Industrial Symbiosis Networks (ISNs) consist of firms that exchange residual materials and energy locally, in order to gain economic, environmental and/or social advantages. In practice, ISNs regularly fail when partners leave and the recovery of residual streams ends. Regarding the current societal need for a shift towards sustainability, it is undesirable that ISNs should fail. Failures of ISNs may be caused by actor behaviour that leads to unanticipated economic losses. In this paper, we explore the effect of these behaviours on ISN robustness by using an agent-based model (ABM). The constructed model is based on insights from both literature and participatory modelling in three real-world cases. It simulates the implementation of synergies for local waste exchange and compost production. The Theory of Planned Behaviour (TPB) was used to model agent behaviour in time-dependent bilateral negotiations and synergy evaluation processes. We explored model behaviour with and without TPB logic across a range of possible TPB input variables. The simulation results show how the modelled planned behaviour affects the cash flow outcomes of the social agents and the robustness of the network. The study contributes to the theoretical development of industrial symbiosis research by providing a quantitative model of all ISN implementation stages, in which various behavioural patterns of entrepreneurs are included. It also contributes to practice by offering insights on how network dynamics and robustness outcomes are not only related to context and ISN design, but also to actor behaviour.
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Behaviour change design has much to gain with the integration of insights from the behavioural sciences in the design process. However, this integration needs to be done without hampering the creative process. In two rich design cases aimed at health and safety behaviour change, we describe our efforts to develop a method for theory driven design based on the Double Diamond. Our method attempts to integrate insights from the Persuasive by Design-model (PbD) for behaviour change into the entire design process. Our case studies demonstrate that our method indeed augments the integration of theory and evidence in our designs, but only if the Double Diamond process model is complemented with an evaluation phase, and insights from the PbD-model are derived using rich, well developed tools.
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After the integration of research activities, universities of applied sciences (UASs) have formulated organisational strategies to foster connections between research and education (Daas et al., 2023). Scholars stated that the behaviour of employees within UASs influences ‘the direction and tempo in which the proposed aims are reached or resisted in the wider organisation’ (Griffioen & De Jong, 2017, p. 454). Thus, employees within UASs, such as academics and lower-level managers, play a key role in establishing research-education connections (Jenkins & Healey, 2005; Van der Rijst, 2009). A recent study has shown that academics and lower-level managers connect research and education through three types of behaviours: by involving aspects of research in education, by involving aspects of education in research, and by involving aspects of research and education equally, with the first type mentioned most often (Daas & Griffioen, in review). Similar patterns are observed in previous studies highlighting how education benefits from research rather than vice versa (Taylor, 2007). However, the beliefs underpinning this behavioural focus still remain unclear. Scholars have reported factors that could influence employees in connecting research and education, such as career stages, personal abilities and the availability of resources influencing how academics combine research and teaching tasks (Coate, Barnett & Williams, 2001; Shin, 2011), and research productivity and teaching beliefs influencing how academics integrate research in teaching (Hu et al., 2015; Magi & Beerkens, 2016). Despite the important value of these insights, these studies all focus on one (set of) behaviour(s) in connecting research and education instead of considering factors influencing behaviours in connecting research and education holistically. Moreover, most of these studies consider academics instead of managers. Therefore, the purpose of this study is to investigate the beliefs underpinning the behaviour of academics and lower-level managers in UASs in connecting research and education.To study the underpinning beliefs we applied the Theory of Planned Behaviour (TPB; Ajzen, 1991) as a theoretical lens. According to the TPB, a person’s behavioural intentions are shaped through three determinants (Ajzen, 1991). Behavioural beliefs (1) refer to a person’s conceptions about the expected positive/negative outcomes of practicing the behaviour. Normative beliefs (2) consist of a person’s conceptions about whether others approve/disapprove of practicing the behaviour. Control beliefs (3) are a person's conceptions about the presumed factors that could enable/hinder in practicing the behaviour. The research question is: Which behavioural, normative and control beliefs underpin the behaviour of academics and lower-level managers in connecting research and education?
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Purpose: This study analyses how weather shocks influence agricultural entrepreneurs’ risk perception and how they manage these risks. It explores what risks agricultural entrepreneurs perceive as important, and how they face climate change and related weather shock risks compared to the multiple risks of the enterprise. Design/methodology: This paper uses qualitative data from several sources: eight semi-structured interviews with experts in agriculture, three focus groups with experts and entrepreneurs, and 32 semi-structured interviews with agricultural entrepreneurs. Findings: not published yet Originality and value: This study contributes to the literature about risk management by small- and medium-sized agricultural enterprises: it studies factors that shape perceptions about weather shocks and about climate change and how these perceptions affect actions to manage related risks, and it identifies factors that motivate agricultural entrepreneurs to adapt to climate change and changing weather shock risks. Practical implications can lay the foundation for concrete actions and policies to improve the resilience and sustainability of the sector, by adjusting risk management strategies, collaboration, knowledge sharing, and climate adaptation policy support.
