In the Interreg Smart Shared Green Mobility Hubs project, electric shared mobility is offered through eHUBs in the city. eHUBs are physical places inneighbourhoods where shared mobility is offered, with the intention of changing citizens’ travel behaviour by creating attractive alternatives to private car use.In this research, we aimed to gain insight into psychological factors that influence car owners’ intentions to try out shared electric vehicles from an eHUB in order to ascertain:1. The psychological factors that determine whether car owners are willing to try out shared electric modalities in the eHUBs and whether these factors are identical for cities with different mobility contexts.2. How these insights into psychological determinants can be applied to entice car owners to try out shared electric modalities in the eHUBs.Research was conducted in two cities: Amsterdam (the Netherlands) and Leuven (Belgium). An onlinesurvey was distributed to car owners in both cities inSeptember 2020 and, additionally, interviews wereheld with 12 car owners in each city.In general, car owners from Amsterdam and Leuven seem positive about the prospect of having eHUBs in their cities. However, they show less interest inusing the eHUBs themselves, as they are satisfied with their private car, which suits their mobility needs. Car owners mentioned the following reasons for notbeing interested in trying out the eHUBs: they simply do not see a need to do so, the costs involved with usage, the need to plan ahead, the expected hasslewith registration and ‘figuring out how it works’, having other travel needs, safety concerns, having to travel a distance to get to the vehicle, and a preferencefor ownership. Car owners who indicated that they felt neutral, or that they were likely to try out an eHUB, mentioned the following reasons for doing so:curiosity, attractive pricing, convenience, not owning a vehicle like those offered in an eHUB, environmental concerns, availability nearby, and necessity when theirown vehicle is unavailable.In both cities, the most important predictor determining car owners’ intention to try out an eHUB is the perceived usefulness of trying out an eHUB.In Amsterdam, experience with shared mobility and familiarity with the concept were the second and third factors determining car owners’ interest in tryingout shared mobility. In Leuven, pro-environmental attitude was the second factor determining car owners’ openness to trying out the eHUBs, and agewas the third factor, with older car owners being less likely to try one out.Having established that perceived usefulness was the most important determinant for car owners to try out shared electric vehicles from an eHUB, weconducted additional research, which showed that, in both cities, three factors contribute to perceived usefulness, in order of relevance: (1) injunctive norms(e.g., perceiving that society views trying out eHUBs as correct behaviour); (2) trust in shared electric mobility as a solution to problems in the city (e.g., expecting private car owners’ uptake of eHUBs to contributeto cleaner air, reduce traffic jams in city, and combat climate change); and (3) trust in the quality and safety of the vehicles, including the protection of users’privacy. In Amsterdam specifically, two additional factors contributed to perceived usefulness of eHUBs: drivers’ confidence in their capacity to try out anunfamiliar vehicle from the eHUB and experience of travelling in various modes of transport.Drawing on the relevant literature, the results of our research, and our behavioural expertise, we make the following recommendations to increase car users’ uptake of shared e-mobility:1. Address car owners’ attentional bias, which filters out messages on alternative transport modes.2. Emphasise benefits of (trying out) shared mobility from different perspectives so that multiple goals can be addressed.3. Change the environment and the infrastructure, as infrastructure determines choice of transport.4. For Leuven specifically: target younger car owners and car owners with high pro-environmental attitudes.5. For Amsterdam specifically: provide information on eHUBs and opportunities for trying out eHUBs.
This paper analyses co-creation in urban living labs through a multi-level network perspective on system innovation. We draw on the case House of Skills, a large, multi-stakeholder living lab aimed at developing a ‘skills-based’ approach towards labour market innovation within the Amsterdam Metropolitan Region. Ouranalysis helps understand stakeholder dynamics towards system innovation, drawing on an innovative living lab example and taking into consideration the multi-layered structures that comprise the collaboration. Our conceptual framework provides an important theoretical contribution to innovation studies and offers a practical repertoire that can help practitioners improve co-creation of shared value in living labs, towards orchestrating flexible structures that strengthen the impact of their initiatives.
This article reports on qualitative research among 48 social professionals, managers and policymakers and their perceptions of activating citizenship, social work roles and responsibilities, carried out in Utrecht and Tartu. Professionals from both countries agreed to the idea of activating citizenship but stressing the perspective of personalised or lived citizenship, each person to his own capacities and embedded in the personal context. Nearly all respondents were critical about the recognition of social workers as a full profession, about the new management way of steering social work and about cooperation between different groups of professionals and services. Although both countries have quite different historical and cultural backgrounds, the authors found many similarities among social workers regarding their ideas on support, participation and commitment to the people they work for and work with. International research projects contribute to a more strongly recognised social work theory and social work practice by getting a better understanding, in particular of the way social work adapts to different contexts but from a highly recognisable international discourse within social work.
Possibly, the aviation sector’s decarbonization challenge (see Dutch knowledge key in international climate study for tourism | CELTH) has profound implications for the ability of aviation-de-pendent outbound tour operators to attract capital and with that their ability to maintain or trans-form their current business portfolio (understood here as the current product offers and approximate carbon footprints, business models, and ownership structures present in this economic do-main). Knowledge about these (possible) investment risks and their business and policy implications is lacking. This project therefore addresses this knowledge gap by means of the following research questions.1. What is the current business portfolio of Dutch outbound tour operators?a. To what extend do Dutch outbound tour operators depend on aviation in terms of product offer and turnover?b. What is the relative carbon footprint share of aviation-based products compared to the total outbound product offer and turnover of Dutch outbound tour operators?2. What are investment risks of this business portfolio as indicated by investors?a. How do investors evaluate investment risks in relation to climate change mitigation and de-carbonisation?b. What are investment risks of the business portfolio of Dutch outbound tour operators?c. What are the reflections on and implications of these investment risks from the perspective of policymakers and tour operators?
