Sustainicum Collection

Consus The aim of the project is to establish a regional science-society network for sustainability innovations in Albania and Kosovo in order to strengthen the connection and collaboration of institutions in the field of higher education, research and practice.

Resource facts

  • Less than 5 students
    5 to 10 students
    11 to 30 students
  • Up to 3 lecture units
    4-7 lecture units
    up to 1 semester
    more than 1 semester
  • Internet connection necessary
  • English

Resource Description

Graz Model for Integrative Development (GMID)(Resource ID: 57)

The Graz Model for Integrative Development (GMID) presents a comprehensive tool to reflect processes and projects. It was developed in 2009 by Clemens Mader, Leuphana Lüneburg. Five principles (Leadership & Vision, Social Network, Participation, Education & Learning, Research integration) divided into three levels each allow a holistic reflection and evaluation of sustainability processes. Furthermore, the GMID provides support in the planning and development of processes. It also aims to identify further improvement potentials. Conducting the GMID is possible with different methods, e.g. expert interviews, questionnaires or workshops (World Café). One important aspect of the GMID is the integration of key stakeholders within the assessed processes. They are actively involved as experts in interviews, questionnaires etc.

The Graz Model for Integrative Development comprises five principles with three levels each. They will be described shortly (for more information please have a look at the source):

Leadership & Vision (actions of executives)

  • Administration: To complete tasks that are initiated by other people
  • Transactional leadership: To pass leadership to associates
  • Transformational leadership: To share responsibilities and leadership among involved stakeholders)

Social network (Cooperation of people concerned)

  • Information network: To exchange information without a common objectiveK
  • nowledge network: To develop common ideas and active participation based on collaboration
  • Innovation network: Creative co-creation and participation based on a shared vision and identification-based trust

Participation (involvement of the social network in processes)

  • Information: To inform people but not to give feedback
  • Consultation: To give feedback and contribute experience
  • Decision influencing: To take part actively in processes, to take opinions into account

Education and learning (Integration of education and training in processes)

  • Single-loop learning: To rethink actions in processes
  • Double-loop learning: To rethink actions and aims
  • Deutero learning: To rethink actions, aims and the process itself

Research integration (To take different perspectives (disciplines) into account)

  • Disciplinary research: To focus on only one subject area
  • Interdisciplinary research: To focus on different subject areas
  • Transdisciplinary research: To address issues relevant for society in cooperation with actors and stakeholders concerned

Description of the method outline

The GMID is a tool to assess development processes. This method aims at learning the application of the GMID and consists of three steps. The goal is to prepare the students for future analyses directly with concerned key stakeholders.

First day:

1. Theoretical input about the Graz Model

30-45 minutes presentation

See additional material


2. Get to know the GMID (Training phase)

4-5 hours group work

Applied methods: group discussion, internet research

Prior efforts needed: Preparation of case studies, Flip charts

Prepared case studies will be the basis of the group work. Each group deals with one case study and evaluates it with the GMID. This could happen by accompanying literature and internet research and group discussions. The task is to analyse the status quo based on the acquired data and to give strategic recommendations with the support of the teacher. At the end open questions could be raised in order to be well prepared for the next phase.


Second day

3. Application of the GMID

1,5 hours expert interview

Applied methods: Guided Interview (based on the GMID principles)

Prior efforts needed: Acquisition of key stakeholders for interview, Flip charts

After the preparation phase, the student groups should now be able to analyse a concrete case study together with a key stakeholder. This could happen with a guided interview

4. Concluding the Case

1 hour group work

Applied methods: group discussion

Prior efforts needed: Flip Charts

The students now work together without the interviewee in order to conclude the results and give recommendations for the future work based on the GMID principles

5. Presentation

15 minutes presentation of the analysis and the recommendations by each work group

Type of teaching method
  • Reflection
Preparation Efforts Description
Preparation of examples for training phase (data, sources, literature); Acquisition of key stakeholders for interviews
Related Teaching Resources
Beside of the model itself, no specific knowledge is required
Necessary documents / materials

Flip Charts

Integration of stakeholders
Students will apply the GMID by collaborating directly with key actors of the assessed project/process. Therefore, the stakeholders play an active role as experts but also as recipients of recommendations developed with this method.
Topics of sustainability
Situations appropriate for this method
Sustainability related projects can be evaluated by this method outline.
Strengths of the method
Active involvement of societal stakeholders
Mutual learning between students and stakeholders

By using the Graz Model for Integrative Development, it is possible to reflect holistically and scientifically development processes. They can be monitored from the vision phase to the implementation phase. Furthermore, it could provide support and ideas for further developments.
Weaknesses of the method
Requires prior preparation: Collection of appropriate case study data and sources
Set the context (negotiate the concrete case with the key stakeholders in order to not lose the context)
Assessment / evaluation
Sources and Links

Mader, C. (2012) Sustainability process assessment on transformative potentials: the Graz Model for Integrative Development, Journal of Cleaner Production, http://dx.doi.org/10.1016/j.jclepro.2012.08.028

Funded by
This teaching resource, realised within the project ConSus, has been funded with the support of the TEMPUS of the European Union. The contents reflect the views of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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Jonas Meyer
This teaching resource is allocated to following University:
KFUG - Karl-Franzens-University Graz


Creative Commons

Type of teaching method

  • Reflection