior (TPB) in predicting pro-environmental behavior, specifically the purchase behavior (PB) of package-free bath products, among students in higher education institutions (HEIs).

Using a non-experimental survey research design, this study empirically tested an extended TPB model through structural equation modeling. The dataset was obtained through a survey of undergraduate students in three HEIs in the Philippines.

Environmental knowledge (EK) predicted attitudes toward purchasing package-free bath products. Attitudes, subjective norms and pro-environmental self-identity (PSI) predicted intention to purchase package-free bath products. Furthermore, the intention to purchase package-free bath products and perceived behavioral control predicted PB of the said item.

The results imply that the addition of EK and PSI to the TPB is applicable in predicting pro-environmental behavior, specifically the purchase of package-free bath products.

The results showed how HEIs can encourage their students to purchase package-free bath products.

The results highlight how social and economic factors play a role in promoting or inhibiting pro-environmental behavior among HEI students.

The findings support the inclusion of EK and PSI to the TPB for an integrative model that aims to improve the prediction of the purchase of package-free bath products.

The purpose of this paper is to develop a better understanding of the state of knowledge of students and faculty on the Michigan State University (MSU) campus; identify relevant gaps in knowledge and misconceptions about recycling; and provide recommendations regarding how these gaps and misconceptions may be addressed through education and outreach.

Using mental models analysis, the current state of knowledge possessed by students and faculty was compared with a comprehensive inventory of on‐campus recycling procedures and opportunities.

By combining data from individual mental models elicited from students and faculty members, an overall mental model that depicted the frequency with which subjects understood MSU‐specific recycling concepts was developed. This composite model, and the accompanying statistical analysis, revealed important gaps – on part of both students and faculty – in understanding for several key recycling concepts that are relevant to established campus‐based waste reduction practices.

The mental models approach, which to the authors' knowledge has yet to be applied to campus sustainability initiatives, provides program managers and outreach specialists with a constructive and transparent opportunity to develop and deploy program information that builds on existing knowledge while also meeting the new information needs of key stakeholders.

The purpose of this paper is to describe and evidence a means of improving decision making within a sustainable resource management context.

A set of competencies required by effective decision makers is developed. Methods of improving decision making are reviewed and used to develop a continuing education programme that addressed each competency. Following piloting, 1,300 lay and professional decision makers are trained and assessed.

It is possible to capture the skills required of decision makers and to develop decision‐making performance within relatively short courses.

To be of any real value education for sustainability must not only increase awareness and knowledge but must also impact on decision making. The paper argues for an explicit consideration of decision making in learning design and describes the use of techniques that can be readily appropriated by others.

The paper demonstrates the effectiveness of training in decision making delivered to a wide range of practitioners. The paper also illustrates the contribution universities can make in working to improve sustainability outcomes through continuing education at a national level.