Increasingly, discussions on sustainability, in particular in relation to energy transition, are finding their way to the regional and local political arena. Although for analysing transition pathways on these sub-national scales, conceptual frameworks such as the multi-level perspective may be helpful, some issues remain relatively unaddressed: the relevance of citizens and their social networks and the precise interactions between place, the local context, and external conditions. This paper aims to better understand energy transition processes on the local and regional scale by analysing the case of the Dutch island of Ameland. Since 2006, Ameland has been on a sustainability pathway towards self-sufficiency, in particular in terms of reducing CO2 emissions. In this case study, we conducted in-depth empirical analysis, using a mixed-methods approach, including document analysis and ethnographic techniques. In a five-stage development process, a combination of place-related niche development, regime developments, and the involvement of citizens have created a protective space for several socio-technological innovations to emerge. The unique combination of specific local conditions, in particular political and cultural, and external influences, national policy, and ‘enlightened’ companies have shaped ideal conditions for Ameland to become an inspiring example of innovation in regional transition processes.
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The HRM study program of The Hague University of Applied Sciences (THUAS) recently replaced classical, module-based education by so-called learning landscapes in which students approach complex problems by interdisciplinary learning activities. Teachers collaborate in multi-disciplinary teams that have a shared responsibility to support students as well as to innovate their education. This new way of organizing educational processes not only need to strengthen the learning ability and flexibility of students, but also the learning and innovation ability of teachers. Our exploratory research among teachers showed that this new way of working increased their job satisfaction. However, teachers experience difficulties in implementing their ideas, which is an important precondition for sustainable educational innovation. In our research we addressed the question whether the new working context of teachers supported innovation. The organizational structure as described in this case study is characterized by a high degree of autonomy for the teachers who collaborate in multidisciplinary teams, in which the management rewards innovative behaviour and facilitates where possible. Given the fact that this context incorporates a high number of elements that are known to facilitate innovation, the assumption was that teachers would experience that this context was supporting them to innovate. We evaluated whether this was indeed the case in their educational innovation. Our research shows that in general teachers positively evaluate the new working context. They experience the renewal process to contribute to their job satisfaction and feel supported by the management. A large majority of the teachers, partly as a result of this new working context, do have many ideas to renew the education. Even though they use multiple sources to generate ideas, they are mainly inspired by the needs of students and the occupational practice. Especially by sharing their ideas with others, they enrich their ideas. For the implementation of their ideas they specifically focus on creating buy-in, mentioned in two-thirds of the storyboards, with activities such as seeking allies, communicating the idea to others and ‘drinking lots of coffee’. In addition, experiments help to make their ideas more visible.
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Brabant kent van oudsher een sterke makerscultuur. De welvaart die daaruit voortvloeit, brengt voorspoed, maar is dat zaligmakend?
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The Convention on Biodiversity has developed the concept of ‘ecosystem services’ and ‘natural resources’ in order to describe ways in which humans benefit from healthy ecosystems. Biodiversity, conceived through the economic approach, was recognized to be of great social and economic value to both present and future populations. According to its critics, the economic capture approach might be inadequate in addressing rapid biodiversity loss, since many non-human species do not have an economic value and there may thus be limited grounds for prohibiting or even restricting their destruction. This article aims to examine the concept of biodiversity through competing discourses of sustainability and to discuss the implications for education for sustainable development (ESD). https://doi.org/10.1177/0973408213495606 https://www.linkedin.com/in/helenkopnina/
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Broedplaatsen zijn de thuisbasis van de creatieve industrie. Ze bieden betaalbare werkplekken voor makers en fungeren als placemaker in gebiedsontwikkelingen. De laatste jaren valt in de creatieve huisvestingssector ook een toenemende maatschappelijke oriëntatie waar te nemen. Een hedendaagse broedplaats is meer dan atelierruimte. Het is een publieke plek om samen te leren, delen en experimenteren rondom thema's als leefbaarheid, duurzaamheid, talentontwikkeling, inclusie en burgerschap.
