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.
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Hochschulen und Nachhaltigkeit: ein internationaler Dialog
Franz-Balsen, A. & Adomssent, M., 01.09.2007, In: GAIA. 16, 3, p. 232-234 3 p.Research output: Journal contributions › Journal articles › Research
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Von der Theorie zur Erfahrung: Integrative Unterrichtsformen im Rahmen der universitären Ausbildung für das Lehramt im Fach Biologie
Buck-Dobrick, T., 2009, In: Zeitschrift für Erlebnispädagogik. 28, 4/5Research output: Journal contributions › Journal articles › Research
- Published
River Elbe ecology: contributions to a large scale environmental project
Urban, B., 2003, Coastal urban environment. Ramesh, R. (ed.). New Delhi: Capital Publishing, p. 67-88 22 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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Environmental Indicators for Business: A Review of the Literature and Standardisation Methods
Olsthoorn, X., Tyteca, D., Wehrmeyer, W. & Wagner, M., 10.2001, In: Journal of Cleaner Production. 9, 5, p. 453-463 11 p.Research output: Journal contributions › Journal articles › Research › peer-review
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Sachunterricht: Innovatives Lernen für eine nachhaltige Entwicklung
Stoltenberg, U., 2004, Neuere Konzeptionen und Zielsetzungen im Sachunterricht. Kaiser, A. & Pech, D. (eds.). Baltmannsweiler: Schneider Verlag Hohengehren, p. 58-66 9 p. (Basiswissen Sachunterricht; vol. 2).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
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Corporate Sustainability Accounting: A Catchphrase for Compliant Corporations or a Business Decision Support for Sustainability Leaders
Schaltegger, S. & Burritt, R., 2006, Sustainability accounting and reporting. Schaltegger, S., Bennett, M. & Burritt, R. (eds.). Dordrecht: Springer Science and Business Media Deutschland, p. 37-59 23 p. (Eco-Efficiency in industry and science; vol. 21).Research output: Contributions to collected editions/works › Chapter › peer-review
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Nachhaltigkeit und Geschlechtergerechtigkeit - ein sperriges und zugleich unverzichtbares Feld für Zukunftsentwicklungen
Karsten, M.-E., Mölders, T. & Hofmeister, S., 2003, In: Zeitschrift für Frauenforschung & Geschlechterstudien. 21, 2/3, p. 127-132 6 p.Research output: Journal contributions › Journal articles › Research
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Umweltmanagement in deutschen Unternehmen - der aktuelle Stand der Praxis
Wagner, M. & Schaltegger, S., 2001, Umweltmanagement-Barometer 2001 ; Tagung am 4. September 2001, St. Gallen. Baumast, A. & Dyllick, T. (eds.). Hochschule St. Gallen, p. 5-15 11 p.Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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Einsatzfelder betrieblicher Umweltinformationssysteme anhand des EMA Frameworks
Möller, A. & Viere, T., 2005, Betriebliche Umweltinformationssysteme - Best Practice und neue Konzepte. Lang, C. V. & Rey, Z. (eds.). Shaker Verlag, p. 51-69 19 p.Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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"Weißt du,...". Integration und Bedeutsamkeit von Umweltwissen für Kinder durch lokale Partizipation
Stoltenberg, U., 2000, Sachunterricht – zwischen Fachbezug und Integration. Löffler, G., Möhle, V., Reeken, D. V. & Schwier, V. (eds.). Bad Heilbrunn/Obb.: Klinkhardt, p. 201-217 17 p. (Probleme und Perspektiven des Sachunterrichts; vol. 10).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research