Advertisement

Sustainability Science

, Volume 13, Issue 2, pp 447–464 | Cite as

Global leadership for social design: theoretical and educational perspectives

  • Roland W. Scholz
  • Masaru Yarime
  • Hideaki Shiroyama
Original Article
Part of the following topical collections:
  1. Sustainability Transitions, Management, and Governance

Abstract

The rapid change of technological, social, and cultural structures is challenging universities to offer new educational programs. The Global Leader Program for Social Design and Management (GSDM) of the University of Tokyo can be seen as a forerunner in this field. The paper provides definitions of social design as well as of global leadership and provides a proposal for the definition of the objective of the GSDM program, i.e., multi-level resilient human–environment system. These subjects are embedded in the framework of human–environment systems (HES). We identified the different types of knowledge integration that ‘global leaders for social design’ should master. The core of a sustainable social design is to (1) properly conceptualize and manage “resilient coupled human-environment systems” and to (2) integrate or relate different systems, epistemics, interests, cultures, and knowledge systems. The specific challenge in this context is to cope with conflicting cultural–religious systems or to understand how the vulnerability of different human systems with respect to digital environments. Social design is conceived as all rules, mechanisms, and preferences that govern the interaction of humans with material, biophysical, technological, and socio-cultural epistemic environments. The goal of education for global leadership for social design may have to progress from the T-shaped skills profile (i.e., being specialized in one discipline and having the capability to collaborate with other disciplines) to the π-profile. Students for leadership in global designs must be qualified in a social and an engineering/natural science and literate and capable to know, relate, and govern different disciplines, cultures, or systems which have to be included in the sustainable transitioning of cultural and socio-technological systems. The paper elaborates in what way transdisciplinarity is needed and why resilience management should be seen as a proper objective of GSDM. The challenges of the new educational program for the science system and institutions as well as for students and professors are discussed.

Keywords

Social design Global leadership Resilience Human environment systems Knowledge integration π-profiles for knowledge integration 

