Walpole, Ga y; T eadwell, Pe e ; S e es, Lau a; Bacon, Emily; Cli on, Nick
A icle
Suppo ing ci cula economy inno a ion: An analysis o a
ci cula economy in e en ion in Wales
Welsh Economic Re iew (WER)
P o ided in Coope a ion wi h:
Ca di Uni e si y P ess
Sugges ed Ci a ion: Walpole, Ga y; T eadwell, Pe e ; S e es, Lau a; Bacon, Emily; Cli on, Nick (2024) :
Suppo ing ci cula economy inno a ion: An analysis o a ci cula economy in e en ion in Wales,
Welsh Economic Re iew (WER), ISSN 2397-8716, Ca di Uni e si y P ess, Ca di , Vol. 29, pp. 36-49,
h ps://doi.o g/10.18573/we .270
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Suppo ing ci cula economy inno a ion: An
analysis o a ci cula economy in e en ion in
Wales.
Ga y Walpole1, Pe e T eadwell2, Lau a S e es1, Emily Bacon3 and Nick Cli on1
1 Ca di Me opoli an Uni e si y 2T eadwell Consul ing 3Swansea Uni e si y
Doi: h ps://doi.o g/10.18573/we .270 Accep ed: 15/1/2024
Abs ac
The In e go e nmen al Panel on Clima e Change (IPCC) ecen ly ad ised ha “clima e change
is a g a e and moun ing h ea o ou wellbeing and a heal hy plane ” (2023, p.6). This h ea
unde lines he impo ance o de eloping businesses inno a ion capabili ies and implemen ing
Ci cula Economy (CE) p inciples. O ganisa ions ha ha e de eloped inno a ion capabili ies a e
mos likely o implemen CE p inciples wi hin hei o ganisa ions. Howe e , he UK has su e ed
a ‘long ail o p oduc i i y’ la gely due o he UK’s ela i ely low le els o inno a ion ac oss he
i m popula ion. In Wales, he loca ion o his s udy, ou pu pe hou wo ked was almos 16%
below he UK a e age in 2021, sugges ing ha he le els o inno a ion capabili y migh hinde
CE implemen a ion. The e o e, e idence on p og ammes ha suppo o ganisa ions o de elop
hei inno a ion capabili ies and hei CE unde s anding should be o in e es o policymake s,
academics, and p ac i ione s. This pape p esen s da a collec ed om a uni e si y designed CE
inno a ion p og amme, he Ca di Ci cula Economy Ne wo k, and sugges s ha he no el
app oach adop ed enhanced he inno a ion capabili ies and CE knowledge o pa icipan s.
In oduc ion
The ecen IPCC epo ad ised: “clima e
change is a g a e and moun ing h ea o ou
wellbeing and a heal hy plane ” (2023, p.6)
unde lining he impo ance o o ganisa ions
de eloping Ci cula Economy (McA hu ,
2015) inno a ion s a egies and ope a ional
plans. The Welsh Go e nmen has clea ly
s a ed i s aim o ansi ioning o a CE wi hin
hei ‘Beyond Recycling’ s a egy (Welsh
Go e nmen , 2021). Businesses will need o
de elop hei inno a ion capabili ies and
unde s anding o CE o suppo he s a ed
aims o he Welsh Go e nmen and ye mos
o ganisa ions lack a clea unde s anding o CE
p inciples (Cli on & Walpole,
2023). O ganisa ions ha ha e de eloped
inno a ion capabili ies a e mos likely o
implemen CE p inciples wi hin hei
o ganisa ions (Goyal e al, 2021). Howe e ,
he UK has o many yea s su e ed a ‘long ail
o p oduc i i y’ la gely due o he UKs ela i ely
low le els o inno a ion ac oss he i m
popula ion (BEIS, 2021). In Wales, he
loca ion o his s udy, ou pu pe hou wo ked
was 15.9% below he UK a e age in 2021
(O ice o Na ional S a is ics, 2023)
sugges ing ha he le els o inno a ion
capabili y a e likely o hinde CE
implemen a ion. The e is a pauci y o
published li e a u e ha ocuses on suppo ing
o ganiza ions o de elop CE unde s anding
and implemen o CE p inciples (Goyal e al,
2021). This pape sugges s ha policymake s
should be e unde s and and p omo e he
mos e ec i e app oaches and in e en ions
This wo k is licensed unde he
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37
ha suppo CE implemen a ion o help a e
he s a k wa ning om he IPCC (2023).
