Communication of climate-responsive urban design guidelines is becoming increasingly relevant in the light of climate adaptation challenges in cities. Widespread uptake in practice of such guidelines can be promoted by visualizations of the principles on which they are based. The “Really cooling water bodies in cities” research project developed and tested the required knowledge on visual communication. Evidence-based design guidelines assisting designers with creating cooler urban water environments were developed and communicated with 3D animations. The animations were shaped according to three core theoretical criteria about visual representations: “visual clarity”, “trust” and “interest”. We assessed in how far these criteria were met in an inquiry with design professionals, the target group of the design guidelines. The article concludes with recommendations for developing visual design guidelines in climate-responsive urban design: to weigh the level of detail, components and balance between site-specificity/abstraction (“visual clarity”); to make microclimatic processes visible without distorting them (“trust”); and to keep timing short and visual attractiveness high (“interest”). It is argued that taking these aspects into account and setting a clear correspondence between theoretical concepts, representation objectives and options, can largely benefit visual design guidelines communicating climate-responsive urban design knowledge.
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Due to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.
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Climate change is now considered more than just an environmental issue, with far-reaching effects for society at large. While the exact implications of climate change for policing practice are still unknown, over the past two decades criminologists have anticipated that climate change will have a number of effects that will result in compromised safety and security. This article is informed by the outcome of a co-creation workshop with 16 practitioners and scholars of diverse backgrounds based in The Netherlands, who sought to conceptualize and systematize the existing knowledge on how climate change will most likely impact the professional practice of the Dutch (or any other) police. These challenges, with varying degrees of intensity, are observable at three main levels: the societal, organizational, and individual level. These levels cannot be separated neatly in practice but we use them as a structuring device, and to illustrate how dynamics on one level impact the others. This article aims to establish the precepts necessary to consider when exploring the intersection between climate change and policing. We conclude that much still needs to be done to ensure that the implications of climate change and the subject of policing are better aligned, and that climate change is recognized as an immediate challenge experienced on the ground and not treated as a distant, intangible phenomenon with possible future impacts. This starts with creating awareness about the possible ways in which it is already impacting the functioning of policing organizations, as well as their longer-term repercussions.
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Purpose As a step toward more firmly establishing factors to promote retention among younger employees in the hospitality industry, this study aims to focuses on fun in the workplace (fun activities, manager support for fun and coworker socializing) and training climate (organizational support, manager support and job support) as potential antecedents of turnover in a European context. Design/methodology/approach Logistic regression was used to analyze the impact of fun and training climate on turnover with a sample of 902 employees from Belgium, Germany and The Netherlands. Data on fun and training climate were obtained through surveys, which were paired with turnover data from organizational records. Findings With respect to fun in the workplace, group-level manager support for fun and coworker socializing were significantly related to turnover, but not fun activities. With respect to training climate, individual-level job support was significantly related to turnover, but not organizational support and manager support. Research limitations/implications As the data were obtained from employees from one organization, further research would be valuable with additional samples to substantiate the generalizability of the results. Practical implications Given the challenge of turnover, organizations should foster informal aspects of fun in the workplace and learning opportunities to promote retention. Originality/value The study examined the fun–turnover relationship in a context outside of the USA where previous fun–turnover research has been conducted, and it examined fun relative to training climate, which has not been studied heretofore. This study also investigated group- and individual-level effects of both fun and training climate on turnover.
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We summarize what we assess as the past year's most important findings within climate change research: limits to adaptation, vulnerability hotspots, new threats coming from the climate–health nexus, climate (im)mobility and security, sustainable practices for land use and finance, losses and damages, inclusive societal climate decisions and ways to overcome structural barriers to accelerate mitigation and limit global warming to below 2°C.
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Video games have the potential to educate and engage people—especially young people—in climate change and energy issues by facilitating the development of helpful thoughts, feelings, and actions. The objective of the present article is to propose a set of game attributes that could maximise the cognitive, emotional, and behavioural engagement of players, and lay the foundations for future work. We have used semi-structured interviews with experts to identify a set of game attributes and a group discussion with teenagers to validate them. By applying grounded theory in our analysis of the experts’ responses, we have developed a framework for climate change engagement through serious games. It consists of 15 key attributes that we have classified in three dimensions: cognitive, emotional, and behavioural. Literature review drawn on sources in social psychology, communication and education has contributed to further explain and justify the inclusion of each of the attributes.
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The transition to an inclusive society through design Inclusive design can play a critical role in shaping a more equitable society. When products and services are intentionally created to be inclusive, they become more accessible to a wide audience, including people who might otherwise struggle to engage with them. In this way, designers become agents of social transformation. The project Active Inclusive Design (AID) addresses this challenge directly. It aims to enhance the capabilities of professional and future designers to create inclusive products and services, both digital and non-digital. In doing so, it supports a responsible and digital society central to the Expertise network Systemic Co-design (ESC) agenda, and is closely connected to all ESC Dynamic Learning Agenda (DLA) themes: Systemic Co-Design (SCD) in me, SCD with others, SCD in reality and SCD in time.
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Our society faces many challenges, necessitating collaborative efforts among multiple stakeholders. Our students learn this in living labs. This paper explores preliminary research on introducing co-design to novices. We introduce a case study exploring how design educators can support students in developing co-design competencies. Central to this study is our Co-Design Canvas, introduced as a pivotal tool for fostering open dialogue among diverse stakeholders. This stimulates collaboration through effective teamwork and empathic formation. The research questions aim to discover effective methods for introducing the Co-Design Canvas to living lab students, and to identify the necessary prior knowledge and expertise for both novices and educators to effectively engage with and teach the Co-Design Canvas. The paper advocates for a pedagogical shift to effectively engage students in multi-stakeholder challenges. Through a series of workshops, the Co-Design Canvas was introduced to novices. We found that this required a significant cognitive stretch for staff and students. The paper concludes by presenting a, for now, final workshop format consisting of assignments that supports introducing the Canvas and thereby co design to societal impact design novices. This program better prepares students and coaches for multi stakeholder challenges within living labs.
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Social issues are becoming increasingly pressing. From dementia to climate change to corona; we as people, citizens, residents and city users - through our own experience or otherwise - have a sense of them. However, truly understanding and addressing these issues is difficult because there is no single owner. Everything is related, intertwined and also changing. Getting an overview and deciding together on necessary steps proves difficult. Complex issues thus become orphaned. Design and more specifically co-design - creative collaboration with others - is increasingly seen as a possible approach to these such issues and collaborations because it can deal with complexity and uncertainty, is optimistic and investigative in nature. With a co-design approach, we can find a shared desire and with that we connect with each other. By then searching together for mechanisms that can lead to the desired values, we gain insights on how to tilt a problematic situation. That enables us to imagine alternative futures. These help us on our way to a better, greener and more social world and social change.
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This overview can be regarded as an atlas or travel guide with which the reader can follow a route along the various professorships. Chapter 2 centres on the professorships that are active in the field of Service Economy. Chapter 3 is dedicated to the professorships that are focussed on the field of Vital Region. Chapter 4 describes the professorships operating in the field of Smart Sustainable Industries. Chapter 5 deals with the professorships that are active in the field of the institution-wide themes of Design Based Education and Design Based Research. Lastly, in Chapter 6 we make an attempt to discover one or more connecting themes or procedures in the approach of the various professorships. This publication is not intended to give a definitive answer to the question as to what exactly NHL Stenden means by the concept of Design Based Research. The aim of this publication is to get an idea of everything that is happening in the NHL Stenden professorships and to pique one’s curiosity to find out more.
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