References

  1. Adger WN (2000) Social and ecological resilience: are they related? Program Hum Geogr 24:347–364CrossRefGoogle Scholar
  2. Amdam GV (2012) The making of a social insect—genetics of social design. Integr Comp Biol 52:E5–E5CrossRefGoogle Scholar
  3. Bartlett CA, Ghoshal S (1992) What is a global manager? Harv Bus Rev 70(5):124–132Google Scholar
  4. Baruch Y (2002) No such thing as a global manager. Bus Horiz 45(1):36–41CrossRefGoogle Scholar
  5. Bauch CT, Sigdel R, Pharaon J, Anand M (2016) Early warning signals of regime shifts in coupled human-environment systems. Proc Natl Acad Sci USA 113(51):14560–14567CrossRefGoogle Scholar
  6. Baumann L (2013) Human-environment systems of a phosphate rock mine. Encountered challenges for the environmental management at Foskor, a Phosphate Rock Mine in Phalaborwa South Africa. Zurich and Muscle Shoals, Global TraPs & Phalaborwa, FoskorGoogle Scholar
  7. Beck G (2011) The Lisbon Judgment of the German Constitutional Court, the Primacy of EU Law and the Problem of Kompetenz-Kompetenz: a conflict between right and right in which there is no praetor1. Eur Law J 17(4):470–494CrossRefGoogle Scholar
  8. Biermann F (2008) Earth system governance: A research agenda. In: Young OL, King LA, Schroeder H (eds) Institutions and environmental change: Principal findings, applications, and research frontiers. The MIT Press, CambridgeGoogle Scholar
  9. Binder CR, Absenger-Helmli I, Schilling T (2015) The reality of transdisciplinarity: a framework-based self-reflection from science and practice leaders. Sustain Sci 10(4):545–562CrossRefGoogle Scholar
  10. Bird A (2008) Assessing global leadership competencies. In: Mendenhall ME, Osvald J, Bird A, Oddou GR, Maznevski ML (eds) Global leadership: research, practice, and development. Routledge, LondonGoogle Scholar
  11. Bruner JS, Goodnow JJ, Austin GA (1956) A study of thinking. Wiley, New YorkGoogle Scholar
  12. Brunswik E (1957) Scope and aspects of the cognitive problem. In: Gruber H, Hammond KR, Jessor R (eds) Contemporary approaches to cognition. Harvard University Press, Cambridge, MAGoogle Scholar
  13. Cacioppe R (1998) An integrated model and approach for the design of effective leadership development programs. Leadersh Organ Dev J 19(1):44–53CrossRefGoogle Scholar
  14. Carlsson F, Martinsson P (2001) Do hypothetical and actual marginal willingness to pay differ in choice experiments? Application to the valuation of the environment. J Environ Econ Manag 41(2):179–192CrossRefGoogle Scholar
  15. Chapple ED, Coon CS (1953) Principles of anthropology. Henry Holt, New YorkGoogle Scholar
  16. Chesbrough HW, Teece DJ (2002) Organizing for innovation: when is virtual virtuous? Harvard Business School Publishing, Cambridge, MAGoogle Scholar
  17. Crutzen PJ (2002) The “anthropocene”. J Phys IV France 12:10/1–10/5CrossRefGoogle Scholar
  18. Engbers M, Maas-Deipenbrock RM, Luthardt P (2014) The mutual learning sessions (MLS) and dialogue session (DS) of the 1st Global TraPs World Conference, Beijing, 2013, from the Perspective of Master and PhD Students.” Global TraPs Newsletter (3–4)Google Scholar
  19. Ferrer-Balas D, Adachi J, Banas S, Davidson CI, Hoshikoshi A, Mishra A, Motodoa Y, Onga M, Ostwald M (2008) An international comparative analysis of sustainability transformation across seven universities. Int J Sustain High Educ 9(3):295–316CrossRefGoogle Scholar
  20. Fisher AC, Krutilla JV (1975) Resource conservation, environmental preservation, and the rate of discount. Q J Econ 89(3):358–370CrossRefGoogle Scholar
  21. Folke C (2006) Resilience: the emergence of a perspective for social–ecological systems analyses. Glob Environ Change 16(3):253–267CrossRefGoogle Scholar
  22. Folke C, Carpenter SR, Walker B, Scheffer M, Chapin T, Rockström J (2010) Resilience thinking: integrating resilience, adaptability and transformability. Ecol Soc 15(4):20CrossRefGoogle Scholar
  23. Freitas Ld, Morin E, Nicolescu B (1994) Charter of transdiciplinarity. Convento da Arrábida, Arrábida, PortugalGoogle Scholar
  24. Galloway JN, Townsend AR, Erisman JW, Bekunda M, Cai Z, Freney JR, Martinelli LA, Seitzinger SP, Sutton MA (2008) Transformation of the nitrogen cycle: recent trends, questions, and potential solutions. Science 320(5878):889–892CrossRefGoogle Scholar
  25. Goedkoop M, Spriensma R (1999) The Eco-indicator 99. A damage oriented method for life cycle impact assessment. DGM, The HagueGoogle Scholar
