The field of city logistics can be characterized by its many local demonstrations and trials, that are quite often not lasting longer than the trial period. The number of demonstrations that continued and were implemented in daily practice is limited. Freight partnerships proved to be a good first step to engage stakeholders. This contribution proposes a new way to develop a more action-driven form of these partnerships that follows from a solution approach, which has proved successful worldwide in fostering innovation deployment, but has not yet been applied explicitly in the domain of City Logistics: Living Labs. The living lab approach ensures that the stakeholders are involved much earlier in the in planning and implementation processes, and that the proposed city logistics implementation is revised and continuously improved to meet stakeholder needs and obtain maximum impact for a long time. This contribution summarizes the steps that have to be taken to set-up and work in a city logistics living lab (CLLL). A CLLL can be defined as a dynamic test environment where complex city logistics innovations can be implemented, following a cyclical approach, where several solutions can be experimented and re-adjusted or improved to fit the real-life city challenges. In the Horizon 2020 project CITYLAB, we developed practical guidelines for establishing and running a city logistics living lab based on several living lab- and field test methodologies that enables stakeholders to set-up and run a CLLL. This contribution discusses the most important CLLL phases, roles, and characteristics, as well as the tools that are available. Next, this contribution shows the first results of cities in which CLLLs are actually set up, or already running. © 2016 The Authors.
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In most European countries entrepreneurship is one of the top priorities on the national agenda, to stimulate individual and organizational innovativeness and (regional) economic growth. As a consequence, embedding entrepreneurship in education to achieve this goal has gained importance and momentum especially at universities of applied sciences. Two questions need answering when trying to embed entrepreneurship in a curriculum. First of all: cán entrepreneurship be taught and second: hów should entrepreneurship be taught. In this paper we focus on an educational programme based on a learner-cantered, constructivist approach, which is offered in a multidisciplinary, inspiring and entrepreneurial setting. It is competency-based and is tailor-made to individual student demand and goes beyond the classic business school approach based on instruction. The programme caters for students from at least 40 different departments of the university. The starting point in this programme is the assumption that entrepreneurship can indeed be taught but that the pedagogical climate and approach is crucial and should contribute towards the development of entrepreneurial competencies and skills. In this paper issues such as the dynamics of learning are dealt with as well as some a discussion on learning paradigms. We elaborate on the programme developed at The Hague University of Applied Sciences, The Hague in The Netherlands. So far, over 250 students have participated in the programme and since September 2007 longitudinal research has taken place to establish the effects of the programme and the pedagogical approach on the development of entrepreneurialism. We then describe the research design and draw preliminary conclusions about the relation between pedagogical climate and entrepreneurial behaviour, competencies and entrepreneurial behaviour and finally the relation between entrepreneurial behaviour and the choice to become an independent entrepreneur. Our findings show that such competencies as self-discipline and vulnerability are positive influencers of entrepreneurial ambition. We also found negative influencers of entrepreneurial ambition in depression and inadequacy, yet interestingly also in sincerity. The role of the business partners involved in the programme is discussed and an account is given of the experiences of a population of students over a period of three years on the basis of a number of issues: what works, what doesn't work and what needs to be improved. Interesting drivers for entrepreneurial behaviour are distilled from our research, on the basis of which recommendations are given on how to best implement these drivers into an educational programme. The paper finalizes with a concluding note in which some of the drawbacks of a learner-centred approach as opposed to an instruction-based approach are discussed and suggestions for future research are made.
This paper utilises a methodology named “Risk SituatiOn Awareness Provision” (RiskSOAP). RiskSOAP expresses the capability of a system to meet its safety objectives by controlling its processes and communicating threats and vulnerabilities to increase the situation awareness of its end-users and support their decision-making. In reality safety-related system features might be partially available or unavailable due to design incompleteness or malfunctions. Therefore, respectively, the availability and capability of RiskSOAP mechanisms might fluctuate over time. To examine whether changes in RiskSOAP values correspond to a system degradation, we used the results of a previous study that applied the RiskSOAP methodology to the Überlingen mid-air collision accident. Complementary to the previous application where the RiskSOAP was calculated for four milestones of the specific event, in this study we divided the accident further into seventeen time-points and we calculated the RiskSOAP indicator per time-point. The results confirmed that the degradation of the RiskSOAP capability coincided with the milestones that were closer to the mid-air collision, while the plotting of the RiskSOAP indicator against time showed its nonlinear fluctuation alongside the accident development.
