This chapter provides insights into the complex and adaptive nature of systems and illustrates key characteristics of such systems. These contribute to an understanding of the challenges in health promotion and imply a need for more context-specific research to evaluate the health promotion interventions. CARA can address this need as it can be used to evaluate and support change in complex adaptive systems. To support and inspire other health promotion researchers who want to adopt CARA as their research approach, we have discussed our experiences and provided some guiding principles. Overall, complexity thinking can help to understand the challenges in health promotion, whereby CARA provides a possible strategy for health promotion researchers when dealing with the challenges of evaluating health promotion interventions in complex adaptive systems.
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Energy Valley cluster and internationalisation.There is a need for more dynamic approaches to strategy development for clusters due to the complex internal and external environments that are part of clusters. The research introduced complex adaptive systems (CAS) approach to cluster theory where contextual analysis of clusters are an essential part of understanding cluster development. In-depth analyses of cluster dynamics and drivers of change in the context of the cluster would provide deeper understanding of cluster developments that will then feed into strategy development processes.
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While educators teach their students about decision making in complex environments, managers have to deal with the complexity of large projects on a daily basis. To make better decisions it is assumed, that the latter would benefit from better understanding of complex phenomena, as do students as the professionals of the future. The goal of this article is to evaluate the relevance of the use of simulation games for learning about the complexity of large-scale socio-technical projects. Relevant concepts from complex adaptive systems will be introduced or described. The conjecture is that complex adaptive systems can be simulated by games, in which players are able to experience the system workings, and retrieve more insight in their complex behaviour as a result. The multiplayer computer game SimPort-MV2 illustrates this by simulating the decision making process revolving around Maasvlakte 2 (MV2), an extension of the Port of Rotterdam into the North Sea. The game has been played by hundreds of students of higher education. Based on this study, we present preliminary indications of learning and conclusions on how simulation games can provide insights in a complex adaptive system and be used to educate both students and professionals.
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Een korte Nederlandse uitleg over het concept 'Whole Systems Approach' op basis van het promotie onderzoek van Anu Manickam van het Lectoraat Duurzaam Coöperatief Ondernemen
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Adaptive governance describes the purposeful collective actions to resist, adapt, or transform when faced with shocks. As governments are reluctant to intervene in informal settlements, community based organisations (CBOs) self-organize and take he lead. This study explores under what conditions CBOs in Mathare informal settlement, Nairobi initiate and sustain resilience activities during Covid-19. Study findings show that CBOs engage in multiple resilience activities, varying from maladaptive and unsustainable to adaptive, and transformative. Two conditions enable CBOs to initiate resilience activities: bonding within the community and coordination with other actors. To sustain these activities over 2.5 years of Covid-19, CBOs also require leadership, resources, organisational capacity, and network capacity. The same conditions appear to enable CBOs to engage in transformative activities. How-ever, CBOs cannot transform urban systems on their own. An additional condition, not met in Mathare, is that governments, NGOs, and donor agencies facilitate, support, and build community capacities. This is the peer reviewed version of the following article: Adaptive governance by community-based organisations: Community resilience initiatives during Covid‐19 in Mathare, Nairobi. which has been published in final form at doi/10.1002/sd.2682. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions
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In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources.
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What drivers of change and cluster dynamics, in particular for energy clusters, are significant to cluster development and what revision might be needed for cluster theory?
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Lectorale rede
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