Effects of climate change are being observed at an increasingly alarming rate across the world. Each year we see more severe flooding, droughts, bushfires and heatwaves, and recent studies show that unless we change our current practices these events will continue to worsen. Finding meaningful solutions to sustainability challenges requires companies and other actors to broaden their thinking, go beyond organizational boundaries and engage more with their stakeholders. However, broadening organizational perspectives and collaborating with diverse stakeholders involves inherent political and process-related tensions stemming from a resistance to change, competing motivations, lack of trust, and disciplinary-specific language.
Current research has focused on disciplinary-specific approaches to learning for sustainability. Our review aligns with calls from prior research for cross-disciplinary and multi-stakeholder approaches to sustainability. It offers a deepened understanding of the challenges organizations and multi-stakeholder initiatives face when learning for sustainability, including entrenched power relations, and traditional decision-making and value structures. We introduce ‘reflexive complicity’ as a conceptual lens for understanding the slow progress we see in societal responses to sustainability challenges. We argue that in order to overcome these challenges and realize meaningful sustainability outcomes, more critical reflexive learning is needed on what motivates engagement with sustainability from academia and practice. Shifting how we motivate business and management research on learning for sustainability, in a way that prioritizes sustainability outcomes over firm performance, could allow for more engaged and transdisciplinary research collaborations and bring us a step closer to understanding how to embed critical reflexive learning processes into businesses. Similarly, breaking patterns of reflexive complicity from key actors in businesses could also see a shift toward more radical and long-term responses to sustainability in practice.
Read the full paper here: Feeney, M., Grohnert, T., Gijselaers, W. & Martens, P. (2022). Organizations, learning, and sustainability: a cross-disciplinary review and research agenda. Journal of Business Ethics, 364.