  26. Gonokami M (2017) Message from the President. Global Leader Program for Social Design and Management, The University of Tokyo, http://gsdm.u-tokyo.ac.jp/en/message_president.html. Accecced 21 June 2017
  27. GSDM (2013) Global Leader Program for Social Design and Management. Graduate School of Public Policy, Universuty of Tokyo, TokyoGoogle Scholar
  28. GSDM (2017) Competencies developed and possible career paths. Global Leader Program for Social Design and Management, The University of Tokyo, http://gsdm.u-tokyo.ac.jp/en/overview_career-path.html. Accessed 8 May 2017
  29. Haken H (1983) Synergetics: an introduction: nonequilibrium phase transitions and self-organization in physics, chemistry, and biology. Springer, BerlinGoogle Scholar
  30. Hamada J (2014) Message from the president, Gleader program for social design and management, The University of TokyoGoogle Scholar
  31. Hammond KR (1981) Principles of organisation in intuitive and analytical cognition. Report Nr. 231, Centre for Research, Judgement and Policy, Institute of Behavioral Science, University of ColoradoGoogle Scholar
  32. Harris M (1976) History and significance of emic-etic distinction. Ann Rev Anthropol 5:329–350CrossRefGoogle Scholar
  33. Hendrickson CT (2006) Environmental life cycle assessment of goods and services: an input-output approach. Resources for the Future, Washington, DCGoogle Scholar
  34. Holling CS (1973) Resilience and stability of ecological systems. Ann Rev Ecol Syst 4:1–23CrossRefGoogle Scholar
  35. Holling CS, Carpener SR, Brock WA, Gunderson LH (2002) Sustainability and panarchies. In: Gunderson LH, Holling CS (eds) Panarchy, understanding transformation in human and natural systems. Island Press, Washington, DCGoogle Scholar
  36. Internet Governance Forum (2014) The charter of human rights and principles for the internet, 4th edn. Internet Rights and Principles Dynamic Coalition, UN Internet Governance Forum, New YorkGoogle Scholar
  37. Jantsch E (1972) Towards interdisciplinarity and transdisciplinarity in education and innovation. In: Apostel L, Berger G, Briggs A, Michaud G (eds) Interdisciplinarity: Problems of teaching and research in universities. University of Nice, NiceGoogle Scholar
  38. Janzer CL, Weinstein LS (2014) Social design and neocoloniasm. Des Cult 6(3):327–344Google Scholar
  39. Johnson-Laird PN, Byrne RMJ (2002) Conditionals: a theory of meaning, pragmatics, and inference. Psychol Rev 109(4):646–678CrossRefGoogle Scholar
  40. Jokinen T (2005) Global leadership competencies: a review and discussion. J Eur Ind Train 29(3):199–216CrossRefGoogle Scholar
  41. Kahneman D (2011) Thinking, fast and slow. Farrar, Straus and Giroux, New YorkGoogle Scholar
  42. Khadduri M (1956) Human rights in Islam. Ann Am Acad Political Soc Sci 243:77–81CrossRefGoogle Scholar
  43. Kimbell L (2011) Design thinking, part 1. Des Cult 3(3):285–306Google Scholar
  44. Klitgaard R (1988) Controlling corruption. Univ of California Press, Berkeley, CAGoogle Scholar
  45. Kolb DA (1984) Experiential learning. Experience as the source of learning and development. Prentice Hall, Upper Saddle River, NJGoogle Scholar
  46. Kraus H (1948) Community planning for the aged: outline of a working hypothesis. J Gerontol 3(2):129–140CrossRefGoogle Scholar
  47. Kruetli P, Stauffacher M, Flueeler T, Scholz RW (2010) Functional-dynamic public participation in technological decision-making: site selection processes of nuclear waste repositories. J Risk Res 13(7):861–875CrossRefGoogle Scholar
  48. Kunz JL (1952) Supra-national organs. Am J Int Law 46:690–698CrossRefGoogle Scholar
  49. Lang DJ, Wiek A, Bergmann M, Stauffacher M, Martens P, Moll P, Swilling M, Thomas CJ (2012) Transdisciplinary research in sustainability science: practice, principles, and challenges. Sustain Sci 7:25–43CrossRefGoogle Scholar
  50. Lee WH (1971) Decision theory and human behavior. Wiley, New YorkGoogle Scholar
  51. Lobel SA (1990) Global leadership competencies: managing to a different drumbeat. Hum Resour Manag 29(1):39–47CrossRefGoogle Scholar
  52. Matsumoto Y (2014) Message from the program director, Gleader program for social design and management, The University of TokyoGoogle Scholar
  53. Max-Neef M (2005) Foundations of transdisciplinarity. Ecol Econ 53:5–15CrossRefGoogle Scholar
