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It’s the complexity stupid!
Published in Jens Stissing Jensen, Matthew Cashmore, Philipp Späth, The Politics of Urban Sustainability Transitions, 2018
Shivant Jhagroe, Derk Loorbach
Before being able to proactively and strategically engage with complex dynamics in their daily contexts, problem structuring allows frontrunners to specify and establish an urban ‘transition object’. Problem structuring is considered productive in settings of multiple actors, conflicting interests and uncertainties (Mingers and Rosenhead 2004). This method allows actors to frame a range of local concerns into broader systemic diagnosis, in terms of unsustainable systems that are in need of a sustainable transition. For instance, concerns of urban smog, climate change and electricity-grid peaks are framed as symptoms on underlying persistent problems inherent to the dominant system, for example a centralised fossil-energy system. This framing of problems as symptoms renders the idea of persistent problems: regular policies and approaches seek to deal with the problems but often indirectly only help strengthen the dominant system by improving it. The transition perspective based on complex-system dynamics then suggest that such persistent problems ultimately will lead to non-linear systemic change as both the contexts changes, incumbent regimes cannot adapt and change agents will develop better alternatives. Diagnosing the city and articulating a proper object of transition, is enacted by frontrunners in so-called ‘transition arenas’. Transition arenas are spaces in which convergences takes place ‘of the various problem perceptions [which are] facilitated from the articulation of diverging perspectives of the actors involved, which in turn will lead to new insights into the nature of the problem(s) and the underlying causal mechanisms’ (Loorbach 2010, p. 174). Problem structuring offers a clear epistemic link to the urban ‘transition challenge’ deemed relevant.
Making change: instructional pivots of academic makerspace projects during the COVID-19 pandemic
Published in European Journal of Engineering Education, 2022
Audrey Boklage, Roxana Carbonell, Madison Andrews
While we recognise the instructional changes resulting from the COVID-19 pivot were the result of an abrupt shift, they do represent an opportunity to recognise specific characteristics of the changes in instructional practices. The four categories approach provides an opportunity to use a systemic way of analysing which change perspectives are most appropriate in a given situation (Borrego and Henderson 2014), such as the COVID-19 pivot. This framework provides an opportunity to identify strengths and opportunities within the change strategy to support long lasting systemic change.
The role of education in promoting circular economy
Published in International Journal of Sustainable Engineering, 2023
Maija Tiippana-Usvasalo, Nani Pajunen, Holuszko Maria
In order to achieve the transition towards a carbon-neutral circular economy, there is a need for systemic change in society. Changes must be made at every level and in every sector of society. Systemic change requires a complete paradigm shift. In systemic change, many aspects of the problem must be addressed at the same time, as shown in Figure 2.