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Learning Sustainability through Challenge Prizes

Competition as a Driver for Positive Change

Yasmin Barroso Bastos, Salla Kuuluvainen, Cecilia Soares Braga

Competition Collaboration

Innovation

Challenge Prizes

Master of Strategic Leadership towards SustainabilityBlekinge Institute of Technology

Master’s Thesis Presentation

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Agenda

Sustainability Challenge Addressing the Sustainability Challenge Strategic Sustainable Development Problem-based Learning Challenge Prizes Relevance of Research Research Questions and Scope Methods Results Discussion Conclusion

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The Sustainability Challenge

The Earth has entered the Anthropocene: the human forces are greater than the natural ones (Arias-Maldonado 2013; Biermann 2014; Steffen et al. 2015).

Current economic system is based on a constant growth model that is no longer appropriate (Porter and Kramer 2011).

Competition is a driver for unsustainable growth, but also for cooperation and creativity (Glass and Saggi 2001; Jacquemin 1995).

Could competition be used to drive positive change?

Introduction

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Addressing the Sustainability Challenge

Lack of definition for sustainability: current definitions are vague and allow almost anything to be called sustainable (Jacobs 1999; Holmberg et al. 1999).

Different tools have been created in order to address the Sustainability Challenge (Weizäcker, Lovins and Lovins 1997; Holmberg et al. 1999; MacDonald 2005; Porter and Kramer 2011).

There is a need for a principle-based tool (Mitchell 1996).

Introduction

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Strategic Sustainable Development

Strategic and scientific approach.

Based on systems thinking and a holistic vision of the socio-ecological system.

Based on 8 Sustainability Principles that allow for a clear definition of sustainability.

Allows for acting towards a clear vision of success, the sustainable future.

(Robèrt 2000; Broman et al. 2000; Robèrt et al. 2002; Ny et al. 2006; Missimer 2013)

Introduction

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Problem-based Learning (PBL)

The complexity of the sustainability challenge requires social learning and reflection (Hjorth and Bagheri 2006).

Problem-based learning facilitates learning with problem-solving in transdisciplinary, collaborative and diverse environment (Steinemann 2003; Beringer 2007).

PBL process

Questions, ideas and hypothesis

Learning issues/inquiry

strategy

Action Plan

Reflection

Introduction

(Hmelo-Silver 2004)

Observation or information

gathering

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Challenge Prizes Challenge Prizes are contests, in which a

reward is offered to anybody who can first or most effectively meet a defined challenge (Kalil 2006; Ballantyne 2014).

Have created major scientific and technological breakthroughs in history (Masters and Delbecq 2008).

Have enjoyed a renaissance in the past couple of decades (Kalil 2006).

Innovation outside of traditional R&D (Knowledge Ecology International 2008).

Invite people to contribute from outside the organization (Knowledge Ecology International 2008).

Introduction

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Examples of Challenge Prizes- our interviewees

Introduction

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Challenge Prize Process and Learning

Improving the skills of the participants is viewed as a welcome by-product of the competitive process (Hussmann, Trandum and Vigild 2010).

Study: 35% of Prize organizers actively sought to educate and improve the skills of participants (McKinsey and Company 2009).

Introduction

(Ballantyne 2014, 11)

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PBL, Challenge Prizes and Addressing the Sustainability Challenge In Comparison

Sustainability Challenge Problem-based Learning

Challenge Prizes

Characteristics of problem 1

Problem is complex Problem is complex Problem is often complex

Characteristics of problem 2

Real life problem Real life problem Real life problem

Characteristics related to collaboration

Collaboration is important for solving it

Collaboration is essential for the approach

Often collaborative

Characteristics related to diversity

Diverstiy is important for solving it

Diversity is essential for the approach

Potential for diverse teams and collaboration

(McKinsey and Company 2009; Hmelo-Silver 2004; Hjorth and Bagheri 2006; McKinsey and Company 2009; Cockrell and Caplow 2000; Beringer 2007; Ballantyne 2014; Peter and Swilling 2014; Speck 2003; Steinemann 2003).

Introduction

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Relevance of this Research Challenge Prizes have in the past helped with major

technical breakthroughs (Masters and Delbecq 2008)

Now with Sustainability Challenge!

Defining the victory conditions specifically in energy and climate change themed prizes is difficult, because the definition of success is not clear (Kalil 2006).

→ Implementing SSD would allow for a clear definition of success.

