Case: Tricorp Rewear: Sustainable Workwear

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Too good to be true?

03-02-2025 241 views 0

Tricorp Rewear: Sustainable Workwear

Tricorp promotes its Rewear collection as sustainable workwear, but how well do their claims hold up?

Sustainability is becoming a major factor in the clothing industry, including workwear. Tricorp, a well-known workwear brand, presents its Rewear collection as a sustainable solution, emphasizing recycled materials and a circular approach.

In this assignment, you will critically assess Tricorp’s sustainability claims. Your task is not to prove or disprove their statements, but to evaluate how well their sustainability efforts align with real impact. How transparent is Tricorp about their production processes? Do their claims genuinely contribute to a more sustainable industry, or do they lack critical details?

Read more about Tricorp Rewear 🇳🇱 on their Official Website.

Why this assignment matters

Understanding sustainability claims is crucial in today’s business world. This assignment helps you critically assess transparency, distinguish real impact from marketing, and suggest meaningful improvements.

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Assignments for students

What to do?

Examine the sustainability claims:

Identify Tricorp’s key claims about Rewear’s sustainability (e.g., recycled materials, circularity, eco-friendly production).
Explain what these claims mean in practice and whether they are specific and measurable.
Use valid reasoning and supporting evidence to justify your conclusions.

2. Evaluate transparency:

How openly does Tricorp communicate details about their materials, supply chain, and production processes?
Are there independent certifications or third-party verifications supporting their claims?

Reference relevant sources and industry standards where applicable.

3. Reflect, conclude, and suggest improvements:

Based on your findings, how valid do you consider Tricorp’s sustainability claims?
Do you see any areas where more transparency or additional steps could strengthen their approach?

Suggest concrete improvements Tricorp could make to enhance the validity, credibility, and/or transparency of their sustainability claims.

Criteria

Understanding and Critical Analysis

Pass: The student identifies key sustainability claims and provides a basic evaluation.
Merit/Distinction: The student critically assesses the claims, considering transparency and measurable impact, and supports conclusions with valid reasoning.

2. Use of Evidence

Pass: The student references Tricorp’s website and basic external information.
Merit/Distinction: The student incorporates additional sources, such as third-party certifications or industry standards, to support their analysis effectively.

3. Reflection, Argumentation, and Suggestions

Pass: The student reflects on the validity of Tricorp’s sustainability claims with general reasoning.
Merit/Distinction: The student provides a well-structured, critical reflection with strong arguments, concrete examples, and meaningful suggestions for improving Tricorp’s sustainability claims.

Submission Instructions

Write your answers in clear and structured Business English.
Use reliable sources (e.g., websites, reports, sustainability certifications) and include references.
Generate a PDF using Businessbase by clicking the ‘Core’ button.
Upload the PDF to Its Learning or another platform, as required by your school.

If you have questions, ask your teacher for help.

Core assignments for students

Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.

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Case method | Cooperative learning

Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.

Corner debate | Group activity

For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.

Group discussion (or problem-solving discussion) | Dialogue

Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.

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Edvard Spaapen

Editor of content during development stage