The Ellen MacA hu Founda ion de ines he
CE as ‘an indus ial sys em ha is es o a i e
o egene a i e by in en ion and design. I
eplaces he ‘end-o -li e’ concep wi h
es o a ion, shi s owa ds he use o
enewable ene gy, elimina es he use o oxic
chemicals, which impai euse, and aims o
he elimina ion o was e h ough he supe io
design o ma e ials, p oduc s, sys ems, and,
wi hin his, business models’ (Ellen MacA hu ,
2013). The nume ous academic de ini ions o
he CE ha e no helped p ac i ione s engage
wi h he concep (Ga cia-Ba agan, Eyckmans
& Rousseau, 2019) despi e he heo y being
p omo ed as c i ical o o ganisa ional and
na ional economic sus ainabili y. The e is a
pauci y o published academic esea ch, and
heo y is needed o in o m p ac ice (Klein,
Ramos & Deu z, 2020). Mos pape s w i en
on he de elopmen o CE capabili ies begin
by placing i wi hin he eaching o sus ainable
de elopmen and a e associa ed wi h u he
and highe educa ion, wi hin schools o
enginee ing, managemen , and u ban
geog aphy (González-Domínguez e al., 2020;
Sum e e al., 2021).
To add ess he exis ing esea ch gap, his
pape con ibu es o li e a u e by ou lining a
no el app oach o de eloping inno a ion
capabili ies and CE unde s anding. This
app oach p o ides e e ence o unde pinning
li e a u e as well as p esen ing empi ical da a
on he e icacy o he in e en ion e alua ed,
namely he Ca di Ci cula Economy Ne wo k
(CCEN). Ki chhe and an San en (2019)
called o insigh s on CE in e en ions ha
could begin o add ess he pauci y o CE
implemen a ion epo s. The pape also
answe s he call o F anzo e al. (2023) o
empi ical esea ch ha con ibu es o he
unde s anding o how publicly unded
collabo a i e p ojec s can suppo businesses
o de elop inno a ion capabili ies. The e o e,
his s udy o e s a con ibu ion by p esen ing
empi ical da a on he de elopmen o CE
implemen a ion capabili y o p ac i ione s. The
pape should be o in e es o p ac i ione s and
policymake s wi hin a egion o he UK, Wales,
whe e a CE ansi ion s a egy has been
published (Welsh Go e nmen , 2021).
Mo eo e , he pape aims o con ibu e o ha
e iews he e icacy o app oaches o
implemen CE wi hin o ganisa ions
(Scalab ino e al. 2022). This s udy aims o
add ess he ollowing esea ch ques ion: Wha
pedagogical me hods and published heo ies
can be in oduced o p ac i ione s o suppo
he de elopmen o CE implemen a ion
capabili ies?
Li e a u e e iew
The necessi y o ansi ion o a CE is e iden ,
and ye he e m emains con es ed bo h
heo e ically and p ac ically. Au ho s ha e
a ou ed he abo e de ini ion o he Ellen
MacA hu Founda ion (2013). Mos CE
inno a ion wi hin o ganisa ions has in ol ed
es ablishing ‘g een’ and ‘sus ainabili y
policies’, ocusing p ima ily on he
p ocu emen o p oduc s ha a e e u bished
o con ain ecycled ma e ials (Nandi e al.,
2020), o he implemen a ion o se ices wi h
o e ly en i onmen al objec i es like was e
managemen se ices o low ca bon anspo
sys ems (Klein, Ramos and Deu z, 2020).
These inno a ions a e impo an , and local
au ho i ies in Wales ha e pe o med well in
eaching he Welsh Go e nmen a ge o 65%
ecycling o domes ic was e. The Welsh
Go e nmen ‘Beyond Recycling’ (2021)
s a egy s a es ha a mo e needs o be done
o ansi ion o a ci cula economy. The CE is
concep ualised as a se ies o ‘loops’ in which
smalle loops ep esen mo e e icien
ci cula ion o esou ces, ecycled and
emanu ac u ed ma e ials si on he ou e mos
loops.
