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Reflexivity is arguably an important aspect of doing sustainability research. The inter- and transdisciplinary character of sustainability research, as well as its change-oriented agenda, require scholars to reflect on their role as researchers, their research focus and methodology, and its relation to academia and society. Using focus groups with 15 researchers at different stages in their academic career, we investigate three forms of reflexivity, i.e., personal, functional, and disciplinary, for sustainability researchers connected to the LUCID (Lund University Centre of Excellence for the Integration of the Social and Natural Dimensions of Sustainability) program experience. We further study similarities and differences in how the researchers experience reflexivity connected to interdisciplinary and transdisciplinary approaches. We find that sustainability researchers experience all three forms of reflexivity. In particular, they are highly reflexive about how research on sustainability issues is dependent on theoretical pluralism; how research can contribute to the transformation of society; and how they, as inter- and transdisciplinary researchers, can construct a space for themselves within the academic system. We also find that transdisciplinary approaches make scholars add a layer of reflexivity to the three categories studied, concerning collaboration beyond academia. Finally, we find that reflexivity about these issues seems to be crucial for how sustainability researchers construct a space for themselves within the academic system. PhD graduates from the LUCID program are deeply reflexive about the function of academic boundaries. It is this awareness that enables them to construct an academic identity entirely beyond boundaries. This result has important implications for PhD programs focused toward sustainability issues, in terms of a need to provide opportunities for PhD students to develop reflexivity.

The sustainability of complex resource systems, such as the food, water, and energy (FWE) nexus, is increasingly threatened by climate change impacts, expanding populations, urbanization, and economic instability. However, while research on the topic has burgeoned, studies focused on solution development and implementation, especially at the urban level, have lagged behind. Against this background, we review the urban FWE nexus literature. We focus on the operationalization of solutions for implementation, and seek to identify opportunities for participatory approaches. Our results suggest that operationalization would benefit from: (1) more fully integrating urban social complexity; (2) extending our understanding of the nexus to include social responses to the impacts of interventions; and (3) ensuring that projects build knowledge that is not only actionable, but also credible, salient, and legitimate. We then discuss the potential of local, transdisciplinary approaches, in the form of urban laboratories, to shift the focus of FWE nexus research towards operationalization. We conclude with five recommendations: (1) knowledge development should extend to implementation; (2) stakeholders should be engaged, and be able to align solutions with the agency to implement; (3) research should move beyond material flows, and focus on the behaviors, habits, and social patterns that underpin urban complexity; (4) FWE nexus thinking should become part of participatory/laboratory approaches; and (5) policymakers should integrate nexus research into municipal strategies and plans.

The field of sustainability science aims to understand the complex and dynamic interactions between natural and human systems in order to transform and develop these in a sustainable manner. As sustainability problems cut across diverse academic disciplines, ranging from the natural sciences to the social sciences and humanities, interdisciplinarity has become a central idea to the realm of sustainability science. Yet, for addressing complicated, real-world sustainability problems, interdisciplinarity per se does not suffice. Active collaboration with various stakeholders throughout society—transdisciplinarity—must form another critical component of sustainability science. In addition to implementing interdisciplinarity and transdisciplinarity in practice, higher education institutions also need to deal with the challenges of institutionalization. In this article, drawing on the experiences of selected higher education academic programs on sustainability, we discuss academic, institutional, and societal challenges in sustainability science and explore the potential of uniting education, research and societal contributions to form a systematic and integrated response to the sustainability crisis.

The aim of the research presented in this exploratory paper is to present the sustainability priorities and measures focused on by craft beer SMEs and to highlight a number of innovative measures pursued by brewers to promote sustainability. The materials and methods for the study included an Internet survey of craft breweries with a sustainability profile, followed by an in-depth analysis of 70 shortlisted craft beer websites. The research finds that, as a whole, craft brewers have a broad interpretation of sustainability, encompassing environmental and socioeconomic parameters. Areas strongly profiled by brewers include energy & climate, water efficiency & conservation, spent grain reuse, and community involvement in its many forms. A strong focus on the “local”, including both environmental and socioeconomic aspects, by this group points to unique sustainability priorities of SMEs. The findings also reveal that these priorities are often differentiated on company websites by environmental sustainability and community engagement activities. Furthermore, among the breweries analyzed, more specific discoveries also showed that the age of the brewing operation, in general, impacts how much emphasis is placed on company sustainability efforts, with breweries established in the 1980s and 1990s highlighting their sustainability efforts more profoundly. Despite the general broad interpretations of sustainability, numerous individual breweries profiled only a limited number of sustainability priorities. To broaden perspectives, it is suggested that active measures be taken in the industry promote more robust understandings of what sustainability is and how processes to promote sustainability in an integrated manner can be more concretely operationalized among this group of SMEs.

