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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.
Kopainsky et al., (2020) examines intended and unintended transition effects of the Swiss food system on the system's structure and the environment. Kopainsky et al.'s research refers to studies on and is embedded in research streams in global health (Jamison et al., 2013) and sustainable food systems (Willett et al., 2019). It also addresses many of Steffen et al.'s (2015) planetary boundaries, the United Nations' (2015) sustainability goals (SDGs), and potentially could address how they are interrelated, following Randers et al. (2019). It is furthermore embedded in research on natural and human systems, particularly in the intertwined business, supply and demand, governance, ecological and health feedback loops (Swinburn et al., 2019). This feedback view enhances understanding and assessment of drivers towards improving human and ecological health and mitigating climate change.
Background. We describe and provide an initial evaluation of the Climate Action Simulation, a simulation-based role playing game that enables participants to learn for themselves about the response of the climate-energy system to potential policies and actions. Participants gain an understanding of the scale and urgency of climate action, the impact of different policies and actions, and the dynamics and interactions of different policy choices.
Intervention. The Climate Action Simulation combines an interactive computer model, En-ROADS, with a role play in which participants make decisions about energy and climate policy. They learn about the dynamics of the climate and energy systems as they discover how En-ROADS responds to their own climate-energy decisions.
Methods. We evaluated learning outcomes from the Climate Action Simulation using pre- and post-simulation surveys as well as a focus group.
Results. Analysis of survey results showed that the Climate Action Simulation increases participants’ knowledge about the scale of emissions reductions and policies and actions needed to address climate change. Their personal and emotional engagement with climate change also grew. Focus group participants were overwhelmingly positive about the Climate Action Simulation, saying it left them feeling empowered to make a positive difference in addressing the climate challenge.
Das Pariser Klimaschutzabkommen von 2015 fordert die Begrenzung der globalen Erwärmung auf "deutlich unter" 2 Grad Celsius gegenüber der vorindustriellen Zeit. Zwar wurde es von der internationalen Staatengemeinschaft anerkannt, jedoch reichen die national festgelegten Beiträge (NDCs) bisher nicht aus, um das Ziel zu erreichen. Neben der "Emissionslücke" besteht eine große Kluft zwischen naturwissenschaftlichem und öffentlichem Verständnis über den Klimawandel. Während die Besorgnis über den Klimawandel steigt, sehen die meisten Menschen den Klimawandel nicht als ernsthafte Bedrohung für sich selbst und Ansichten über den Klimawandel sind politisch polarisiert. Konventionelle Kommunikationsansätze haben die Lücke zwischen dem wissenschaftlichen und öffentlichen Verständnis über die durch den Klimawandel entstehenden Bedrohungen nicht geschlossen. Hier wird mit dem simulationsbasierten Rollenspiel World Climate ein innovativer Ansatz für die Klimakommunikation vorgestellt: ein soziales, einnehmendes Rollenspiel bei der Entscheidungsfindung im Klimaschutz ist mit einem interaktiven Computermodell kombiniert, das eine sofortige Rückmeldung über die erwarteten Ergebnisse von Entscheidungen liefert. Die Teilnehmenden erfahren mehr über den Klimawandel und erleben sogleich die soziale Dynamik der Verhandlungen. In diesem Beitrag werden die Ergebnisse einer Studie über Auswirkungen von World Climate präsentiert.
Science-based analysis for climate action: how HSBC Bank uses the En-ROADS climate policy simulation
(2021)
In 2018, the Intergovernmental Panel on Climate Change (IPCC, 2018) found that rapid decarbonization and net negative greenhouse gas (GHG) emissions by mid-century are required to "hold the increase in global average temperature to well below 2°C above pre-industrial levels and pursue efforts to limit the temperature increase to 1.5°C," as stipulated by the Paris Agreement (UNFCCC, 2015, p. 2). Meeting these goals reduces physical climate-related risks from, for example, sea-level rise, ocean acidification, extreme weather, water shortages, declining crop yields, and other impacts. These impacts threaten our economy, security, health, and lives.
At the same time, policies to mitigate these harms by rapidly reducing GHG emissions can create transition risks for businesses - for example, stranded assets and loss of market value for fossil fuel producers and firms dependent on fossil energy (Carney, 2019). Rapid decarbonization requires an unprecedented energy transition (IEA, 2021a) driven by and affecting economic players including businesses, asset managers, and investors in all sectors and all countries (Kriegler et al., 2014).
However, GHG emissions are not falling rapidly enough to meet the goals of the Paris Agreement (Holz et al., 2018). The UNFCCC, 2021 found that the emissions reductions pledged by all nations as of early 2021 "fall far short of what is required, demonstrating the need for Parties to further strengthen their mitigation commitments under the Paris Agreement" (2021, p. 5). Businesses are faring no better. Despite high-profile calls to action from influential firms such as BlackRock (Fink, 2018, 2021), corporate action to meet climate goals has thus far fallen short (e.g. the Right, 2019 analysis of the German DAX 30 companies' emissions targets by NGO "right."). Instead of implementing climate strategies that might mitigate the risks, managers are often caught up in "firefighting" and capability traps that erode the resources needed for ambitious climate action (Sterman, 2015). Firms may also exaggerate environmental accomplishments, leading to greenwashing (Lyon and Maxwell, 2011); implement policies that are vague, rely on unproven offsets, or are not climate neutral (e.g. Sterman et al., 2018); or simply take no action at all (Delmas and Burbano, 2011; Sterman, 2015).