There is a lack of research regarding Challenge Prizes (Kay 2011).

Introduction

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Research Purpose

This research aims to investigate how Challenge Prizes, who wish to work with sustainability, could implement a more rigorous Problem-

based Learning approach and include learning for Strategic Sustainability in their process.

Introduction

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Research Questions and Scope

Research Questions Primary RQ:In what way could Challenge Prizes, supported by problem-based learning, help facilitate learning for Strategic Sustainability?

Secondary RQs:How do Challenge Prizes facilitate learning?

How could the Challenge Prizes learning process be improved by a rigorous application of Problem-based Learning?

Could the Challenge Prizes learning process be changed to facilitate learning about a Strategic Sustainable Development approach? If so, how?

Scope

The process of the Challenge Prize and how the process enables the participants to learn and implement the learned content.

Design of the process from the organizers’ perspective.

Introduction

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Overview of Research Methods

Qualitative research design, since researched area is not well known.

Validity: triangulation (research and theory).

Limitations: time constraints, interviewee availability.

Methods

Phases of Research ProcessMethods

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Results: Themes and variables

13 Themes

1. Characteristics of the problem or the challenge

2. Methods of teaching3. Learning Process4. Feedback5. Core concepts of sustainability in a Challenge

Prize6. Assessing sustainability7. Experimentation8. Group work and collaboration9. Group work environment10. Mentors and external experts11. Learning in a competitive environment12. Diversity13. Supporting the participants in finding

information

49 variables in themes, examples below:

Sustainability assesment

Tools offered for sustainability assessment

Sustainability appears in winning

criteria

Diversity

Diversity in general Diversity in teams

Results

Theme:

Theme:

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Examples of variables visualizedResults

Theme: Sustainability Assessment

Theme: Diversity

0=variable not present at all

10= variable very well represented in Challenge Prize

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How do Challenge Prizes facilitate learning?

• Learning by doing• Opportunities for group work• Providing knowledge on topics• Assessing the solution against winning criteria

Facilitates learning well

• Feedback practices• Idea creation and development• Diversity• Collaboration among teams

Some improvement

required

• Reflection practices• Varied teching methods• Structured learning process• Support for group work• Creating a safe space for learning

An identified lack

Discussion

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How could this learning process be improved by a rigorous application of

Problem-based Learning?

Subtle application of PBL in Challenge Prizes

PBL process

Questions, ideas and hypothesis

Observation or information

gathering

Learning issues/inquiry

strategy

Action Plan

Reflection

There are similarities between current processes and PBL.

Lectures and workshops

Idea creation, brainstorming

session

Workshops, external experts

Mentors and planning tools

Not applied in general

Challenge Prizes

Discussion

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Could the Challenge Prizes learning process be changed to facilitate learning about a Strategic Sustainable Development approach? If so, how?

Discussion

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In what way could Challenge Prizes, supported by Problem-based Learning, help facilitate learning for Strategic Sustainability?

Learning-by-doing nature – excellent for learning the SSD.

Complementary way of learning the SSD, compared to traditional educational forms.

They already include some necessary conditions that facilitate learning about SSD.

PBL could inspire the design of the learning process and enhance deeper learning, which is also crucial for learning SSD.

Discussion

Impact in two ways:

1. By holding a possibility to grow capacity towards addressing the Sustainability Challenge 2. By having potential to create solutions that are aligned with SSD

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Recommendations• 12 recommendations for Challenge Prize organizers that wish

to create a sustainable Challenge Prize.• External experts for SSD concepts.

Discussion

Setting the Challenge

SPs in winning criteria

Communication of winning criteria

Tools for sustainability assessment

PBL as inspiration

Iterative learning process

Feedback

Group work process support

Collaboration

Reflection

Safe space

ExperimentationIt is beneficial, if the process of the Challenge

Prize is structured

around learning and has an

iterative nature.

It is beneficial to consider creating

learningful spaces, allowing

for non-judgment and

trust.

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Conclusion

Challenge Prizes can disseminate knowledge and build skills that are related to addressing the Sustainability Challenge.

Learning is often not a goal of Challenge Prizes, but enhancing it may help create better solutions.

Challenge Prizes can foster positive change through competition.

Discussion

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Thank you!

We hope that the Challenge Prize organizers use this information to create processes for

their Challenge Prize that will enable the participants to learn about SSD and create

more sustainable solutions. Hence, supporting society on the move

towards a sustainable future.