Nandi e al. (2020) desc ibed he alue o
comme cial o ganisa ions collabo a ing o
implemen CE p inciples; hey a gue ha he
was e gene a ed by he heal h sec o du ing
he pandemic has highligh ed he need o
apply CE p inciples and p ac ices o medical
was e and de elop egional supply chains.
The pos -pandemic economy will equi e
conside able economic impe us, which should
38
embed CE p inciples o educe was e and
de elop capaci y in egional supply chains
(Ibn-Mohammed e al. 2020). Ibn-Mohammed
e al. (2020) a gued conside able in es men
and hough leade ship is equi ed om policy
make s o accele a e p og ess owa ds a CE
h ough inno a ion ac oss mul iple domains. A
ecen sys ema ic e iew by Suchek e al.
(2021) emphasised he link be ween
inno a ion and CE can only be ully
es ablished h ough a mul i-le el app oach
whe e public and p i a e sec o ac o s ac i ely
engage; ye nascen engagemen wi h
inno a ion models and me hodologies o
embed CE equi es u he p ac ical and
heo e ical de elopmen . Addi ionally, exis ing
discou se sugges s o ganisa ions need o
become mo e sus ainable in hei ope a ions
(Gelde man e al. 2017), ye e y ew s udies
ou line how his can be achie ed.
The con empo a y li e a u e p ima ily ocuses
on how o de elop he CE h ough he eaching
o sus ainable de elopmen p inciples o
s uden s and p ac i ione s. Howe e ,
con empo a y au ho s a gue sus ainable
de elopmen eaching is e y unlikely o
ans o m mindse s and achie e CE ansi ion,
as his will equi e di e en eaching
app oaches (Kopnina, 2018). The li e a u e
sugges s ha in addi ion o mo ing on om
educa ion as usual and embedding sys ems
and c i ical hinking, applica ion o new
pedagogies should be explo ed. Lange e al.
(2022) in hei a icle Re-O ganise sugges
ha p e ailing educa ional axonomies, such
as Bloom’s (1956) axonomy and i e a ions o
his (K a hwol, 2002) may no be su icien o
align wi h CE lea ning and de elopmen
because i lacks a high-le el ocus on sys em
hinking, sel -o ganisa ion, eme gen and sel -
di ec ed lea ning. Lange e al. (2022) a gued
ha CE equi es wo king wi h a di e se g oup
o people, wo ld iews, and echnologies, and
he e o e a di e en axonomy o lea ning is
equi ed.
All educa ion p og ammes and in e en ions
a e unde pinned by heo ies o lea ning
(pedagogies) o achie e lea ning ou comes
(Wenge , 2000). Resea ch on he applica ion
o con empo a y pedagogies in eaching CE
sugges s sys ems hinking, c i ical hinking
skills, collabo a i e p oblem sol ing, decision
making, and eamwo k ha e all ea u ed in
con empo a y CE cu iculum (Scalab ino e al,
2022). C i ical hinking and sys ems hinking
a e c ucial o ansi ion om unsus ainable
business models and li es yles o a unc ioning
ci cula economy (Ki chhe and San en,
2019). Scalab ino e al. (2022) highligh s he
need o c i ical hinking and dis up i e
inno a ion in many global consume -based
and p oduc ion- ocused o ganisa ions.
Resea ch sugges s ha ‘ ie one p oduce s’
can in luence and encou age ansi ion o a
ci cula economy i hey can de elop mo e
c i ical and e lec i e leade ship h oughou
hei o ganisa ions o suppo he ansi ion o
a ci cula economy (Huckle 2012; Kopnina,
2018).
Pee o pee in e ac ion, indi idual eelings,
human alues, sys ems pe spec i es, and he
need o e lec i e and c i ical hinking a e
c ucial pa s o con empo a y CE pedagogy
(Walpole e al., 2022; Scalab ino e al., 2022;
Bugallo-Rod íguez and Vega-Ma co e, 2020;
Kopnina, 2018). CE pedagogy needs o o e
in-dep h CE expe iences ha s imula e
ans o ma i e, high le el lea ning
expe iences (Liu e al, 2022). Scalab ino e al.
