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In this paper we claim that a competitive analysis with new players entering a market requires a specific and systems-based analysis. System dynamics provides such an approach. We infer from our study that established premium automobile manufacturers could have identified a possible threat by a newcomer like Tesla earlier with using system dynamics. In particular, we postulate that a feedback view supports decision makers to better understand the significance of competitive information and perceive information faster and more reliably.
Traditional communication of research on climate change fails to encourage individual, corporate, and political leaders to take appropriate action. We argue that this problem is based on an overly simplistic unidirectional model of science communication. Conversely, theory shows that active learning processes are better suited to initiate and mobilize engagement among all stakeholders. Here, we integrate theoretical insights on active learning with empirical evidence from serious gaming: communication should be understood as an integral design feature that relates active learning on climate change to tangible action.
The EAT–Lancet planetary health diet (PHD) provides guidelines on a global scale and calls for red meat consumption to be halved. Operational PHD guidelines at country level have yet to be determined. Here we argue that the biological link between milk and bovine-meat production must be considered when operationalizing the globally calculated PHD to national contexts. Using a stylized computer simulation model rooted in a food system approach, we explore the impact of dietary scenarios on milk and bovine-meat production and show that ignoring this biological link can lead to substantial imbalances between national dietary guidelines and production outcomes and potentially lead to food waste. Furthermore, we assess current national dietary guidelines in Europe and find that most disregard this biological link and are incompatible with the PHD, with implications for policymakers and consumers to consider when adapting the PHD in national contexts.
Climate change is one of the key challenges of this century due to its impact on society and the economy. Students are asking their business schools to scale up climate change education (CCE) across all disciplines, and employers are looking for graduates ready to work on solutions. This desire for solutions is shared by faculty; however, in a recent survey, many highlighted that they lack knowledge about climate change mitigation and how to integrate CCE into their disciplines.
This chapter supports lecturers, professors and senior management in their journey to get an overview of CCE and, more importantly, to find high-impact climate solutions to be integrated and assessed in their teaching units.
Many scientific reports have warned about the catastrophic consequences of unchecked climate change, with the latest international report calling for emissions of climate pollutants to reach net zero by around 2050 (IPCC, 2018). Limiting warming to 1.5°C could save more than 100 million people from water shortages, as many as 2 billion people from dangerous heatwaves, and the majority of species from climate change extinction risks (IPCC, 2018; Warren et al., 2018). The actions taken to achieve these climate outcomes would generate benefits of more than $20 trillion while easing global economic inequality (Burke et al., 2018). Scientists make it clear that it is physically possible to meet these goals using today’s technologies (Holz et al., 2018). Yet emissions of climate pollutants continue to grow, reaching a new record high in 2018 (Jackson et al., 2018). Clearly, scientific evidence has failed to spark needed climate action. The question now is: what can?