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Der TT-BMI Design Sprint Ansatz zur Initiierung von Geschäftsmodellinnovationen für Nachhaltigkeit mit Studierenden und KMUs
A practical recipe for open innovation for the circular economy
The article proposes a hybrid approach that combines various design methods to organize and deliver successful open innovation ideation workshops to prototype new circular products and services. Three case studies are presented, including two intra-company collaboration workshops and a creativity and interdisciplinary workshop for students. A well-defined workshop setup structure and tools used are presented to enable practitioners to run similar workshops. The challenges and solutions developed during the case study workshops are summarized, and funding and realization details are provided. The paper emphasizes that the workshops are just the first step towards realizing circular economy solutions and further support and resources are needed to bring the ideas to fruition.
Educating for sustainability-oriented business model innovation. More collaborative, inter-, and transdisciplinary approaches with students and organizations are needed
Der TT-BMI Design Sprint Ansatz zur Initiierung von Geschäftsmodellinnovationen für Nachhaltigkeit mit Studierenden und KMUs
Problem-based action learning for sustainability innovation between students and companies
Challenging the existing approach to business model innovation for sustainability. How might a co-emergent approach to change move us beyond the “(Business) Model” paradigm
The Circular Economy concept has gained interest in recent times but has also received criticism for their lack of holistic and radical approaches in addressing the root of sustainability issues. Experimentation is rightly considered necessary in business model innovation for sustainability (BMIfS). However, current approaches to experimentation have limitations and biases that lead to incremental changes rather than the necessary transformative change. We contend that existing approaches to experimentation must be rooted in something other than incremental change. The focus on short-term results and existing problematic models hinders achieving greater sufficiency and regeneration. A more radical, world-making business model innovation is needed to overcome these limitations. This calls for aspirational approaches that involve an experimental, co-emergent process that embraces open-ended experimentation and co-creation with stakeholders. The concept of emergence is critical in this regard, as it requires a deliberate open-ended process to co-emerge with experiments. The concept of exaptation, borrowed from evolutionary biology, can be combined with co-emergent processes to bring about qualitative novelty and foster a more exploratory co-evolutionary approach to innovation. This radical, world-making approach to BMIfS offers a promising approach to lead to transformative change. By embracing exaptation and co-emergence, organizations can co-evolve dynamically with new possibilities and are thus better equipped to navigate the complex and ever-changing landscape of sustainability. Our research aims to develop further this co-emergent alternative for BMIfS with a context-sensitive approach based on heuristics, not rules.
Leveraging business model innovation for sustainability. Tentative principles to support true co-creation between students and SMEs
Recent trends and challenges surrounding sustainability and digitalization have forced businesses to rethink their business models. Business model innovation for sustainability (BMIfS) aims to enable companies to better meet these challenges and to operate within planetary boundaries while ensuring their long-term success. Several authors have iterated the importance of co-creation and collaboration with multiple stakeholders for BMIfS. Educational settings can provide an ideal environment to engage multiple stakeholders collaboratively. However, the educational facet in supporting SMEs in meeting the challenges of BMIfS appears insufficiently addressed. In particular, the practical implementation of co-creative learning activities to strengthen students’ and businesses’ capabilities for BMIfS is weakly researched and developed. This paper contributes by addressing the challenges of true co-creation for BMIfS between students and SMEs in educational settings. Built on insights from two illustrative educational initiatives, several underlying causes for these challenges are discussed. Based on these observations and the authors’ experiences, seven tentative principles are presented to support the design of educational co-creative BMIfS with students and SMEs. For future research, the paper suggests taking design-based and longitudinal research approaches to improve education for sustainability resulting in better students’ and businesses’ capabilities for BMIfS as well as assessing its transformational impact for SMEs.