(2022) sugges s pedagogies ha engage
s uden s in applying models and embed
e lec i e lea ning a e o en bo h inspi a ional
and challenging, as hey ask lea ne s o
ques ion o ganisa ional and pe sonal
assump ions as well as exis ing s a egic
p io i ies. Walpole e al (2022) sugges
in e en ions ha embed Social Lea ning
heo y (Bandu a, 1977) and e lec i e p ac ice
(Gibbs, 1988) wi hin a p og amme ha
o mally c ea es and suppo s ‘ne wo ks o
change make s’ (Hanna e al., 2018), can
b idge he gap be ween na ional and egional
de elopmen , in he o m o Communi ies o
P ac ice (La e & Wenge , 1991). P og amme
Communi ies o P ac ice (Smi h e al, 2018)
o e a no el app oach o in oducing
heo e ical con en and o connec ing
p ac i ione s wi h a sha ed in e es (domain)
wi hin a communi y ha can sha e knowledge
39
and p o ide a suppo mechanism o
implemen a ion o new se ices solu ions.
Inno a ion ac oss he p i a e sec o is less
han ideal and usually on an ‘ad-hoc’ basis,
o en in esponse o egula o y change o
demand o new se ices (BEIS, 2021). The
BEIS (2021) epo on inno a ion e ealed ha
only 10% o all businesses a e engaged in
p oduc and p ocess inno a ion and
un o una ely, businesses in Wales pe o m
less well han hei English coun e pa s. The
epo asked businesses o ank cons aining
ac o s on hei inno a ion ac i i ies and
iden i ied ba ie s o inno a ion. The epo
highligh ed he inno a ion challenges ha
businesses ace and sugges ed his ‘ma ke
ailu e’ p esen s policy make s in he UK, and
in pa icula Wales, wi h a p oduc i i y
challenge as highligh ed abo e (ONS, 2023).
The main cons aining ac o s ou lined we e:
Cos ac o s (including ‘di ec
inno a ion cos oo high’ and
‘excessi e pe cei ed economic isks’).
Knowledge ac o s; (including ‘lack o
quali ied pe sonnel’, ‘lack o
in o ma ion on ma ke s’ and ‘lack o
in o ma ion on echnology’).
Ma ke ac o s (including ‘ma ke
domina ed by es ablished businesses’
and ‘unce ain demand o inno a i e
goods o se ices’).
O he ac o s (UK Go e nmen
egula ions and EU egula ions).
The CCEN p og amme was designed o
mi iga e he abo e ou lined inno a ion ba ie s
in se e al ways. The p ojec was designed o
mi iga e cos ac o s by o e ing a ully unded
p og amme and signpos ing businesses o
exis ing suppo wi hin highe educa ion
ins i u ions, Welsh Go e nmen and UK
Go e nmen schemes. The pe cei ed
economic isk challenge was mi iga ed by
ou lining p e ious success ul p ojec s ha
demons a e signi ican e u n on in es men
o ime in es ed. The p ojec mi iga ed
knowledge ac o s by ans e ing knowledge
om highe educa ion ins i u ions and
acili a ing he sha ing o knowledge
(p omising p ac ices) wi hin pa icipan s on he
p og amme.
The CCEN p og amme
The no el CCEN was designed and deli e ed
by Ca di Me opoli an Uni e si y o c ea e an
in e -o ganisa ion P og amme Communi y o
P ac ice (PCoP, Smi h e al, 2018) wi hin he
Ca di Council bounda y. The p og amme
b ough oge he di e en businesses and
schools wi hin wo ‘s eams’ o o m a pilo
Ca di Ci cula Economy Ne wo k o acili a e
a collabo a i e egional ne wo k,
ope a ionalising he concep ual indings o
A undel, Bloch and Fe guson (2019). The
p og amme aimed o c ea e and suppo
‘ne wo ks o change make s’ (CLES, 2019), o
b idge he gap be ween na ional and egional
de elopmen , in he o m o Communi ies o
P ac ice (La e & Wenge , 1991). CoPs o e
an es ablished ounda ion o connec ing
p ac i ione s wi h a sha ed in e es , hi he o
p ima ily used o acili a e knowledge ans e
ac oss expe communi ies which enabled
pa icipan s o imp o e hei eac ions o
unce ain and complex si ua ions (Ag i oglio e
al., 2021).
