• Energy Research
• economics and business close
• 12. Responsible consumption close
• German close

Mittels Gender- und Diversitätsmanagement (GDM) und unterschiedlichen Formen des Nachhaltigkeitsmanagements bzw. „nachhaltigen Wirtschaftens“ sucht man in Organisationen bereits seit einigen Jahrzehnten, strukturellen und normativen Verantwortungs- und Veränderungsanforderungen zu begegnen. Bisher wurde jedoch im deutschsprachigen GDM-Diskurs kaum Bezug auf Fragen des nachhaltigen Wirtschaftens genommen. Ziel des Beitrags ist es, in Form konzeptioneller Überlegungen eine Verknüpfung von GDM und dem Bereich des nachhaltigen Wirtschaftens anzuregen, um damit die reflexive Basis wissenschaftlicher und praxisbezogener Diskurse in beiden Bereichen stärker auf die Re-Produktionsmechanismen von Diversitätsdimensionen und die damit verbundenen Differenzsetzungen zu richten. Zu diesem Zweck werden Konzepte des organisationalen Lernens herangezogen und deren entsprechendes Potenzial diskutiert. Learning perspectives for a sustainability- oriented gender and diversity management Gender and diversity management (GDM) and sustainable economic management are management concepts developed to meet new structural and normative requirements. Currently there are few references within the German-speaking discourse of gender and diversity management to questions of sustainable economic management. This paper provides conceptual considerations concerning a connection between GDM and the field of sustainable economic management, in order to broaden the reflexive knowledge base along lines of differences and the mechanism of the re-production of gender relations and other diversity dimensions in GDM-research, as well as in organizational practices. For this objective, concepts of organizational learning are used to develop a sketch of a sustainability- oriented vision of GDM.

The concept of sustainability and a sustainable and ecological development are common debate topics in today’s society. This paper discusses the concept of sustainability in green building with regard to schools. The research was conducted on a representative sample of primary school teachers, focusing on some of their opinions on green building. We asked them which aspect of building they favoured and how often they asked themselves certain questions about the school they taught in. Furthermore, we were interested to see whether we would find age-related differences. To this end, teachers were divided into two groups, namely, teachers of up to 35 years of age and teachers over 35. We were surprised to find that teachers over 35 had a more positive attitude towards green building in schools compared to their younger colleagues. Based on the results, we came to a conclusion that the topics pertaining to ecology and sustainable development are neglected in today’s education. However, making them part of school curriculum is not enough, as the opinions and attitudes of teachers on sustainable and ecological issues also have an important impact on the subject-matter itself.