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This paper sets out to describe and illustrate an emerging shift in the conceptualisation of value creation in business, namely the emergence of value ecology thinking.

This paper examines shifts in the understanding of value creation in key business, economic and innovation literature and focuses on developments in creative industries at the forefront of technology and innovation – film, TV, computer games, e‐business, mobile phones – to illustrate how business increasingly creates value through ecologies.

This paper identifies five important shifts in the conceptualization of value creation by highlighting a growing prevalence in the literature of several ecological metaphors used to explain business processes, namely: the shift from thinking about consumers to co‐creators of value; the shift from thinking about value chains to value networks; the shift from thinking about product value to network value; the shift from thinking about simple co‐operation or competition to complex co‐opetition; and the shift from thinking about individual firm strategy to strategy in relation to value ecologies.

This paper synthesizes emerging trends in the literature in relation to value creation and defines the concept of a value‐creating ecology. In the process it sheds light on the structure of next generation business systems.

Plato and Aristotle would have found the modern effort to fuse ethics and ecology to be incomprehensible. Despite the fact that oikos—meaning house or household—is a Greek word, Greek science did not entertain a concept of ecology. Nor did Greek philosophy regard nature as morally considerable. Etymology aside, the word ecology in anything like its modern sense of “biospheric house” did not appear in European thought until 1873 when Ernst Heinrich Haeckel, a German biologist and philosopher, used it, with the spelling “Oekologie,” in his The History of Creation. Furthermore, the words “ecology” and “ecological” always had exclusive reference, until quite recently, to a scientific discipline and not to a branch of philosophy. As with the Classical Greek philosophers, so it was also with modern thinkers. Ethics, they held, were concerned solely with interpersonal relations. They could not, therefore, recognize a duty to nature. That we do owe a duty to nature, however, is the carefully considered conclusion of most of the environmental ethicists.

This chapter examines cultural value creation through the 24 Carrot Gardens Project. Initiated by artist and curator Kirsha Kaechele of the Museum of Old and New Art, the vision of 24 Carrot Gardens is to ‘sow seeds of lifelong learning’ in the areas of health, well-being and sustainability across school communities in Tasmania, Australia. What has eventuated over its five years is a complex relationship between the artful ‘gold standard’ delivered by professional artists and a contemporary art museum with an integrated teaching and site-based learning across the arts and sciences. Designed in response to the local environmental, cultural and socio-economic context, 24 Carrot Gardens has contributed to a growing sense of community engagement, interdisciplinary learning and a strong foundation of networked donor investment. With these multilayered interests across a diversity of stakeholders and partnerships, many competing systems of value are at play, with the potential to contribute a new value creation. Firsthand accounts of project contributors are situated amongst the scholarly literature to produce an examination of value exchange and creation including the cultural values identified in 24 Carrot Gardens: artistic and creative, economic and industrial and education and environmental. Following this interrogation of the expressed values in this case study, we offer a foundation for a new framework for understanding local cultural value.

This article aims to understand the dynamics between disruptive innovations and innovation ecosystems, using disruption business models as a catalyst.

This study presents an integrative literature review and a theoretical framework in order to integrate the theories of disruptions and ecosystems.

The dynamics of disruptive innovation, within an ecosystem, as an essential driver of creating new markets. The effect of creative destruction from a disruption influences business models in a coopetitive dynamic that drives the ecosystem as a whole.

Limited to theoretical research and suggested the application of the proposed model in an empirical study.

Understand the formation of new ecosystems based on the occurrence of a disruption as a way for organisations to prepare for the arrival of this new market.

The contribution of this study is based on joining the literature of disruptive innovation and innovation ecosystem, pointing to a theoretical framework and a flow of Evolution and Adaptation to the Disruptive Ecosystem that integrates this complex dynamic.

Rapid economic growth has enriched the lives of individuals and yielded rising material and living standards. However, various types of public pollution problems have successively emerged, and environmental problems have worsened in recent years. Furthermore, the prevalence of leisure and the rapid development of regional tourism industries and bed and breakfast lodging have exacerbated environmental destruction and pollution in various locales. The inclusion of ecotourism into ecological education and the provision of ecolodge are beneficial for the design of student learning outcomes; moreover, community residents and tourists can grasp the importance of environmental protection and education through ecolodging experiences. This measure would improve public awareness of environmental protection, facilitate the cultivation of social responsibility, and achieve the objective of environmental protection advocacy. Therefore, this study explored the relationship between ecological education and the environment by using Kenting National Park, a tourist attraction in Taiwan, as the case study. Tourists visiting the location were the research subjects, and convenience sampling was conducted by distributing 505 questionnaires, with 372 valid responses recovered—a return rate of 74%. The research revealed the following results: (a) Environmental education is positively correlated with environmental attitude. (b) Environmental attitude is positively correlated with environmental behavior. (c) Environmental education is positively correlated with environmental behavior. Finally, this paper proposes recommendations based on the research results with the aim of facilitating environmental literacy, correct environmental attitudes, concern for ecosystems, and the realization of environmental behavior.

The Green Credit Tool is evaluated as a method to quantify the value of green‐spaces and to determine how these green‐space‐values can be replaced or compensated for within urban spatial planning projects.

Amersfoort Local Municipality created the Green Credit Tool to ensure protection and enhancement of the urban green totality. The tool is described and evaluated based on three core elements: the value matrix, the collection of values and green compensation. Findings were based on case studies in Parkweelde and Randerbroek (Amersfoort, The Netherlands).

Green‐planning is not just about flora and fauna, but also about planning for economic benefits and thus needs to have a quantifiable value. The Green Credit Tool enhances integrated green‐planning by means of the value matrix (identifying values of green), collecting values (participation and stakeholder‐identification) and compensation (protecting green spaces).