  54. Mendenhall ME (2008) Leadership and the birth of global leadership. In: Mendenhall ME, Osvald J, Bird A, Oddou GR, Maznevski ML (eds) Global leadership: research, practice, and development. Routledge, LondonGoogle Scholar
  55. Mendenhall ME, Osvald J (2012) Global leadership: research, practice, and development. Routledge, LondonGoogle Scholar
  56. Moser C, Stauffacher M, Smieszek T, Seidl R, Kruetli P, Scholz RW (2013) Psychological factors in discounting negative impacts of nuclear waste. J Environ Psychol 35:121–131CrossRefGoogle Scholar
  57. Moser C, Stauffacher M, Blumer YB, Scholz RW (2014) From risk to vulnerability: the role of perceived adaptive capacity for the acceptance of contested infrastructure. J Risk Res 18(5):622–636CrossRefGoogle Scholar
  58. Nicolescu B (2002) Manifest of transdisciplinarity. State University of New York Press, Albany, NYGoogle Scholar
  59. Nicolescu B (2014) From modernity to cosmodernity: science, culture, and spirituality. State University of New York Press, Albany, NYGoogle Scholar
  60. Nikitin MP, Shipunova VO, Deyev SM, Nikitin PI (2014) Biocomputing based on particle disassembly. Nat Nanotechnol 9(9):716–722CrossRefGoogle Scholar
  61. Nisbett RE (2003) The geography of thought: how asians and westerners think differently… and why. Nicholas Brealey Publishing, LondonGoogle Scholar
  62. Nolan P, Lenski G (2005) Human societies: An introduction to macroscociology. McGraw-Hill, New YorkGoogle Scholar
  63. Oppenheim P, Putnam H (1958) Unity of science as a working hypothesis. Minn Stud Philos Sci 2:3–36Google Scholar
  64. Orzack MH, Ross CJ (2000) Should virtual sex be treated like other sex addictions? Sex Addict Compuls J Treat Prev 7(1–2):113–125CrossRefGoogle Scholar
  65. Ostrom E (2009) A general framework for analyzing sustainability of social-ecological systems. Science 325(5939):419–422CrossRefGoogle Scholar
  66. Parsons T (1951) The social system. The Free Press, New YorkGoogle Scholar
  67. Paustenbach DJ (ed) (2002) Human and ecological risk assessment. Theory and practice. Wiley, New YorkGoogle Scholar
  68. Perry TS (1997) Special issue: electronic money: toward a virtual wallet. IEEE Spectr 34(2):18–19CrossRefGoogle Scholar
  69. Pew Research (2012) The global religious landscape. Pew Reserach Religion and Public Live, Washington DC. Accessed 20 Aug 2014Google Scholar
  70. Piaget J (1972) The epistemology of interdisciplinary relationships. In: Apostel L, Berger G, Briggs A, Michaud G (eds) Interdisciplinarity: problems of teaching and research in universities. OECD, ParisGoogle Scholar
  71. Pirages DC (1977) The sustainable society. Praeger, New YorkGoogle Scholar
  72. Ritter G (2006) The constitution as social design. Gender and civic membeship in the America constitutional order. Stanford University Press, Stanford, CAGoogle Scholar
  73. Rockström J, Steffen W, Noone K, Persson Å, Chapin FS III, Lambin E, Lenton TM, Scheffer M, Folke C, Schellnhuber HJ, Nykvist B, de Wit CA, Hughes T, van der Leeuw S, Rodhe H, Sörlin S, Snyder PK, Costanza R, Svedin U, Falkenmark M, Karlberg L, Corell RW, Fabry VJ, Hansen J, Walker B, Liverman D, Richardson K, Crutzen P, Foley J (2009) Planetary Boundaries: exploring the safe operating space for humanity. Ecol Soc 14(2):32CrossRefGoogle Scholar
  74. Rotmans J, Loorbach D (2008) “Transition management: Reflexive governance of societal complexity through searching, learning and experimenting. In: van den Bergh JCJM, Bruinsma FR (eds) Managing the transition to renewable energy: theory and practice from local, regional and macro perspectives. Edward Elgar, CheltenhamGoogle Scholar
  75. Ryan A, Tilbury D, Corcoran PB, Abe O, Nomura K (2010) Sustainability in higher education in the Asia-Pacific: developments, challenges, and prospects. Int J Sustain High Educ 11(2):106–119CrossRefGoogle Scholar
  76. Sawyer S, Venkatesh M, Iivari J, Urquhart C, Light B (2011) The social design of information systems. In: Chiasson M, Henfridsson O, Karsten H, DeGross JI (eds) Researching the future in information systems. Springer, HeidelbergGoogle Scholar
  77. Schimel D, Hibbard K, Costa D, Cox P, van der Leeuw S (2015) Analysis, integration and modeling of the earth system (aimes): advancing the post-disciplinary understanding of coupled human-environment dynamics in the anthropocene. Anthropocene 12:99–106CrossRefGoogle Scholar
