In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources.
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This chapter provides insights into the complex and adaptive nature of systems and illustrates key characteristics of such systems. These contribute to an understanding of the challenges in health promotion and imply a need for more context-specific research to evaluate the health promotion interventions. CARA can address this need as it can be used to evaluate and support change in complex adaptive systems. To support and inspire other health promotion researchers who want to adopt CARA as their research approach, we have discussed our experiences and provided some guiding principles. Overall, complexity thinking can help to understand the challenges in health promotion, whereby CARA provides a possible strategy for health promotion researchers when dealing with the challenges of evaluating health promotion interventions in complex adaptive systems.
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Een korte Nederlandse uitleg over het concept 'Whole Systems Approach' op basis van het promotie onderzoek van Anu Manickam van het Lectoraat Duurzaam Coöperatief Ondernemen
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Energy Valley cluster and internationalisation.There is a need for more dynamic approaches to strategy development for clusters due to the complex internal and external environments that are part of clusters. The research introduced complex adaptive systems (CAS) approach to cluster theory where contextual analysis of clusters are an essential part of understanding cluster development. In-depth analyses of cluster dynamics and drivers of change in the context of the cluster would provide deeper understanding of cluster developments that will then feed into strategy development processes.
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This chapter focuses on how pupil’s scientific understanding can be studied. The principles of a complex dynamic systems approach are highlighted.
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The authors demonstrate how simulation games can be used to test and explore initial infrastructure designs before they are implemented. Games can provide important learning experiences for (future) designers and managers. The case study of a computer-supported simulation game, SIM Maasvlakte 2 (SIM MV2), uses a game whose object is to design and allocate land for the Maasvlakte 2 port area, to be built between 2006 and 2036 in the Port of Rotterdam, the Netherlands. The evaluation aimed at improving the game, examining the system complexity of the seaport, and establishing corresponding learning effects among the participants.
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Since the first release of modern electric vehicles, researchers and policy makers have shown interest in the deployment and utilization of charging infrastructure. Despite the sheer volume of literature, limited attention has been paid to the characteristics and variance of charging behavior of EV users. In this research, we answer the question: which scientific approaches can help us to understand the dynamics of charging behavior in charging infrastructures, in order to provide recommendations regarding a more effective deployment and utilization of these infrastructures. To do so, we propose a conceptual model for charging infrastructure as a social supply–demand system and apply complex system properties. Using this conceptual model, we estimate the rate complexity, using three developed ratios that relate to the (1) necessity of sharing resources, (2) probabilities of queuing, and (3) cascading impact of transactions on others. Based on a qualitative assessment of these ratios, we propose that public charging infrastructure can be characterized as a complex system. Based on our findings, we provide four recommendations to policy makers for taking efforts to reduce complexity during deployment and measure interactions between EV users using systemic metrics. We further point researchers and policy makers to agent-based simulation models that capture interactions between EV users and the use complex network analysis to reveal weak spots in charging networks or compare the charging infrastructure layouts of across cities worldwide.
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We live in an increasingly complex world, characterised by interconnected and intractable wicked problems. Systems mapping offers a visual approach for collectively understanding and envisioning how to coordinate the addressing of these problems. The agri-food sector is facing severe problems and systems mapping could be particularly instrumental in helping it navigate these difficulties.
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Lectorale rede van Dave van Kann gehouden ter gelegenheid van zijn inauguratie als lector ‘Leren Bewegen in en rondom de School’ bij Lectoraat Move to Be van Fontys Sporthogeschool. Dave geeft in zijn rede aan op welke directe thematische focus hij zich in het bijzonder zal gaan richten in zijn lectorschap (de themalijnen Leren Bewegen en Beweegvriendelijke Omgeving). In lijn met de lectoraatsprojecten en -ambities geeft Dave zijn zienswijze op de thematiek ‘Leren Bewegen in en rondom de School’ weer en houd hij een pleidooi om in gezamenlijkheid met alle betrokkenen de komende jaren te werken aan een actieve generatie waarin bewegen meer vanzelfsprekend is en voor iedereen mogelijk.
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