Adding to the confusion are difficulties evaluating the effectiveness of different climate policies. Misperceptions include wait-and-see approaches (Dutt and Gonzalez, 2012; Sterman, 2008), underestimating time delays and ignoring the unintended consequences of policies (Sterman, 2008), and beliefs in "silver bullet" solutions (Gilbert, 2009; Kriegler et al., 2013; Shackley and Dütschke, 2012). These beliefs arise in part because the climate–energy system is a high-dimensional dynamic system characterized by long time delays, multiple feedback loops, and nonlinearities (Sterman, 2011), while even simple systems are difficult for people to understand (Booth Sweeney and Sterman, 2000; Cronin et al., 2009; Kapmeier et al., 2017). Although senior executives might receive briefings on climate change, simply providing more information does not necessarily lead to more effective action (Pearce et al., 2015; Sterman, 2011).
Alternatively, interactive approaches to learning about climate change and policies to mitigate it can trigger climate action (Creutzig and Kapmeier, 2020). Decision-makers require tools and methods grounded in science that enable them to learn for themselves how a low-carbon economy can be achieved and how climate policies condition physical and transition risks. The system dynamics climate–energy simulation En-ROADS (Energy-Rapid Overview and Decision Support; Jones et al., 2019b), codeveloped by the climate think-tank Climate Interactive and the MIT Sloan Sustainability Initiative, provides such a tool.
Here we show how En-ROADS helps HSBC Bank U.S.A., the American subsidiary of U.K.-based multinational financial services company HSBC Holdings plc, focus its global sustainability strategy on activities with higher impact and relevance, communicate and implement the strategy, understand transition risks, and better align the strategy with global climate goals. We show how the versatility and interactivity of En-ROADS increases its reach throughout the organization. Finally, we discuss challenges and lessons learned that may be helpful to other organizations.
Im Februar 2011 wurden die Autoren von der Metropolitan School Frankfurt eingeladen, in einer vierstündigen Unterrichtseinheit die Grundlagen von systemischem Denken und System Dynamics einer vierten Klasse mit Kindern im Alter von 9 und 10 Jahren zu vermitteln. Inhaltlicher Themenschwerpunkt sollten Ökosysteme sein, die im Curriculum eine mehrwöchige Fokuslehreinheit bilden. Als Ergebnis eines Austauschs mit dem Klassenlehrer wurde der Fokus auf zwei Handlungsstränge gelegt: Räuber-Beute-Systeme sind für Viertklässler inhaltlich interessant und fügen sich passsend in die Unterrichtseinheit der Jahrgangstufe ein. Als weiteres, komplexeres Themengebiet wurd der Klimawandel gewählt. Beide Themen haben den gewünschten inhaltlichen Bezug zum Schwerpunkt "Ökosysteme".
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.
Climate change communication efforts grounded in the information deficit model have largely failed to close the gap between scientific and public understanding of the risks posed by climate change. In response, simulations have been proposed to enable people to learn for themselves about this complex and politically charged topic. Here we assess the impact of a widely-used simulation, World Climate, which combines a socially and emotionally engaging role-play with interactive exploration of climate change science through the CROADS climate simulation model. Participants take on the roles of delegates to the UN climate negotiations and are challenged to create an agreement that meets international climate goals. Their decisions are entered into C-ROADS, which provides immediate feedback about expected global climate impacts, enabling them to learn about climate change while experiencing the social dynamics of negotiations. We assess the impact of World Climate by analyzing pre- and post-survey results from >2,000 participants in 39 sessions in eight nations. We find statistically significant gains in three areas: (i) knowledge of climate change causes, dynamics and impacts; (ii) affective engagement including greater feelings of urgency and hope; and (iii) a desire to learn and do more about climate change. Contrary to the deficit model, gains in urgency were associated with gains in participants' desire to learn more and intent to act, while gains in climate knowledge were not. Gains were just as strong among American participants who oppose government regulation of free
markets - a political ideology that has been linked to climate change denial in the US - suggesting the simulation's potential to reach across political divides. The results indicate that World Climate offers a climate change communication tool that enables people to learn and feel for themselves, which together have the potential to motivate action informed by science.
It is assumed that more education leads to better understanding of complex systems. Some researchers, however, find indications that simple mechanisms like stocks and flows are not well understood even by people who have passed higher education. In this paper, we test people’s understanding of complex systems with the widely studied stock-and-flow (SF) tasks. SF tasks assess people’s understanding of the interplay between stocks and flows. We investigate SF failure of domain experts and novices in different knowledge domains. In particular, we compare performance on the original study’s bathtub task with the square wave pattern with two alternative cover stories from the engineering and business domains on different groups of business and engineering students from different semesters. Further, we show that, while engineering students perform better than business students, with progressing in higher education, students may lose the capability of dealing with simple SF tasks. We thus find hints on déformation professionelle in higher education.
Die Entwicklung dynamischer Balanced Scorecards in enger Zusammenarbeit mit Kunden zählt zum Beratungsgebiet der PA Consulting Group. Das Anwendungsbeispiel beschreibt eine dynamische Balanced Scorecard eines europäischen Automobilherstellers. Dieser verfolgt von jeher das Ziel, internationale Standards bei Technologie, Stil, Design und Leistung zu setzen. Das Unternehmen sah sich allerdings einem zunehmenden asiatischen Wettbeweb ausgesetzt, dem es mit neu entwickelten Fahrzeugen begegnen wollte. Um diese vor der Konkurrenz in den Markt einzuführen, sollten die Entwicklungsprozesse beträchtlich gestrafft werden. Zugleich sollten die Fahrzeuge zu attraktiven Preisen mit wettbewerbsfähiger und qualitativ hochwertier Ausstattung angeboten und die unternehmensweiten Profitabilitätsziele erreicht werden.