  78. Scholz RW (1987) Cognitive strategies in stochastic thinking. Reidel, DordrechtCrossRefGoogle Scholar
  79. Scholz RW (2000) Mutual learning as a basic principle of transdisciplinarity. In: Scholz RW, Häberli R, Bill A, Welti M (eds) Transdisciplinarity: Joint problem-solving among science, technology and society. Workbook II: mutual learning sessions. Haffmans Sachbuch, ZürichGoogle Scholar
  80. Scholz RW (2011) Environmental literacy in science and society: From knowledge to decisions. Cambridge University Press, CambridgeCrossRefGoogle Scholar
  81. Scholz RW (2016) Sustainable digital environments: what major challenges is humankind facing. Sustainability 8(8):726CrossRefGoogle Scholar
  82. Scholz RW (2017) Digital threat and vulnerability management: the SVIDT method. Sustainability 9(4):554CrossRefGoogle Scholar
  83. Scholz RW, Stauffacher M (2009) From a science for society to a science with society. Psychol Rundsch 60(4):242–280CrossRefGoogle Scholar
  84. Scholz RW, Steiner G (2015a) The real type and ideal type of transdisciplinary processes: part I—theoretical foundations. Sustain Sci 10(4):527–544CrossRefGoogle Scholar
  85. Scholz RW, Steiner G (2015b) The real type and ideal type of transdisciplinary processes: part II—what constraints and obstacles do we meet in practice? Sustain Sci 10(4):653–671CrossRefGoogle Scholar
  86. Scholz RW, Tietje O (2002) Embedded case study methods: integrating quantitative and qualitative knowledge. Sage, Thousand Oaks, CACrossRefGoogle Scholar
  87. Scholz RW, Mieg HA, Oswald J (2000) Transdisciplinarity in groundwater management: towards mutual learning of science and society. Water Air Soil Pollut 123(1–4):477–487CrossRefGoogle Scholar
  88. Scholz RW, Lang DJ, Wiek A, Walter AI, Stauffacher M (2006) Transdisciplinary case studies as a means of sustainability learning: historical framework and theory. Int J Sustain High Educ 7(3):226–251CrossRefGoogle Scholar
  89. Scholz RW, Blumer YB, Brand FS (2012) Risk, vulnerability, robustness, and resilience from a decision-theoretic perspective. J Risk Res 15(3):313–330CrossRefGoogle Scholar
  90. Scholz RW, Roy AH, Hellums DT (2014a) Sustainable phosphorus management: a global transdisciplinary challenge. In: Scholz RW, Roy AH, Brand FS, Hellums DT, Ulrich AE (eds) Sustainable phosphorus management: a global transdisciplinary roadmap. Springer, BerlinCrossRefGoogle Scholar
  91. Scholz RW, Roy AH, Hellums DT (2014b) Sustainable phosphorus management: a transdisciplinary challenge. In: Scholz RW, Roy AH, Brand FS, Hellums DT, Ulrich AE (eds) Sustainable phosphorus management: a global transdisciplinary roadmap. Springer, BerlinCrossRefGoogle Scholar
  92. Scholz RW, Wellmer FW et al (2016) Comment on: “Recent revisions of phosphate rock reserves and resources: a critique” by Edixhoven et al. (2014)- clarifying comments and thoughts on key conceptions, conclusions and interpretation to allow for sustainable action. Earth Syst Dyn 7:103–117CrossRefGoogle Scholar
  93. Schumpeter JA (1950) The process of creative destruction. In: Schumpeter JA (ed) Capitalism, socialism and democracy. Allen and Unwin, LondonGoogle Scholar
  94. Senge PM (1990) The fifth discipline. The art and practice of the learning organization. Doubleday, New YorkGoogle Scholar
  95. Shiroyama H (2015) Nuclear safety regulation in japan and impacts of the Fukushima Daiichi accident. In: Ahn J, Carson C, Jensen M, Juraku K, Nagasaki S, Tanaka S (eds) Reflections on the Fukushima Daiichi nuclear accident: toward social-scientific literacy and engineering resilience. Springer, BerlinGoogle Scholar
  96. Shiroyama H, Yarime M, Matsuo M, Schroeder H, Scholz RW, Ulrich AE (2012) Governance for sustainability: knowledge integration and multi-actor dimensions in risk management. Sustain Sci 7(Supplement 1):45–55CrossRefGoogle Scholar
  97. Simon HA (1979) Rational decision making in business organizations. Am Econ Rev 69(4):493–513Google Scholar
  98. Sommer R (1983) Social design: creating building with people in mind. Prentice-Hall, Englewood Cliffs, NJGoogle Scholar
  99. Spencer H (1855) The principles of psychology. Longman, Brown, Green, and Longmans, LondonCrossRefGoogle Scholar
  100. Steffen W, Richardson K, Rockstrom J, Cornell SE, Fetzer I, Bennett EM, Biggs R, Carpenter SR, de Vries W, de Wit CA, Folke C, Gerten D, Heinke J, Mace GM, Persson LM, Ramanathan V, Reyers B, Sorlin S (2015) Planetary boundaries: guiding human development on a changing planet. Science 347(6223):1259855CrossRefGoogle Scholar