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(‘Co’-)Designing for healthy behaviour greatly benefits from integrating insights about individual behaviour and systemic influences. This study reports our experiences in using insights about individual and systemic determinants of behaviour to inform a large co-design project. To do so, we used two design tools that encourage focusing on individual determinants (Behavioural Lenses Approach) and social / systemic aspects of behaviour (Socionas). We performed a qualitative analysis to identify 1) when and how the team applied the design tools, and 2) how the tools supported or obstructed the design process. The results show that both tools had their distinctive uses during the process. Both tools improved the co-design process by deepening the conversations and underpinnings of the prototypes. Using the Behavioural Lenses under the guidance of a behavioural expert proved most beneficial. Furthermore, the Socionas showed the most potential when interacting with stakeholders, i.c. parents and PPTs.
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A cornerstone of inclusive education is teacher’s readiness to respond adequately to different educational needs of students in their diverse classroom. Differentiated instruction, referring to the process by which teachers carefully monitor students’ needs and progress, and adapt their instruction according to these differences, is a means to meet the needs of students of different levels. High-quality differentiated instruction is a complex process for teachers which needs careful preparation. This makes teachers’ intentions relating to differentiated instruction particularly relevant. In this article we compare two theoretical models to explain teachers’ intentions to differentiate: the Theory of Planned Behavior (TPB) and Self-determination theory (SDT). Secondary school teachers (n = 180) responded to a questionnaire in which we measured their intentions and predictor variables relating to both of the theoretical models. Linear regression showed that both the TPB as well as the SDT model significantly predicted teachers’ intentions (p < .01), but that the TPB model showed a better fit with the data (48 versus 32% explained variance). We conclude that in addition to the factors included in the TPB, autonomy might be a relevant factor in explaining teachers’intentions.
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In this thesis several studies are presented that have targeted decision making about case management plans in probation. In a case management plan probation officers describe the goals and interventions that should help offenders stop reoffending, and the specific measures necessary to reduce acute risks of recidivism and harm. Such a plan is embedded in a judicial framework, a sanction or advice about the sanction in which these interventions and measures should be executed. The topic of this thesis is the use of structured decision support, and the question is if this can improve decision making about case management plans in probation and subsequently improve the effectiveness of offender supervision. In this chapter we first sketch why structured decision making was introduced in the Dutch probation services. Next we describe the instrument for risk and needs assessment as well as the procedure to develop case management plans that are used by the Dutch probation services and that are investigated in this thesis. Then we describe the setting of the studies and the research questions, and we conclude with an overview of this thesis.
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The demands on lecturers in higher education to select, structure, and contextualise relevant and up-to-date resources for their students have increased; behaviour that is often referred to as curation. Currently, systematic insight into lecturers’ curational behaviour is limited. This scoping literature review provides an overview of the existing body of knowledge regarding lecturers’ curational behaviour. Twenty-four articles were selected and analysed, using the framework of Ajzen's Theory of Planned Behaviour). Findings show that although studies can be linked to elements of the TPB, current research does not approach curational behaviour as an interconnected process of behaviour and its intentions. Additionally, current research mainly focusses on selection of resources; other elements of curation such as structuring resources and providing context are overlooked. More knowledge of lecturers’ curational behaviour could lead to better understanding of how lecturers’ curation could be supported, which could improve the quality of higher education.
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Increasingly aware of the importance of active lifestyles, many people intend to exercise more. One of the main challenges is to translate exercise intentions into actual exercise behaviour, the so-called intention-behaviour gap. To investigate barriers and enablers that affect this gap, we conducted a 7-day diary study with 16 women. Participants indicated what their exercise intentions and behaviour were per day, and whether and why they changed retrospectively during the day. Through the diary study, we gain insights into (i) the intention-behaviour interplay, and (ii) the experienced barriers and enablers that influence this interplay throughout the day. Based on the findings, we contribute new implications for design in supporting people translating their intentions into exercise behaviour. We propose three design concepts to illustrate underlying design opportunities. The focus is on positively influencing the interplay of enablers and barriers of exercising and how these can be addressed through design
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This open access book is a valuable resource for students in health and other professions and practicing professionals interested in supporting effective change in self-management behaviors in chronic disease, such as medication taking, physical activity and healthy eating. Developed under the auspices of the Train4Health project, funded by the Erasmus+ program of the European Union, the book contains six chapters written by international contributors from different disciplines. This chapter presents open-access educational products that supplement this book: case studies and a web application to simulate behaviour change support in persons with chronic disease. The former is of particular interest for academic educators, while the latter may interest students independently pursuing training outside the classroom. These products can also be useful for professionals aiming to enhance behaviour change competencies in practice. First, it addresses key aspects of product development, including hallmarks such as the incorporation of behaviour change science and transnational co-production with users. Then, the main features of case studies and the web application with 2D virtual humans are described.
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