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In deze paper verkennen we de rol van creatieve broedplaatsen als puntbronnen van stedelijke vernieuwing. Broedplaatsen voorzien in toegankelijke werkruimte en leveren daarmee een belangrijke bijdrage aan de culturele infrastructuur van de stad. Maar broedplaatsen zijn meer: hun kleinschalige, lokale werkwijze, met oog voor mens, materiaal en milieu maakt ze tot potentiële laboratoria voor maatschappelijk experiment. Broedplaatsen dragen bij aan leefbaarheid in buurten en creëren levendigheid in nieuwe gebiedsontwikkelingen. Ze bieden werkervaringsplekken die helpen om kansenongelijkheid terug te dringen, verbinden bevolkingsgroepen met culturele uitwisseling en werken aan burgerschap door publieksactiviteiten en vrijwilligersparticipatie. Broedplaatsen opereren buiten de systeemwereld en stellen deze op de proef. Ze zijn anders georiënteerd en anders georganiseerd. In het licht van de huidige grote transitievraagstukken lijkt deze onconventionele inrichting een krachtige troef. Als creatieve vrijhavens zijn broedplaatsen in staat om bestaande structuren uit te dagen en nieuwe toekomsten te verbeelden. Om deze impact in de volle breedte te waarderen schieten geïsoleerde outputindicatoren vaak tekort. De waarde van een broedplaats is meer dan de optelsom van bijdragen die ze levert aan sectorale deelbelangen maar zit juist in de verbinding. Het gaat niet alleen om direct meetbare opbrengsten, maar ook om indirecte en langetermijneffecten. Het ‘Waardenwiel’ is een nieuw instrument om greep te krijgen op deze meervoudige waardecreatie en een brug te slaan tussen de verbeeldingswereld en de systeemwereld. In deze paper bespreken we de theoretische uitgangspunten van het Waardenwiel en evalueren we de werking en toepasbaarheid ervan op basis van drie contexten waarin het model recentelijk is getest.
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The emergence of organic planning practices in the Netherlands introduces new, non-conventional, local actors initiating bottom-up urban developments. Dissatisfied with conventional practices and using opportunities during the 2008 financial crisis, these actors aim to create social value, thus challenging prevailing institutions. Intrigued by such actors becoming more present and influential in urban planning and development processes, we aim to identify who they are. We use social entrepreneurship and niche formation theories to analyse and identify three types of social entrepreneurs. The first are early pioneers, adopting roles of a developer and end-user, but lacking position and power to realize goals. Secondly, by acting as boundary spanners and niche entrepreneurs, they evolve towards consolidated third sector organizations in the position to realize developments. A third type are intermediate agents facilitating developments as boundary spanners and policy entrepreneurs, without pursuing urban development themselves but aiming at realizing broader policy goals. Our general typology provides a rich picture of actors involved in bottom-up urban developments by applying theories from domains of innovation management and business transition management to urban planning and development studies. It shows that the social entrepreneurs in bottom-up urban development can be considered the result of social innovation, but this social innovation is set within a neoliberal context, and in many cases passively or actively conditioned by states and markets.
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Technological developments have a major impact on how we live, work and learn together. Several authors refer to a fourth revolution in which robots and other intelligent systems take over an increasing number of the current (routine) tasks carried out by humans (Brynjolfsson & McAfee, 2014; Est et al., 2015; Ford, 2016; Helbing, 2014; Ross, 2017; Schwab, 2016). The relationship between man and machine will change fundamentally as a result. We are already noticing this shift, most specifically in the workplace. E.g., in the field of health care, digitalisation and robotisation can empower patients and their families. Hospitals are primarily intended for clients with complex care needs. This has consequences for the tasks carried out by nurses, who become more of a ‘care director’ or ‘research nurse’. Hospitals approach this in different ways, resulting in considerable diversity as to how these roles are fulfilled. These changes, albeit diverse, can also be seen in the roles of accountants, police officers and financial advisers at banks (Biemans, Sjoer, Brouwer and Potting, 2017). The traditional occupational profiles no longer exist and the essence of these professions is shifting. This does not make such occupations less attractive, but requires different qualities. The demand for more highly educated professionals who can carry out complex tasks in a creative and interdisciplinary manner will increase (McKinsey, 2017). Also, other social developments, such as migration and greenification, prompt us to ask new questions, resulting in new paths towards identifying solutions.
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In 2019, the first "Atelier Book" was published . Since then, a few years have passed and numerous new Ateliers have emerged. With this new atelier book, through more than 30 portraits, the richness and variety of ateliers within our college are shown. The portraits are divided as follows: ateliers at the NHL Stenden locations, external ateliers and ateliers which the facilities are a strong determinant. These portraits show which issues are being worked on, how they cooperate with the field and researchers and what the added value of the Ateliers is. This atelier book also contains a number of in-depth articles that talk about working and learning in ateliers. The contribution in chapter 1 is about: what NHL Stenden aims at with ateliers, where do the ateliers differ and some experiences with ateliers. After the portraits in chapter 2, chapter 3 presents the 'Atelier Value Creation Model' and a model with design dimensions. Both provide tools for designing and evaluating ateliers. Chapter 4 zooms in on the effects of physical space on learning. Then, Chapter 5 discusses the outcomes of (current) research on ateliers.
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This article focuses on engagements with elephants in diverse contexts, inquiring why some scholars are indifferent or even actively opposed to discourses that emphasise elephant suffering. In order to address this question, this article will explore three interrelated streams within social science: one that criticises conservation as an elitist, neo-colonial enterprise; one that is preoccupied with the social construction and cultural interpretation of natural phenomenon; and a third sometimes referred to as the new conservation science that focuses on economic valuations of the benefits nature, viewing “nature is a warehouse for human use.” https://doi.org/10.1080/13880292.2016.1204882 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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