  101. Stein J (2006) Can you tell a sunni from a shiite? October 17, The New York TimesGoogle Scholar
  102. Tallberg JE (2004) European governance and supranational institutions: making states comply. Routledge, LondonGoogle Scholar
  103. Tayob A (2011) Human rights in modern Islamic discourse. In: Voort B-vd, Versteegh K, Wagemakers J (eds) The transmission and dynamics of the textual source of Islam. Essays on honor of Harald Motzki. Koninklojke Brill NV, LeidenGoogle Scholar
  104. Thompson Klein J, Grossenbacher-Mansuy W, Häberli R, Bill A, Scholz RW, Welti M (eds) (2001) Transdisciplinarity: Joint problem solving among science, technology, and society. An effective way for managing complexity. Birkhäuser, BaselGoogle Scholar
  105. Torstendahl R (1993) “The transformation of professional education in the nineteenth century. In: Rosenblatt S, Wittrock B (eds) The European and American university since 1800: Historical and sociological essays. Cambridge University Press, CambridgeGoogle Scholar
  106. Turner BL, Matson PA, McCarthy JJ, Corell RW, Christensen L, Eckley N, Hovelsrud-Broda GK, Kasperson JX, Kasperson RE, Luers A, Martello ML, Mathiesen S, Naylor R, Polsky C, Pulsipher A, Schiller A, Selin H, Tyler N (2003) Illustrating the coupled human-environment system for vulnerability analysis: three case studies. Proc Natl Acad Sci USA 100(14):8080–8085CrossRefGoogle Scholar
  107. Ulfstein G, Christiansen HF (2013) The legality of the bombing in Lybia. Int Comp Law Q 62(1):159–171CrossRefGoogle Scholar
  108. United States Geological Survey (2014) Mineral Commodity Summaries 2014. United States Geological Survey, Washington, DCGoogle Scholar
  109. Vilsmaier U, Engbers M, Luthardt P, Maas-Deipenbrock R-M, Wunderlich S, Scholz RW (2015) Case based mutual learning sessions: knowledge integration and transfer in transdisciplinary processes. Sustain Sci 10(4):563–580CrossRefGoogle Scholar
  110. von Neumann J, Morgenstern O (1944) Theory of games and economic behavior. Princeton University Press, PrincetonGoogle Scholar
  111. Weber M (2010) Die protestantische Ethik und der Geist des Kapitalismus. Beck, TübingenGoogle Scholar
  112. Wemyss D (2012) Lessons learned and transferable technology for phosphorous recycling from domestic wastewater in Japan and Switzerland. MSc. Thesis, ETH ZurichGoogle Scholar
  113. Williamson OE (2000) The new institutional economics: taking stock, looking ahead. J Econ Lit 38(3):593–613CrossRefGoogle Scholar
  114. Wynne B (1996) “May the sheep safely graze? A reflexive view of the expert-lay knowledge divide. In: Lasch S, Szerszynski B, Wynne B (eds) Risk, environment and modernity: towards a new ecology. Sage, LondonGoogle Scholar
  115. Yar M (2013) Cybercrime and society. Sage, Thousand Oaks, CAGoogle Scholar
  116. Yarime M, Trencher G, Mino T, Scholz RW, Olsson L, Ness B, Frantzeskaki N, Rotmans J (2012) Establishing sustainability science in higher education institutions: towards an integration of academic development, institutionalization, and stakeholder collaborations. Sustain Sci 7(Supplement 1):101–113CrossRefGoogle Scholar
  117. Yarime M, Carliell-Marquet C, Hellums DT, Kalmykova Y, Lang DJ, Le QB, Malley D, Matsubae K, Matsuo M, Ohtake H, Omlin M, Petzet S, Scholz RW, Shiroyama H, Ulrich AE, Watts P (2014) Dissipation and Recycling: What losses, what dissipation impacts, and what recycling options? In: Scholz RW, Roy AH, Brand FS, Hellums DT, Ulrich AE (eds) Sustainable phosphorus management: a global transdisciplinary roadmap. Springer, DordrechtGoogle Scholar

Copyright information

© Springer Japan KK 2017

Authors and Affiliations

  1. 1.Department for Knowledge and Communication Management, Faculty of Economics and GlobalizationDanube University KremsKremsAustria
  2. 2.Natural and Social Science Interface, Department of Environmental System SciencesETH Zürich (CH)ZurichSwitzerland
  3. 3.Fraunhofer IGBStuttgartGermany
  4. 4.School of Energy and Environment (SEE)City University of Hong KongKowloonHong Kong
  5. 5.Department of Science, Technology, Engineering and Public Policy (STEaPP)University College LondonLondonUK
  6. 6.Graduate School of Public Policy (GraSPP)University of TokyoTokyoJapan

Personalised recommendations