The energy transition requires the transformation of communities and neighbourhoods. It will have huge ramifications throughout society. Many cities, towns and villages have put together ambitious visions about how to achieve e.g. energy neutrality, zero-emission or zero-impact. What is happening at the local level towards realizing these ambitions? In a set of case study’s we investigate the following questions: How are self-organized local energy initiatives performing their self-set tasks? What obstacles are present in the current societal set-up that can hinder decentralized energy production? In our cases local leadership, vision, level of communication and type of organisation are important factors of the strength of the ‘local network’. (Inter)national energy policy and existing energy companies largely determine the ‘global’ or outside network. Stronger regional and national support structures, as well as an enabling environment for decentralized energy production, are needed to make decentralized sustainable energy production a success.
This article aims to explore the moral ideas and experiences that students at Dutch universities of applied sciences (UAS) have of being a professional with an ‘ethical compass.’Semi-structured interviews were held with 36 fourth-year Bachelor students divided over four institutions and three different programmes: Initial Teacher Educa- tion, Business Services and Information and Communication Technology. Findings show that students say they strive to be(come) moral professionals, but that they have difficulties recognising and articulating the moral aspects of their professional roles. They seem to lack a moral vocabulary and the moral knowledge to verbalise their aspirations and to provide arguments to explicate or legitimise their moral behaviour. While most students were critical of the support they received from their universities, they indicated that various other role models and (work) experiences did have a strong and positive influence on their moral development. In this article, we reflect on the findings in relation to international empirical research on students’ moral development and highlight the characteristics of UAS students.
