• Energy Research
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Understanding the system of connections between societal contexts and policy outcomes in municipal governments provides important insights into how community sustainability happens, and why it happens differently in various communities. A growing body of research in recent years has focused on understanding the socio-economic characteristics of communities and cities that are recognized as policy leaders in sustainability. In this paper, we expand the focus beyond the leaders in sustainability as we apply a selection of socio-demographic influences of community sustainability to a large sample of U.S. communities using community classification analytics to identity a range of community types and levels of engagement with sustainability. Our typology presents an integrated and comprehensive perspective on the structure of community sustainability in the United States, highlighting key points of comparison between human capital factors such as population size and density, affluence, home ownership, and adoption of sustainability policy. The analysis provides new insights not only about community leaders in sustainability, but also communities with the civic and social capacity to do more, and the challenges that may inhibit sustainability efforts in others.

To effectively address the sustainability crises our planet faces, decision-makers at different levels of government worldwide will have to get a handle on three key challenges: learning from Global North and South initiatives in tandem, taking stock of social innovations alongside technological fixes, and nurturing grassroots sustainable development initiatives next to, or in place of, top-down corporate and government interventions. Current scientific literature and grant-making institutions have often reinforced the compartmentalized fashion in which we learn and draw policy lessons from North/South, social/technical, and bottom-up/top-down sustainability initiatives, including local food system innovations. The strategic levers for global sustainable development lying in-between are thus left out. This paper uses exploratory, multiple case study analysis to address this omission. By concurrently drawing lessons from grassroots innovations in Brazil, New York, and Senegal—three profoundly different socioeconomic and geographic contexts—we identify common pressure points that have enabled local communities to drive system-wide transformations toward climate adaptation, resilience, and sustainability in the agri-food system. The findings of this paper would be of value to scholars, government officials, and community groups engaged in agri-food systems sustainability and interested in the processes of change that have allowed budding innovations to stabilize and scale up.

Abstract Numerous countries have set up strategic petroleum reserves (SPRs) in response to oil disruptions since 1970. While numerous studies model such programs, we found few that evaluate SPRs' historical performance. Thus, we evaluate the U.S. SPR's performance by comparing actual real costs with estimated real benefits. From 1976 to 2014, the real U.S. SPR cost was about $219 billion real (2014$) dollars, whereas the real benefit was only $122 billion. Sensitivity testing suggests such negative net benefits are qualitatively robust. However, if world oil demand is extremely inelastic to oil price or GDP is elastic enough to oil price shocks, the estimated U.S. SPR net benefit is positive. Sensitivity testing around total real costs and benefits range from $380 billion to $80 billion. Limited testing of IEA coordinated drawdowns suggests that total U.S. benefits jump from $122 billion to more than $400 billion putting the SPR strongly in the black. Limited testing of private sector inventory changes was more disappointing and tentatively suggests private activities may at times have offset some of the government drawdowns. With 20-20 hindsight, initial experimentation found that better management could have significantly enhanced the value of the U.S. SPR, especially for the 1990-91 disruption.

Achieving economic development is one of the most important economic goals of every country. Identifying the determinants of economic growth, is a useful tool for adopting appropriate economic policies. This study, therefore, empirically examines the impact of trade openness, foreign direct investment, and financial development on economic growth, across 62 countries over the period 1995–2016. These countries are divided into two groups: low-income and high-income countries. We employ the pooled mean group (PMG), mean group (MG), and dynamic fixed effect (DFE) estimation techniques on the cross-country panel data. The findings show a positive long run association between trade openness, foreign direct investment (FDI), financial development, labor, government expenditure, and economic growth in low-income countries, with a positive and negative short run effect from capital and government expenditures, respectively. For high-income countries, a positive long run association between trade openness, FDI, capital, and economic growth exist. The short run estimates indicate a positive effect on trade openness and capital as well as a negative effect on government expenditure. Our study shows that the adoption of policies that improves access to skilled labor and international trade, affect the attainment of a sustainable economic development.

The prevailing need for a more sustainable management of natural resources depends not only on the decisions made by governments and the will of the population, but also on the knowledge of the role of energy in our society and the relevance of preserving natural resources. In this sense, critical work is being done to instill key concepts—such as the circular economy and sustainable energy—in higher education institutions. In this way, it is expected that future professionals and managers will be aware of the importance of energy optimization, and will learn a series of computational methods that can support the decision-making process. In the context of higher education, this paper reviews the main trends and challenges related to the concepts of circular economy and sustainable energy. Besides, we analyze the role of simulation and serious games as a learning tool for the aforementioned concepts. Finally, the paper provides insights and discusses open research opportunities regarding the use of these computational tools to incorporate circular economy concepts in higher education degrees. Our findings show that, while efforts are being made to include these concepts in current programs, there is still much work to be done, especially from the point of view of university management. In addition, the analysis of the teaching methodologies analyzed shows that, although their implementation has been successful in favoring the active learning of students, their use (especially that of serious games) is not yet widespread.

AbstractIncreasing resource scarcity and what has been called “the end of cheap nature” are prompting policymakers and scholars to foster more circular economies to reduce waste and lengthen the lifespan of material goods. Our essay critically examines the political and economic relationships between urban and rural geographies in the context of secondhand economies. Practices of bartering, swapping, selling, and repairing used goods have long been important to rural people and places, but the increasing commodification of discards risks upending rural livelihoods and ways of being as goods move toward urban centers. We explore the relationship between rural and urban reuse economies and suggest how future scholars of rural North America might contribute to strengthening and supporting localized reuse practices.

In the early 21st century, societies and their governments around the world have been meeting unprecedented challenges, many of which surpass the capacities, capabilities, and reaches of their traditional institutions and their classical processes of governing. Among these challenges are the need for an accelerated transition of the global economy from its current fossil fuel basis to renewable energies, the so-called post-carbon era also known as the third industrial revolution, the containment and reduction of government spending and debt financing, the increasing rapidity of market changes, and the expanding lag of timely interventions via traditional lawmaking and government action. While upholding the proven principles of Western democracy, democratic self-governance in 21st century market economies apparently needs to develop new institutional formats and novel mechanisms for staying abreast with the systemic dynamics of a tightly interconnected global society. We claim that actionable and omnipresent information along with its underlying technologies are substantial prerequisites and backbones for developing models of smart (democratic) governance, which foster smart, open, and agile governmental institutions as well as stakeholder participation and collaboration on all levels and in all branches of the governing process. We present and discuss an agenda for research and practice, which advances the concept of smart, open, and participatory government of the 21st century.

This article presents a case study of innovation in sustainability education in higher education. It does so by explaining the to-date progress of a multi-year reaccreditation process begun in 2016 for the College of Charleston (CofC), a public liberal arts and sciences university in Charleston, South Carolina of approximately 10,000 undergraduates and 1300 graduate students. The question addressed is how can a higher education institute strategically embed sustainability literacy that is focused on social/environmental engagement, in a way that contributes to measurable student learning gains? We argue that the leverage point of institutional reaccreditation provides a strategic entryway into embedding such sustainability across curricular and co-curricular settings in innovative capacities. We do so by discussing how sustainability education was implemented into a co-curricular civic engagement program, alternative break, to build students’ sustainability literacy at the College of Charleston. The article concludes by reflecting on lessons learned at CofC on how to use institutional reaccreditation as a driver of sustainability education through civic engagement in an era of socio-ecological collapse.