The CCEN con en combined heo y om
ope a ions managemen , p oduc design and
o ganisa ional de elopmen . The p og amme
augh he Design Thinking amewo k
(Lew ick e al, 2020), o dina ily con ined o
p oduc design p og ammes, and suppo s
pa icipan s o de elop hei new se ice
solu ions (NSSs) h ough each o he ou
wo kshops (see igu e 1). CE heo y and
p ac ice ( he Golden Th ead) is in oduced in
he i s wo kshop and h eaded h ough each
subsequen wo kshop o pa icipan s o ully
unde s and CE p inciples. The pa icipan s
we e in oduced o e lec i e p ac ice (Schon,
1983) and encou aged o adop an i e a i e
app oach o hei p ac ice and new se ice
solu ion de elopmen . The impac e en ga e
pa icipan s he oppo uni y o cap u e hei
lea ning and lea n om o he pa icipan s
wi hin he p og amme, embedding e lec i e
40
p ac ice p inciples and ex ending hei ne wo k
o acili a es u he bounda y spanning
ac i i ies.
The p og amme was designed o de elop he
inno a ion knowledge and skills o pa icipan s
by in oducing in ui i e models ha enabled
hem o p oduce ou pu s ha would suppo
new se ice solu ion (NSS) implemen a ion,
ou lined in igu es 2 and 3. The p og amme
was designed o enhance pa icipan s
unde s anding o CE p inciples and p ac ices
h ough he in oduc ion o case s udies
accompanied by speake s om he case s udy
o ganisa ions. Pa icipan s engaged wi h ou
wo kshops o e a ou -mon h pe iod.
The p og amme was de eloped om a c i ical
ealis epis emology, which a oided
ad oca ing no ma i e models and encou aged
pa icipan s o adop an abduc i e app oach o
hei NSS de elopmen (Smi h e al, 2018).
The CCEN pedagogy was in o med by Social
Lea ning heo y (Bandu a, 1977), and aimed
o add esses he ‘Knowing Doing Gap’ (P e e
and Su on, 1999) p ac i ione s ace by
suppo ing pa icipan s o p oduce ou pu s
speci ic o hei con ex . The pa icipan s we e
in oduced o he CoP amewo k (Wenge &
Wenge -T ayne , 2020) and gi en o mal CoP
oles o cede agency and o p o ide he
pa icipan s wi h sel -go e nance
mechanisms.
The p og amme deli e ed an ‘Educa ion
s eam’ which in ol ed se en een eache s
om wel e schools in he Ca di Ci y
bounda y. The wo kshops we e designed o
p o ide educa o s wi h he ools o embed
ci cula economy p inciples ac oss he
cu iculum and acili a ed he sha ing o
cu iculum esou ces linked o he CE. The
eache s we e suppo ed o de elop new
lesson plans o build CE unde s anding and
p ac ices o hei s uden s. This ocus
con ibu ed o he implemen a ion o he One
Plane Ca di S a egy and educa ional
esou ces o he new Welsh Cu iculum o
schools (Welsh Go e nmen , 2022). The
‘Business s eam’ wo kshops engaged
hi een o ganisa ions. Six we e SMEs, wo
medium sized businesses and i e la ge
businesses om cons uc ion, u ili ies, and
inancial se ices. The pa icipan s de eloped
new se ice solu ions ha would educe hei
ca bon oo p in o enhance biodi e si y.