Assessment of green values will differ between users, experts and between locations.

The Green Credit Tool introduces a different perspective to green‐spaces that can add value to urban environments and thus creates economic spin‐offs. It stresses the need for environmental issues to play a greater role in future planning processes.

Green‐planning is known to have various psychological benefits. The Green Credit Tool is a communication tool and thus incorporates public opinions, enhances social responsibility and enhances awareness of the broader benefits of green spaces.

The Green Credit Tool creates an integrated approach towards the planning of green‐spaces, enhancing the value of green areas and thus ensuring qualitative urban planning and sustainable economic development.

Ranking and grading of architectural heritage (AH) are common for the conservation process. Decision-makers are often intuitively made decisions for the selection of the AH. However, on many occasions, these decisions are not transparent and sometimes focused only on a few aspects of the AH.

A transparent and robust methodology must be adopted to select and manage AH for the present and future generations. Selecting the list of parameters that are affecting the AH, and assessing their significance can strengthen the holistic assessment. From the literature, parameters and dimensions are identified for the evaluation of AH and its application for Odishan temple architecture (OTA). For minimizing biasedness associated with assessment, the research considered the opinion of experts, researchers and various stakeholders. For objective decision-making, the Delphi, the analytical hierarchy process (AHP) and the technique for order preference by similarity to ideal solutions (TOPSIS) methods were adopted.

Later, by observing the dimension-wise ranks and comparing the obtained grading of OTA with the existing state of protection, it was found that some temples, though having higher values with distinct dimension, lack significantly in other dimensions. However, for unbiased evaluation, all the possible dimensions should be considered. This methodology will also be useful for other decision-making processes concerning the same.

This research is limited to the OTA. However, this methodology can be adopted by changing the definitions of the parameters according to the contextual needs.

This methodology may be helpful for the further policy-making process for the conservation and management of such AH.

To date, OTA is not graded through such a methodology. Also, limited studies are found in similar line worldwide.

The paper is conceptual in nature and explores the role and function of project management in the achievement of sustainability in the built environment by developing a 4Es (Economic, Effectiveness, Efficiency and Ethics) and 4 Poles (Economic, Social, Environmental and Technology) model of sustainability. The study also identifies that the existing debates on sustainability seem to marginalise project management's positive contributions to sustainable construction, as well as the importance of technology in the sustainability agenda.

The paper consists of a literature review on the concept of sustainability, the contribution of the built environment to the sustainability problem, and an intellectual discussion of a proposed model for achieving sustainable development in the built environment. The body of this paper is divided into three sections: part one reviews “what is sustainability”, part two discusses the current state of sustainability including the importance of technology, and part three discusses the 4Es and 4 Poles model.

This research establishes the importance of technology in the sustainable development agenda. The paper proposes a 4Es (project management model) and 4 Poles (poles or factors of sustainability) model as a holistic approach to achieving sustainable construction. In addition, this paper proposes an extension to the definition of sustainable construction or development, as the existing definitions seem to be vague.

This research paper focuses only on sustainability in the built environment and sustainable development with reference to project management.

The proposed model uses a project management approach, which does not allow trade‐offs, but promotes integration of the 4 Poles. This will contribute to the achievement of sustainable construction at every level of a project or organisation.

The proposed model is new within project management and the built environment. It also promotes technology as a core factor in achieving sustainable development.

This paper aims to investigate students’ energy literacy at a UK university, and recommends ways in which it can be enhanced using a behaviour change model. Developing students’ energy literacy is a key part of the “greening” agenda, yet little is known about how students develop their ideas about energy use and energy saving at a university.

The research utilised a mixed-methods approach including an online survey (with 1,136 responses) and focus groups.

The research identified strengths and weaknesses in students’ energy literacy, and noted the relative influence of formal and informal curricula. The potential for aligning these curricula is highlighted through the 4Es model of enable, engage, exemplify and encourage.

The research involved a single instrumental case-study site. The wider applicability of the findings should therefore be tested further in other institutions.

The research suggests ways in which universities might better support their students in making more sustainable energy-related behaviour choices, and it indicates the importance of knowledge as well as attitudes.

The research may have implications for the energy-saving behaviours of individuals in the wider society.

Attempts to reduce energy use in higher education are widely seen in campus operations. This research provides an indication of the potential for enhancing energy-saving through different forms of curricula.

The purpose of this paper is to illustrate the development of a biodiversity reporting and evaluation framework. The application of the framework to an exemplar organisation identifies biodiversity-related annual report disclosures and analyses changes in the nature and levels of these over time. Finally, the paper aims to establish whether the disclosures made by the exemplar are consistent with a deep ecological perspective, as exemplified by New Zealand conservation legislation.

Viewing the framework developed by the paper through a deep ecological lens, the study involves a detailed content analysis of the biodiversity disclosures contained within the annual reports of a conservation organisation over a 23-year period. Using the framework developed in this paper, the biodiversity-related text units were identified and allocated to one of three major categories, 13 subcategories, and then into deep, intermediate and shallow ecology.

Biodiversity disclosures enable stakeholders to determine the goals, assess their implementation, and evaluate the performance of an organisation. Applying the framework to the exemplar revealed the majority of annual report disclosures focused on presenting performance/implementation information. The study also found that the majority of disclosures reflect a deep ecological approach. A deep/shallow ecological tension was apparent in a number of disclosures, especially those relating to the exploitation of the conservation estate.

This paper is the first to develop a framework that can be used as both a biodiversity reporting assessment tool and a reporting guide. The framework will be particularly useful for those studying reporting by conservation departments and stakeholders of organisations whose operations impact biodiversity.