Observations and explanatory factors per design principles for VHL Living Labs
| Design principle | Observation | Explanatory factors |
|---|---|---|
| 1. Quadruple helix participation | – Mostly knowledge institutes and SMEs are involved; – HEI sets research agenda; focus on technological innovations; – Citizens, farmers, students and the public sector are hardly involved; – Farmers and citizens are just informants; and – Critical NGOs are absent. | – Funding agencies require the involvement of Dutch SMEs, preferably those which aim to test technological innovations; – Government’s agencies perceived as bureaucratic, corrupt or having strategic agenda; – Critical reflections from farmers and NGOs on research are avoided; and – Researchers take on the traditional role as experts |
| 2. Learning environments for a sustainable future | – Focus on obvious SDGs: SDG2 Zero Hunger, SDG12 Responsible production and consumption; SDG15 Life on land; SDG14 Life below water, SDG6 Clean water; SDG13 Climate action; – Indirect focus: SDG4 Quality education, SDG7 Clean energy, SDG8 Decent work, SDG9 Industry innovation; and – Blind spots: SDG5 Gender equality; SDG10 Reduced inequalities; SDG16 Peace, justice and strong institutions | – Researchers avoid challenging the unsustainable practices of stakeholders; – Research projects developed from a technological expert perspective taking silo-view on SDGs; and – Little attention on action-oriented capabilities, social learning and challenging prevailing systems which are unsustainable |
| 3. Reflexivity in learning | – Learning processes are rarely conceptualized; no explicit learning agendas; and – Transformation component of applied research remains hidden | – Output and task-oriented research culture instead of learning, reflexivity and action – Experience, knowledge and interests of practitioners and citizens are not fully recognized |
| 4. Interaction, knowledge sharing and system management | – Interactions, roles and relationships are not made explicit; and – Local actors are perceived as informants, not yet as partners or change-agents | – Research is goal-oriented overlooking the importance of developing reciprocal relationships; and – Open communication, honest reflection and accepting critical remarks are not self-evident |
| 5. Transformative capacity | – This capacity is not yet developed; and – New knowledge is co-created but not yet actionable and change-oriented | – Debating unsustainable practices causing frictions are avoided; and – Researchers, lecturers and students take on the traditional role as researchers; not yet as transition-makers or change-agents |
| Design principle | Observation | Explanatory factors |
|---|---|---|
| 1. Quadruple helix participation | – Mostly knowledge institutes and SMEs are involved; | – Funding agencies require the involvement of Dutch SMEs, preferably those which aim to test technological innovations; |
| 2. Learning environments for a sustainable future | – Focus on obvious SDGs: SDG2 Zero Hunger, SDG12 Responsible production and consumption; SDG15 Life on land; SDG14 Life below water, SDG6 Clean water; SDG13 Climate action; | – Researchers avoid challenging the unsustainable practices of stakeholders; |
| 3. Reflexivity in learning | – Learning processes are rarely conceptualized; no explicit learning agendas; and | – Output and task-oriented research culture instead of learning, reflexivity and action |
| 4. Interaction, knowledge sharing and system management | – Interactions, roles and relationships are not made explicit; and | – Research is goal-oriented overlooking the importance of developing reciprocal relationships; and |
| 5. Transformative capacity | – This capacity is not yet developed; and | – Debating unsustainable practices causing frictions are avoided; and |
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.