Me hodology
To add ess he esea ch ques ion, a mixed
me hods me hodology was employed. The
da a was analysed wi h he heo e ical
amewo k o In e p e a i e Phenomenological
Analysis (IPA). Quan i a i e da a was ob ained
ia an online pos wo kshop eedback su ey,
dis ibu ed o p og amme pa icipan s. Whils
he e is an ine i able dange in e i ying he
‘ u h’ o such i ual eedback o on-line
Figu e 1: Ca di Ci cula Economy Ne wo k concep ual amewo k
41
su ey ques ioning, Hookway sugges s he
eplies “ ell us some hing abou he manne in
which speci ic social and cul u al ideas a e
cons uc ed” (Hookway, 2008, p.78). The
s udy also conduc ed semi-s uc u ed
in e iews wi h six p og amme pa icipan s o
compile a ansc ip ion o hema ic analysis.
The ansc ip ions we e complemen ed by
sho ideo in e iews, cap u ed p io o he
‘impac celeb a ion e en ’, published on he
CCEN websi e (CCEN, 2022). This esea ch
adop ed hema ic analysis (Flick, Ka do and
S einke, 2004) o analyse he quali a i e da a
ob ained om he semi-s uc u ed in e iews
and ideo in e iews, o de elop key hemes.
The main indings om he wo kshop
eedback su eys and hema ic analysis a e
summa ised below. This esea ch assumes
success ul implemen a ion o CE p inciples
wi hin o ganisa ions and he posi i e hemes
ou lined can ac as a p oxy o he e icacy o
he p og amme.
Wo kshop eedback
The agg ega ed wo kshop eedback su ey
da a sugges s he pedagogical app oach o
CCEN, which inco po a ed a p og amme
communi y o p ac ice app oach, enabled
pa icipan s o e ec i ely de elop
unde s anding and implemen CE p inciples.
Fi y-eigh comple ed su eys we e ecei ed
and 98% o esponses we e ei he sa is ied o
e y sa is ied wi h he wo kshops o e all.
Simila ly, 98% s a ed ha hey el engaged o
e y engaged wi h he in e ac ion and
discussion aspec s o he wo kshops. All
pa icipan s s a ed ha he subjec ma e o
he wo kshops was impo an o hem on a
pe sonal le el and 97% s a ed ha he
wo kshop con en was ele an o hei
o ganisa ion.
In e iew analysis – hemes and na a i es
The analysis o he semi-s uc u ed in e iew
da a and ideo clips e ealed key hemes and
na a i es ha eme ged. The key na a i es
and hemes a e ou lined below and sepa a ed
in o he hemes om he business s eam and
educa ion s eam.
Business Coho
Business pa icipan s epo ed he alue o an
oppo uni y o mee p ac i ione s om di e en
businesses and sec o s o sha e knowledge.
The wo kshops lead o a g ea e b ead h o
knowledge due o he di e en backg ounds o
pa icipan s and he di e en pe spec i es on
how o ackle clima e change and
sus ainabili y issues.
Change o mindse : Pa icipan s
o e whelmingly ag eed ha a change o
mindse is necessa y o ackle clima e
change and ha wi h a di e en mindse and
pe spec i e, solu ions can and will look
di e en ly in e e y indus y o business.
“E en as a se ice indus y, he e a e s ill
plen y o oppo uni ies whe e we can look o
educe he impac ha we ha e on he
en i onmen om he comms ha we sen ou
o ou cus ome s o he way ha we manage
ou IT in as uc u e and ou asse s. Wha I' e
lea ned is ha ha he e is s ill mo e ha we
can do as an o ganisa ion, and I ound some
good hings ha I can ake back and build
in o some campaigns o p omo ion and
g ea e awa eness among my colleagues.”
(Business pa icipan , Se ice Indus y)
Powe o collabo a i e app oaches: Business
pa icipan s ealised h ough he wo kshops
ha a sys ems change is necessa y o
implemen CE solu ions. Business pa icipan s
unde s ood ha a sys ems change is easie o
achie e collabo a i ely as solu ions need o
ackle he whole supply chain. Ne wo king is
an in eg al pa o collabo a i e app oaches,
and i was use ul o pa icipan s o connec
wi h new people who ha e simila ambi ions.
