Delivering sustainability therapy in sustainable development projects.

Area of Science:

• Sustainability Science
• Project Management
• Educational Theory

Background:

• Sustainable Development (SD) projects often exhibit linearity, focusing on time-bound outputs and fixed costs.
• The theoretical underpinnings of sustainability imply circularity, with no definitive end.
• Increasing emphasis on accountability, measurable impact, and value for money shapes project implementation.

Purpose of the Study:

• To explore the contradiction between the linear execution of SD projects and the circular nature of sustainability theory.
• To propose the Kolb Learning Cycle as a heuristic to reconcile this apparent conflict.
• To advocate for the inclusion of learning, therapy, and reflective practice as valid project outcomes.

Main Methods:

• Conceptual exploration of linearity versus circularity in SD projects.
• Application of the Kolb Learning Cycle heuristic to project management.
• Analysis of stakeholder engagement and its impact on project outcomes.
• Case study contextualization within a sustainable development project in Malta.

Main Results:

• Framing projects within the Kolb Learning Cycle can rationalize decision-making for implementers.
• Stakeholder involvement through the Kolb cycle can foster mutual learning and understanding.
• The cycle may offer 'Sustainability Therapy,' addressing perceived orthogonal processes for beneficiaries.
• Reflective practice and learning emerge as crucial, albeit often overlooked, project outputs.

Conclusions:

• The Kolb Learning Cycle offers a valuable framework for integrating learning into linear SD projects.
• Recognizing learning as a key outcome enhances stakeholder engagement and project effectiveness.
• Funders should adopt a broader perspective on 'value for money' to encompass intangible learning outcomes for true sustainability.