De robot assistent is een nieuwe, veelbelovende technologie om docenten te ondersteunen en leerprestaties te verbeteren. Echter, een moreel kader voor een aanvaardbare inzet van zulke robots mist nog.Doel Het doel van dit project is, het creëren van een richtlijn, in samenwerking met stakeholders, voor het toepassen van robots in het basisonderwijs op een moreel verantwoorde manier. Resultaten Het hoofddoel van dit project is het creëren van een richtlijn voor het moreel verantwoord toepassen van sociale robots in het Nederlandse basisonderwijs. Deze richtlijn kan worden gebruikt door alle belangrijke belanghebbenden, zoals leraren, robotbedrijven en schoolbesturen, bij het nemen van beslissingen over het ontwerpen, bouwen en toepassen van sociale robots. Looptijd 01 november 2017 - 01 november 2021 Aanpak Dit project maakt gebruik van de Value Sensitive Design Methodology. Ten eerste voeren we een grootschalig systematisch literatuuronderzoek uit om de relevante morele waarden te identificeren. Daarna houden we focusgroepsessies met belanghebbenden om deze waarden verder te conceptualiseren. Op basis van de focusgroepsessies zullen we een enquête ontwikkelen om kwantitatieve gegevens over de stakeholderperspectieven te verkrijgen. Deze onderzoeken vormen de basis voor de richtlijnen. Extra informatie Stel je voor: een robot die de leerkracht helpt in de klas. Interview met Matthijs Smakman voor De Nationale Wetenschapsagenda (NWA) Relevantie Bijdrage aan de wetenschap Meerdere studies benadrukken de dringende behoefte aan ethische reflectie en richtlijnen voor robotleraren en theoretisch integratie van de tot dusver bekende, gefragmenteerde resultaten. Dit promotieonderzoek beoogt dit te doen door het ontwikkelen van een nieuwe moraaltheorie over de ethische opvattingen die verbonden zijn aan de implementatie van robotleraren, en test de theoretische aannames empirisch. De resultaten zullen worden verspreid op wetenschappelijke conferenties, debatten en in tijdschriftpublicaties. Bijdrage aan de samenleving De angst en implicaties van intelligente robots die banen overnemen, maakt deel uit van een internationaal debat (Brynjolfsson & McAfree, 2016) en zal een grote impact hebben op de taken van docenten. Robotleraren zijn een perfecte kandidaat om te helpen leraren in hun toenemende werkdruk. Er moet echter voorzichtig worden omgegaan met het introduceren van robotleraren in het klas. Dit doctoraatsonderzoek erkent de morele overwegingen en zorgt voor de nodige theoretische basis om een richtlijn te ontwikkelen voor de implementatie van robotleraren op een moreel gepaste manier. De resultaten wordt via websites, videoclips en maatschappelijke debatten aan het publiek getoond. Co-financiering Dit onderzoek is gefinancierd door NWO, Promotiebeurs voor Leraren, projectnumer: 023.00.066 Aanvullende documenten en doorverwijzingen Publicaties Smakman, M.H.J.; Konijn, E.A.; Vogt, P.; Pankowska, P. Attitudes towards Social Robots in Education: Enthusiast, Practical, Troubled, Sceptic, and Mindfully Positive. Robotics 2021, 10, 24. https://doi.org/10.3390/robotics10010024 Smakman, M., Berket, J., Konijn, E. A. (2020, October). The Impact of Social Robots in Education: Moral Considerations of Dutch Educational Policymakers. In 2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN) (pp. 647-652). IEEE. Van Ewijk, G., Smakman, M., & Konijn, E. A. (2020, June). Teacher's perspectives on social robots in education: an exploratory case study. In Proceedings of the Interaction Design and Children Conference (pp. 273-280). Konijn, E.A., Smakman, M. & van den Berghe, R. (2020). Use of Robots in Education. In: van den Bulck, J., Sharrer, E., Ewoldsen, D. & Mares, M-L. (Eds). The International Encyclopedia of Media Psychology. Wiley Publisher Smakman, M., Jansen, B., Leunen, J., & Konijn, E. (2020) Acceptable Social Robots in Education: A Value Sensitive Parent Perspective. In INTED2020 Proceedings (pp 7946-7953). Smakman M., Konijn E.A. (2020) Robot Tutors: Welcome or Ethically Questionable?. In: Merdan M., Lepuschitz W., Koppensteiner G., Balogh R., Obdržálek D. (eds) Robotics in Education. RiE 2019. Advances in Intelligent Systems and Computing, vol 1023. Springer, Cham Goudzwaard, M., Smakman, M., & Konijn, E. A. (2019). Robots are Good for Profit: A Business Perspective on Robots in Education. 2019 Joint IEEE 9th International Conference on Development and Learning and Epigenetic Robotics (ICDL- EpiRob), 54–60. https://doi.org/10.1109/DEVLRN.2019.8850726 Video Stel je voor: een robot die de leerkracht helpt in de klas
