Circularity challenges with students in the Nordic-Baltic region

Can international intensive courses cater for grasping concepts of circular economy and enable students to implement novel tools in concept development? As part of the EkoTekNord-network The Charlo: Change agents for local and regional organizations project succeeded in it by using novel tools.

The Charlo project implemented three intensive programmes over three years with regional circularity challenges. The aim was for students to learn sustainability and community resilience, and how to function as change agents helping businesses and communities work with circularity and social sustainability challenges. Students were also to learn about the Sustainable Development Goals (United Nations s.a.) and to learn to use Circulab (Circulab toolbox s.a.) and transfer the skills to later work life.

Method and tools for circular design

Students collaborated to solve the business problems by developing existing concepts or developing new ones. Prior to the programme they benchmarked national success stories in circularity and the intensive weeks were firsthand work using the novel Circulab toolbox. Further, common practices, future scenarios and legislation related to sustainability were discussed. Expert lecturers provided insights e.g., into sustainability and legislation in textile industry, cultural heritage preservation, and use of technology in circular design.

The Circulab toolbox was chosen as a tool for the problem solving as it can be used in diverse ways e.g., to create new concepts or develop existing ones, internally, in a business community or, in a local community. The toolbox introduces three Circulab canvases for the process.

1. The Value Chain Canvas used to analyze the commissioner’s resources, partners and their actions and values regarding the problem at hand with the objective of spotting needs for change.
2. The Partner Map used to analyze the stakeholders, their vicinity or distance and role in the process, see what might be changed and who might be the partners to drive the change with.
3. The Circular Canvas, a type of business model canvas, which helps create a new or renewed business concept.

Case social inclusion and practical training support

The latest intensive programme was organized in Norway and the challenges were in aviation and logistics, and human resources and hospitality. In the following, the work in human resources and hospitality are discussed as a case of social support and inclusion at OsloKollega and Strawberry.

OsloKollega is a non-profit employment and inclusion organization in Oslo. It is state commissioned and owned by Oslo Municipality, Borch-Nielsen family, and Blindemissionen. They coach and train people, helping them to integrate into work life and society. Their training is aimed at job seekers in various challenging situations, and includes e.g., mapping personal strengths, computer literacy training, language training, and coaching. (OsloKollega s.a.)

Oslo Kollega cooperates with Strawberry’s Comfort hotel Börsparken where the training participants do on-the-job learning. Strawberry hotels have inclusion and social responsibility in their strategy and promote workplace inclusion through structured partnerships supporting reintegration of people outside labor market. (Strawberry hotels s.a.)

Solutions the students ideated were an improved mobile training app with instructional videos, a gamified quiz to enhance learning, online coach contacts, and AI-driven Q&As on the training app. The challenge resonated with the student group, and it was easy for them to step into the Oslo Kollega participants role and develop the practices. They also found this challenge meaningful as it underlines social sustainability.

Enhancement of circularity and gains to participants

The students’ interest, awareness, and knowledge in circular economy grew each year. The firsthand experiences of circularity and challenges met in different regions and industries have raised students’ concern about the importance of circularity. Our students gained insights through study, existing practices, intensive development work and the circular development tools. At the same time, students developed meta-skills such as problem-solving, creativity, analytical thinking, teamwork, and leadership.

The Charlo-project was successful and contributed to developed practices to advance circularity. Its programme enables enhancement of personal skills that are likely to be transferred to future studies and work.

The EkoTekNord consortium encourages further work with circular challenges and developing new methods and tools for implementation.

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