Previous studies discuss how regulatory, technological and market drivers increasingly challenge manufacturing industries to adopt eco-innovations. However, the understanding of the process by which eco-innovations are developed and commercialized as a result of these drivers is not yet well established, in particular because these drivers are perceived differently by the end-users and their suppliers. In this paper, we address the following research question: How do eco-innovation drivers shape processes in value-creating networks? To answer this question, we carried out a case study purposely selected to understand how eco-innovation drivers, such as regulation, market pull and technology, interact and affect the eco-innovation decisions in a given industry. We analyzed the processes in an eco-innovation initiative about retrofitting old ships, contextualized in the maritime equipment and supply industry. The paper makes two novel contributions: First, we develop a framework that can support supply-network eco-innovation initiatives to deal with changes at the regulatory, market and technology levels. The framework includes elements, such as value co-creation to explore technological opportunities emerging from the interaction of the drivers or value proposition development to align multiple actors’ interests in the network and agree on shared expectations to exploit the opportunities. Second, we contribute to the emerging research area on eco-innovation processes by highlighting the lesser-known role of value-creating network dynamics. Value-creating networks can be a platform for the development of more radical eco-innovations if actors in the networks can align their value creation and capture objectives.

In the context of enormous global challenges such as climate change, poverty, and the unequal distribution of wealth, sustainability education within higher education has gained momentum as a tool to train a new generation of change agents. Previous research has examined the relationship between sustainability education and entrepreneurship education. There is however a knowledge gap regarding course development strategies that can integrate entrepreneurship competencies into sustainability education. Following a classroom action research (AR) approach, we developed a three-week graduate course aimed at an interdisciplinary cohort of students in the social sciences from partner universities in Brazil and Norway. The course integrated a problem-based learning (PBL) framework. Working in groups of four to five members, the students provided business solutions framed in a post-oil development context. The results indicate tension points in the integration of the learning principles of PBL along the different phases of PBL, namely during the group formation and problem analysis phases. To tackle these tensions, we suggest early group formation and integrate formative feedback and progressive problem analysis. Our framework contributes to the debate on competence-based frameworks within the sustainability education literature. The framework can also serve as an inspiration for course designers in higher education.