: To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process is still limited, especially among young people. In addition, the topichas mainly been approached from an engineering angle, ignoring the social challenges: lack of public support for solar farms and large wind turbines could stop the need to act. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce “We-Energy Game”, which aims to create understanding on the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pre-test and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness and understanding. Results reveal positive outcomes on awareness, as well as understanding of the complexity of energy transition and the importance (and difficulty) of collaboration among stakeholders.
This chapter explores how various organizations are engaging millennials inthe energy transition. In the climate accord from Paris, almost all countriesin the world agreed upon reducing greenhouse gasses, so climate change willbe limited. In order to do so, we do need to cut down on our use of fossil fuelsand we do need to alter our behaviour. In this chapter, we study how organizations are engaging with young people, often referred to as millennials onthis subject. Millennials are seen as digital natives, and they grew up withdigital communication. Do organizations engage millennials in this energytransition and engage them in a way that millennials do communicate? Ourstudy showed that, with a few exceptions, organizations do not use interactivemedia and elements that millennials use, and in this, do not engage millennials to join in the energy transition. We give some suggestions on how organizations can engage millennials to a larger extent
This paper addresses the challenge of assessing Energy Transition Readiness levels in businesses. It identifies gaps in existing literature concerning energy transitions and readiness levels. To tackle this, the paper employs organizational learning theory as its foundational model and introduces a new taxonomy of key energy readiness indicators. This taxonomy offers a practical guide for business professionals to implement targeted interventions effectively. Additionally, it enables benchmarking and comparison of sector and industry actors. In summary, the integration of organizational learning theory expands the discourse on strategically managing global challenges.
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Energy transition is key to achieving a sustainable future. In this transition, an often neglected pillar is raising awareness and educating youth on the benefits, complexities, and urgency of renewable energy supply and energy efficiency. The Master Energy for Society, and particularly the course “Society in Transition”, aims at providing a first overview on the urgency and complexities of the energy transition. However, educating on the energy transition brings challenges: it is a complex topic to understand for students, especially when they have diverse backgrounds. In the last years we have seen a growing interest in the use of gamification approaches in higher institutions. While most practices have been related to digital gaming approaches, there is a new trend: escape rooms. The intended output and proposed innovation is therefore the development and application of an escape room on energy transition to increase knowledge and raise motivation among our students by addressing both hard and soft skills in an innovative and original way. This project is interdisciplinary, multi-disciplinary and transdisciplinary due to the complexity of the topic; it consists of three different stages, including evaluation, and requires the involvement of students and colleagues from the master program. We are confident that this proposed innovation can lead to an improvement, based on relevant literature and previous experiences in other institutions, and has the potential to be successfully implemented in other higher education institutions in The Netherlands.
In order to achieve much-needed transitions in energy and health, systemic changes are required that are firmly based on the principles of regard for others and community values, while at the same time operating in market conditions. Social entrepreneurship and community entrepreneurship (SCE) hold the promise to catalyze such transitions, as they combine bottom-up social initiatives with a focus on financially viable business models. SCE requires a facilitating ecosystem in order to be able to fully realize its potential. As yet it is unclear in which way the entrepreneurial ecosystem for social and community entrepreneurship facilitates or hinders the flourishing and scaling of such entrepreneurship. It is also unclear how exactly entrepreneurs and stakeholders influence their ecosystem to become more facilitative. This research programme addresses these questions. Conceptually it integrates entrepreneurial ecosystem frameworks with upcoming theories on civic wealth creation, collaborative governance, participative learning and collective action frameworks.This multidisciplinary research project capitalizes on a unique consortium: the Dutch City Deal ‘Impact Ondernemen’. In this collaborative research, we enhance and expand current data collection efforts and adopt a living-lab setting centered on nine local and regional cases for collaborative learning through experimenting with innovative financial and business models. We develop meaningful, participatory design and evaluation methods and state-of-the-art digital tools to increase the effectiveness of impact measurement and management. Educational modules for professionals are developed to boost the abovementioned transition. The project’s learnings on mechanisms and processes can easily be adapted and translated to a broad range of impact areas.
