Extending the lifespan of products can be approached in several ways. One promising way is to give users a greater sense of ownership of the products that are used. In the context of Product Service Systems (PSS), products are often used temporarily, shared with others, and offered through a technology-mediated environment. Not much is known about psychological ownership in this context. To evaluate psychological ownership affordances as an intermediate knowledge tool in the context of PSS, we started a case study focused on a bicycle sharing service of The Student Hotel (TSH). The central question was how a design approach, based on psychological ownership, can help to redesign the bicycle-service of TSH to contribute to extended lifespans of the bicycles. This resulted in ten exemplary designs as project outcomes and two implemented design interventions in a TSH branch. All project members and stakeholders (app supplier X-bike and Roetz-bikes mechanics) and students of Eindhoven University of Technology (TU/e) and Utrecht University of Applied Sciences (HU) (n=42) were interviewed on process efficiency, process quality and design quality at the end of the collaboration. We performed a qualitative analysis to identify when and how the team members applied the design tool, how these obstructed or supported the design process, and if the team members show shared understanding of the behavioral and/or social consequences of their decisions. The results show both top-down and bottom-up insights, leading to four suggestions for adapting the existing model as an intermediate knowledge tool: (1) being more goal-oriented, (2) consider a hierarchy of affordances, (3) consider to add a new affordance and (4) recognize a more active role of the service provider.
Modern day challenges of water resource management involve difficult decision-making in the face of increasing complexity and uncertainty. However, even if all decision-makers possessed perfect knowledge, water management decisions ultimately involve competing values, which will only get more prominent with increasing scarcity and competition over resources. Therefore, an important normative goal for water management is long-term cooperation between stakeholders. According to the principles of integrated water resource management (IWRM), this necessitates that managerial decisions support social equity and intergenerational equity (social equity that spans generations). The purpose of this discussion is to formulate preliminary recommendations for the design of serious games (SGs), a potential learning tool that may give rise to shared values and engage stakeholders with conflicting interests to cooperate towards a common goal. Specifically, this discussion explores whether SGs could promote values that transcend self-interest (transcendental values), based on the contributions of social psychology. The discussion is organized in the following way. First, an introduction is provided as to why understanding values from psychological perspectives is both important for water management and a potential avenue for learning in SGs. Second, a review of the description of values and mechanisms of value change from the field of social psychology is presented. This review highlights key psychological constraints to learning or applying values. Based on this review, recommendations are made for SGs designers to considerwhen developing games forwatermanagement, in order to promote transcendental values. Overall, the main conclusions from exploring the potential of value change for IWRMthrough SGs design are as follows: 1-SGs design needs to consider how all values change systematically; 2-SGs design should incorporate the many value conflicts that are faced in real life water management, 3-SGs could potentially promote learning by having players reflect on the reasoning behind value priorities across water management situations, and 4-value change ought to be tested in an iterative SGs design process using the Schwartz's Value Survey (SVS) (or something akin to it).
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PurposeAll entrepreneurs interact simultaneously with multiple entrepreneurial contexts throughout their entrepreneurial journey. This conceptual paper has two central aims: (1) it synthesises the current literature on gender and entrepreneurship, and (2) it increases our understanding of how gender norms, contextual embeddedness and (in)equality mechanisms interact within contexts. Illustrative contexts that are discussed include entrepreneurship education, business networks and finance.Design/methodology/approachThis conceptual paper draws upon extant literature to develop its proposed conceptual framework. It provides suggestions for systemic policy interventions as well as pointing to promising paths for future research.FindingsA literature-generated conceptual framework is developed to explain and address the systemic barriers faced by opportunity-driven women as they engage in entrepreneurial contexts. This conceptual framework visualises the interplay between gender norms, contextual embeddedness and inequality mechanisms to explain systemic disparities. An extra dimension is integrated in the framework to account for the power of agency within women and with others, whereby agency, either individually or collectively, may disrupt and subvert the current interplay with inequality mechanisms.Originality/valueThis work advances understanding of the underrepresentation of women entrepreneurs. The paper offers a conceptual framework that provides policymakers with a useful tool to understand how to intervene and increase contextual embeddedness for all entrepreneurs. Additionally, this paper suggests moving beyond “fixing” women entrepreneurs and points towards disrupting systemic disparities to accomplish this contextual embeddedness for all entrepreneurs. By doing so, this research adds to academic knowledge on the construction and reconstruction of gender in the field of entrepreneurship.