Sustainability science emerged as a new academic field to address complex sustainability challenges. To train sustainability experts, sustainability science programs and sustainability-focused courses are offered in higher education, especially at the graduate level. Given the diverse topics and the complex structures of sustainability challenges, what are the required knowledge and skills needed for sustainability experts? Although the earlier literature identified key features and competencies, empirical studies on how educational programs in sustainability science provide the necessary training are still scarce. This study addresses this gap by illustrating how a field-based course can contribute in developing core skills for fostering sustainability experts through a case study of field-based course called Global Field Exercise (GFE) in the Graduate Program in Sustainability Science-Global Leadership Initiative (GPSS-GLI) at The University of Tokyo. Literature review on the competencies in sustainability science suggests a three-way typology of descriptive-analytical skills, solution-oriented skills, and attitudinal skills. A group of students joined a GFE unit in Akita, Japan, and set “local food and place attachment” as the topic for their fieldwork. The participants conducted semi-structured interviews to three generational groups to illustrate the different perceptions of local food and places. The alternative mechanism of knowledge transmission across generations by local festivals and school events was found. The authors observed the implemented field-based course provided unique learning opportunities to acquire: (i) the ability to perform key competencies collectively instead of individually; (ii) an interdisciplinary-mindset to acknowledge multiple views to topics during group discussions among researchers; (iii) a transdisciplinary-mindset to communicate research outputs with local residents in a communicable way; (iv) the ability to be empathetic to people’s experiences when addressing normative dimensions of sustainability. Although different sets of competencies and approaches for fostering sustainability experts have been studied widely, the field-based approach plays an important role in developing transdisciplinary, interpersonal, and normative competences.

Agroecology is gaining ground within the debate on how to address systemic social and environmental problems in agriculture. However, it remains marginalized in agricultural research and development plans around the world. This paper analyzes agroecology as a socio-technical niche in Uganda, where its emergence in part can be seen as an unintended consequence of neoliberalist development. The case studied is a civil society network that links farmer groups and non-governmental organizations across different levels. Through the analytical lens of regime dimensions, we find that agroecology is practiced as a smallholder-centric approach that champions collective action, locally appropriate technologies, participatory methods in research and extension, and calls for more active state guidance of agricultural change along specific principles. However, two major concerns are raised; the niche converges with the dominant discourse around commercialization, and policy advocacy is hampered by the apolitical history of NGOs and an increasingly tense political climate. These two areas are critical for agroecology to contribute to just sustainability transitions, and civil society organizations with strong links to smallholder farmers need to be included in the growing scholarly debate both to inform it and to receive guidance from it. Transition frameworks can help facilitate the development of viable institutional designs and explicitly transformative strategies, but we also point towards the need for engagement with theories on civil society collective action and political mobilization.

The unfolding COVID-19 pandemic, and the unprecedented social and economic costs it has inflicted, provide an important opportunity to scrutinize the interplay between the resilience of small and medium-sized enterprises (SMEs) and the resilience of the communities they are embedded in. In this article, we articulate the specific ways that SMEs play a crucial, and underappreciated role in building resilience to human and natural hazards, and provide new opportunities to accelerate the adoption of sustainability practices through the configuration of ‘enabling ecosystems’ geared towards promoting sustainability in the private sector. We argue that capacity-building and experimentation are not only required within companies, but also throughout this emerging supportive ecosystem of policies, resources (i.e. finance, materials, skills), governance actors, and intermediaries to adequately focus investment, technical capabilities and innovation. Ultimately, we call for a new transdisciplinary action research agenda that centers on SMEs as pivotal actors and amplifiers of community resilience; while recognizing that these firms are themselves in need of support to secure their own capacity to respond to, and transform in light of, crises. This research program calls for recognizing and applying the lessons that the pandemic presents to the urgent need for accelerated climate action. This will be enabled by developing more targeted approaches to collaborative capacity-building activities in SMEs that feed into experimentation and allow for the accelerated adoption of deliberate and strategic resilient business practices and models.

A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.

Sustainability science is being developed in constructive tension between a descriptive–analytical and a transformational mode. The first is concerned with analyzing problems in coupled human–environment systems, whereas the second conducts research on practical solutions to those problems. Transformational sustainability research is confronted with the challenges of generating actionable knowledge, incorporating knowledge from outside academia, and dealing with different values and political interests. This study approaches the theory and promise of sustainability science through a comparative appraisal of five empirical sustainability science projects. We exemplarily appraise in how far sustainability science succeeds and fails in yielding solution options for sustainability problems based on an evaluative framework (that accounts for the particularities of sustainability science). The selected sustainability projects cover a range of topics (water, bioenergy, land use, solar energy, urban development), regions (from coastal to mountainous, from rural to urban areas, in several countries in Africa, Europe, and South and North America), spatial levels (from village to country levels), and research approaches. The comparative results indicate accomplishments regarding problem focus and basic transformational research methodology, but also highlight deficits regarding stakeholder participation, actionable results, and larger impacts. We conclude with suggestions on how to fully realize the potential of sustainability science as a solution-oriented endeavor, including advanced collaborative research settings, advances in transformational research methodologies, cross-case generalization, as well as reducing institutional barriers.

It is urgent in science and society to address climate change and other sustainability challenges such as biodiversity loss, deforestation, depletion of marine fish stocks, global ill-health, land degradation, land use change and water scarcity. Sustainability science (SS) is an attempt to bridge the natural and social sciences for seeking creative solutions to these complex challenges. In this article, we propose a research agenda that advances the methodological and theoretical understanding of what SS can be, how it can be pursued and what it can contribute. The key focus is on knowledge structuring. For that purpose, we designed a generic research platform organised as a three-dimensional matrix comprising three components: core themes (scientific understanding, sustainability goals, sustainability pathways); cross-cutting critical and problem-solving approaches; and any combination of the sustainability challenges above. As an example, we insert four sustainability challenges into the matrix (biodiversity loss, climate change, land use changes, water scarcity). Based on the matrix with the four challenges, we discuss three issues for advancing theory and methodology in SS: how new synergies across natural and social sciences can be created; how integrated theories for understanding and responding to complex sustainability issues can be developed; and how theories and concepts in economics, gender studies, geography, political science and sociology can be applied in SS. The generic research platform serves to structure and create new knowledge in SS and is a tool for exploring any set of sustainability challenges. The combined critical and problem-solving approach is essential.