“We unde s and ha he ci cula economy is
no possible by us o deli e by ou sel es in
isola ion. We need o be able o collabo a e
cause collabo a ion is a key p inciple o
ci cula i y.” (Business Pa icipan ,
Cons uc ion Indus y)
“I hink al eady we' e seeing he ne wo king
ha ing some impac . So, we' e ge ing
in ol ed in se e al ex e nal e en s whe e
we' e alking mo e abou wha ( he business)
42
does and how we can impac wha he supply
chain does h ough he lending and he
unding ha we do. So, I hink some o he
con ac s we ha e especially wi hin he
cons uc ion indus y will help o in o m he
decisions we make abou wha p ojec s we
und going o wa d.” (Business Pa icipan ,
Se ice Indus y)
Op imisa ion h ough ci cula i y: Business
pa icipan s epo ed ha a change o mindse
and a willingness o conside ci cula i y, will
p esen mul iple business oppo uni ies.
Mo eo e , hey ealised ha implemen ing CE
p inciples can lead o mo e e iciency and
g ea e bene i s o s akeholde s.
“We own a wide ange o p ope ies
h oughou Wales ha suppo businesses.
They occupy he o ices and wo kshops. And
wha we' e ying o do is o make hose
o ices mo e ene gy e icien . So, we' e
ins alled sola panels. We y and upg ade
he buildings so he mo e ene gy e icien and
mo e impo an we y and educe ou cos
and pass hose bene i s on o he enan s.”
(Business Pa icipan , Se ice Indus y)
“The ac ions ha I plan o ake a e a ound
op imisa ion and he eason I'm saying ha is
because we a e a pape less o ganisa ion,
and we a e doing e e y hing i ually. Bu
now ha we' e mo ing owa ds hyb id
mee ings and we a e g owing, I’ e ealised
h ough hese wo kshops ha we can do a bi
mo e o sa e ou ime and hen ocus on
hings ha ma e mos o us, which is
wo king wi h he clien .” (Business
Pa icipan , Se ice Indus y)
Figu e 2 ou lines he ou pu s om each
wo kshop ha pa icipan s de eloped. The
p og amme ou pu s we e aken by pa icipan s
in o hei business o o m pa o hei clean
g ow h s a egy. The igu e also ou lines he
models and amewo ks in oduced o
pa icipan s.
Educa ion Coho
G ea e knowledge and con idence o each
u u e gene a ions: Educa ion pa icipan s
epo ed ha hey enhanced hei CE
knowledge g ea ly and ha e gained
con idence o embed CE ac oss he
cu iculum. Many educa ion pa icipan s ha e
sha ed hei newly gained knowledge wi h
eaching colleagues a hei schools.
Mo eo e , educa ion pa icipan s unde s ood
he ele ance o CE o he New Cu iculum o
Wales and he impo ance o making u u e
gene a ions awa e o CE p inciples and
p ac ices om an ea ly age.
“A e he wo kshops, I wen back, and I ed
back o all o my colleagues, and we ook
some ime a e school o see whe e i was
applicable o us and hen o implemen some
o he ci cula economy p inciples in o he
cu iculum.” (Teache , P ima y School)
“I 's eally abou passing on ha knowledge
so ha he child en un wi h i he es o hei
li es and hey can build on ha h oughou
hei li es.” (Teache , P ima y School)
Seeing he bigge pic u e and implemen ing
small changes: Educa ion pa icipan s
explained ha he wo kshops ha e opened
hei eyes o he impo ance o he CE.
Especially he knowledge exchange wi h he
business ne wo k membe s has helped hem
o unde s and he CE om a sys ems
pe spec i e. Th ough unde s anding he
bigge pic u e, pa icipan s we e able o be e
unde s and he impac o mino changes, be i
in hei pe sonal li e o a school.
“Fo me i 's been mo e abou hinking be o e
ac ing. So, be o e you buy hings, ask
you sel ‘Wha impac is ha going o ha e i I
buy his o should I look o an al e na i e
i s ?’ and ha ’s he main one, I' e aken
pe sonally as an indi idual. As a eaching
p ac i ione , wha he wo kshops ha e done is
pu hose ci cula economy p inciples a he
o e on o he mind. So, when we' e
planning lessons o hink ‘How o pu in some
ci cula economy p inciples in wha we' e
planning o each?” (Teache , P ima y
School)
43
Figu e 2: Key Miles ones o Business Ne wo k
