The aim of the study is to envision, through an inductive scenario planning methodology, future scenarios of the fast-moving consumer goods (FMCG) industry in the context of a circular economy (CE). The study uses an exploratory scenario planning, an inductive approach to engage FMCG industry organisations, CE experts, end-users, and academic stakeholders in exploring the future of FMCG within a CE context. Five future scenarios that can inform a vision for the future of the FMCG industry were developed: (1) Rinse and Reuse, (2) The Cycling of Pure Materials, (3) The Rise of the Circular Retailer, (4) A World Without Supermarkets and (5) Connected Living. The analysis and discussion of the scenarios consider how value is created within circular economy and the integral role that the consumer and the IT play within it. The study provides insights on how the FMCG sector might participate in the CE and in doing so provides a basis for further research in this area. Future areas for research are outlined.

Education for sustainable development (ESD) in schools requires a whole-school approach to ensure that all stakeholders, including students, value sustainability and express this value in an active engagement in the ongoing development process. Such inclusivity however is rarely achieved, with benefits of ESD in schools usually recognised only by a select few. School strategies that continue to dominate research focus on management of the finite resources or give emphasis to a particular pedagogical agenda, whereas approaches that emphasise whole-school ESD engagement are scarce. This paper aims to address this gap. To do so, we propose to frame schools as service organisations and use service logic approach and service innovation theory to review how five primary schools in England define and implement ESD. The findings from our comparative case study discuss three strategies that schools as service organisations need to consider: defining sustainable student experience as a core service concept, developing an organisational culture of sustainability-driven innovation, and engaging in a value co-creation process with external stakeholders in order to facilitate the concept. Our results suggest that by placing “sustainable student experience” as the core service concept, schools can align their external and internal organisational activities to enable sustainable education for all stakeholders.

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Service Designers have been working in organisations at a transformational level using tools and methods that primarily focus on the needs of the individuals. Change theories suggest that for transformational change to take place in organisations, change in individuals needs to happen in relation to change at organisational level. Thus service designers need knowledge that enables them to envision what change may look like at an organisational level. This paper presents a case study of a content model that was developed as part of the design research to represent such knowledge. The model represents education for sustainable development (ESD) as a vision of a new service provided by schools to students. It draws on empirical data collected from five schools, organisational change theory and service thinking to show the service/user relationship that needs to be developed at a school level to move schools towards the provision of ESD. The model was tested with seven service designers through in-depth interviews. The findings support understanding and usability of the model in the design process as a tool for transformation but also highlight barriers that a model as a stand-alone tool presents. Wider issues in relation to service designers engaging with transformational change within schools are also discussed.