School of Sustainability
Organisational unit: Research School
- Centre for Sustainability Management (CSM)
- Institute of Ecology
- Institute of Ethics and Transdisciplinary Sustainability Research
- Institute of Sustainability Governance
- Institute of Sustainability Material Flows and Circularity
- Institute of Sustainability Psychology
- Institute of Sustainable Chemistry
- Social-Ecological Systems Institute (SESI)
- Sustainability Education and Transdisciplinary Research Institute
Organisation profile
Sustainability has many facets. Inter- and transdisciplinary research and teaching characterize the School of Sustainability. Scientists in our research projects work together in the laboratory, on the heath, in the grassland, in the classroom, with the city administration, with farmers, with non-governmental organizations, with companies, with students in the lecture hall and of course at their desks.
Furthermore, we work with regional and national political actors, e.g. ministries, as well as international organizations, e.g. UNEP, UNESCO, EU. We are part of national and international bodies, e.g. sustainability advisory boards of companies, member of the German Sustainability Award, World Biodiversity Council (IPBES), in order to contribute to social change with scientific findings.
Main research areas
Vision
Sustainability science investigates on a theoretical, conceptual and empirical level how to promote sustainable development and how to find and implement effective solutions for current social and ecological challenges. The aim is to create a more sustainable future.
Sustainability researchers are called upon to take responsibility for their research, which is anchored in existing scientific knowledge and methods and serves to make the world a better place for everyone.
Mission
We promote change towards a sustainable future by developing theories, concepts and practices of inclusive education for sustainability, research, governance and management.
We acknowledge the diversity and dynamics of values, norms and behaviour and contribute with transdisciplinary methods to ensuring that tensions and differences between different disciplines, methods, topics and standards are fruitfully taken up and used with productive compromises and further developments towards sustainable development.
Principles
The School of Sustainability is guided by the normative concepts of ecological system integrity and social and economic justice.
Ecological system integrity refers to the safeguarding of life-support systems, as well as the maintenance of the well-being of life on Earth.
With social and economic justice we strive for a world in which all people can fulfil their potential without endangering system integrity and the well-being of others.
Information about the School
The School of Sustainability includes...
... ca. 25 professors
... ca. 100 research assistants
... ca. 1000 students in Bachelor and Master courses
In various inter- and transdisciplinary projects we are constantly researching and working together on changes and solutions for current challenges.
- Published
Education for Sustainable Consumption through Mindfulness Training: Development of a Consumption-Specific Intervention
Stanszus, L., Fischer, D., Böhme, T., Frank, P., Fritzsche, J., Geiger, S., Harfensteller, J., Grossman, P. & Schrader, U., 27.06.2017, In: Journal of Teacher Education for Sustainability. 19, 1, p. 5-21 17 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Arbeit und Leben: Das Themenfeld Arbeit und Leben für die Klassenstufen 3-6
Offen, S. & Löw Beer, D., 2018, Hamburg: Landesinstitut für Lehrerbildung und Schulentwicklung Hamburg. 73 p. (Globales Lernen)Research output: Books and anthologies › Compendium/lecture notes › Transfer
- Published
Riskante Übergänge: Politische Bildung in der Berufsorientierung unter prekären Bedingungen
Offen, S., 2015, Des eigenen Glückes Schmied_in!? : Geschlechterreflektierende Perspektiven auf berufliche Orientierungen und Lebensplanungen von Jugendlichen.. Micus-Loos, C. & Plößer, M. (eds.). Wiesbaden: Springer VS, p. 99-113 15 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
- Published
Sustainability-Oriented Business Model Assessment—A Conceptual Foundation
Lüdeke-Freund, F., Freudenreich, B., Schaltegger, S., Saviuc, I. & Stock, M., 2017, Analytics, Innovation, and Excellence-Driven Enterprise Sustainability. Carayannis, E. G. & Sindakis, S. (eds.). New York: Palgrave Macmillan, p. 169-206 38 p. (Palgrave studies in democracy, innovation, and entrepreneurship for growth).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
- Published
Identitäten und Identifizierungen: Geschlechter- und Sexualitätenarrangements als Gegenstand der politischen Bildung
Offen, S., 2015, Identität(en) aus Sicht der Politischen Bildung. Fischer, C., Gerhard, U., Partetzke, M. & Schmitt, S. (eds.). 1 ed. Schwalbach am Taunus: Wochenschau-Verlag, p. 67-81 15 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
- Published
Inklusiver Sachunterricht intersektionell verstanden: Konzeptionelle Herausforderungen und Forschungsperspektiven
Offen, S., 2016, Sachunterricht : zwischen Kompetenzorientierung, Persönlichkeitsentwicklung, Lebenswelt und Fachbezug. Giest, H., Goll, T. & Hartinger, A. (eds.). Bad Heilbrunn: Verlag Julius Klinkhardt, p. 192-201 10 p. (Probleme und Perspektiven des Sachunterrichts; vol. 26).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
- Published
Diversität und Inklusion: Forschungsmethodische und –methodologische Perspektiven am Beispiel Bildungslandschaften
Budde, J., Heynoldt, B. & Offen, S., 2016, Soziale Ungleichheiten als Herausforderung für inklusive Bildung. Ottersbach, M., Platte, A. & Rosen, L. (eds.). Wiesbaden: Springer VS, p. 103-130 28 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
- Published
Eindeutig uneindeutig: Popkulturelle Akteur_innen und Narrationen als Anknüpfungspunkte für die politische Bildung
Offen, S., 11.07.2017, Queertheoretische Perspektiven auf Bildung: Pädagogische Kritik der Heteronormativität. Hartmann, J., Messerschmidt, A. & Thon, C. (eds.). Opladen: Verlag Babara Budrich, p. 121-138 18 p. (Jahrbuch Frauen- und Geschlechterforschung in der Erziehungswissenschaft; vol. 13).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
- Published
Biodiversity and food security: from trade-offs to synergies
Cramer, W., Egea, E., Fischer, J., Lux, A., Salles, J. M., Settele, J. & Tichit, M., 01.06.2017, In: Regional Environmental Change. 17, 5, p. 1257-1259 3 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Methane yield of biomass from extensive grassland is affected by compositional changes induced by order of arrival
Popp, D., von Gillhaussen, P., Weidlich, E. W. A., Sträuber, H., Harms, H. & Temperton, V. M., 10.2017, In: Global Change Biology : Bioenergy. 9, 10, p. 1555 - 1562 8 p.Research output: Journal contributions › Journal articles › Research › peer-review