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The data centre industry (DCI) has grown from zero in the 1980s, to enabling 60% of the global population to be connected in 2021 via 7.2 million data centres. The DCI is based on a linear economy and there is an urgent need to transform to a Circular Economy to establish a secure supply chain and ensure an economically stable and uninterrupted service, which is particularly difficult in an industry that is comprised of ten insular subsectors. This paper describes the CEDaCI project which was established to address the challenge in this unique sector; this ground-breaking project employs a whole systems approach, Design Thinking and the Double Diamond methods, which rely on people/stakeholder engagement throughout. The paper reviews and assesses the impact of these methods and project to date, using quantitative and qualitative research, via an online sectoral survey and interviews with nine data centre and IT industry experts. The results show that the project is creating positive impact and initiating change across the sector and that the innovative output (designs, business models, and a digital tool) will ensure that sectoral transformation continues; the project methods and structure will also serve as an exemplar for other sectors.
In this paper, we aim to present a comprehensive analysis on the emerging phenomenon of distributed innovation in commons-based peer production (CBPP) platforms. Starting with the exploration of the widely held belief on value-creation confined to industrial settings, we raise several questions regarding the feasibility of, and a need for, an inclusive innovation process that can tap grassroots capacity into both traditional (industrial research and development) and emerging (peer-to-peer) innovation models to yield sustainable solutions. In particular, we explore the emergence and structuration of digital innovations in the maker movement, as it presents an alternative construct of innovation wherein access to and sharing of knowledge is predominantly distributed. With innovation outcomes often freely revealed, its very structuration could pose a principal challenge to our conceptualizations of value creation and competitive advantage in the current economic model. Drawing from responses received from 200 collaborative innovation platforms, six semi‐structured interviews focusing on socio-technical innovation cases, as well as four in-depth narrative interviews with maker turned entrepreneurs, we present a detailed analysis on the topology of network, typology of actors, as well as the underlying innovation ecosystem in CBPP networks in Germany. In doing so, we contribute to the conceptualization of peer-to-peer distributed innovations in collaborative platforms.
At the heart of transition research lies the question of how to "scale up" sustainable alternatives from a protected niche to the creation of mainstream practices. While upscaling processes are often seen as an essential element that contributes to societal transformation, upscaling itself remains a fuzzy concept. We argue that some fundamental dilemmas of upscaling can be identified, for example, the different understanding of the concept by researchers and practitioners. The dilemmas should be addressed in a more reflexive way by those from the worlds of science and practice who are involved in collaborative research settings.
Die Umweltauswirkungen von Teil-, Miet- oder Tauschangeboten aus dem Bereich der Sharing Economy werden zumeist aus einer Nachhaltigkeitsperspektive betrachtet und dementsprechend mit einer Verminderung des Ressourcenverbrauchs sowie einer gesteigerten Ressourceneffizienz verbunden. Handelt es sich bei Sharing Economy tatsächlich um eine ressourcenschonende, energieeffiziente und für den "Massenmarkt" geeignete Konsumalternative oder haben wir es vielmehr mit einer kurzzeitigen Nischeninnovation einzelner Lifestyle-Communities zu tun?
Zahlreiche Untersuchungen prognostizieren einen erheblichen Anstieg des globalen Ressourcenverbrauchs in den nächsten Jahrzehnten, wenn es nicht zu grundlegenden Veränderungen der Wirtschaftsweise kommt. Gegensteuern ist möglich durch politische Maßnahmen und einem Umdenken sowohl in der Produkt-Dienstleistungs-Entwicklung, bei der Gestaltung von Wertschöpfungsketten als auch im Konsumverhalten. Das Projekt BilRess identifiziert und entwickelt Angebote für alle Bildungsbereiche zum Thema Ressourcenschonung und Ressourceneffizienz.
Die in diesem Artikel vorgenommene Bestandsaufnahme der verschiedenen Bildungsangebote und die Analyse der Bildungsbereiche zeigt eine Vielzahl von Verbesserungsmöglichkeiten und Anknüpfungspunkte zur Implementierung von Ressourcenschonung und -effizienz in die unterschiedlichen Bildungsbereiche. Dabei wird immer wieder deutlich, dass die einzelnen Bildungsbereiche nicht isoliert betrachtet werden können. Die herausgearbeiteten Handlungsempfehlungen fließen in die Erstellung einer "Roadmap Ressourcenbildung" ein.
A continuing trend of global urbanization leads to a geographical concentration of population and social activities that causes a regional compression of concomitant resource and energy consumption. This paper argues that a Sustainable Living Lab infrastructure (SusLab) in urban areas facilitates a systematic integration of user's consideration in the design and development of Product-Service Systems (PSS) that enables changes of daily routines in favor of urban wealth development and conservation of ecosystem services. The authors build on the Sustainable Consumption and Production (SCP) Model of the Wuppertal Institute that provides a theoretical framework of sociotechnical rearrangements towards urban sustainability transition. Therefore, a reconfiguration of social practices and PSS in a desired direction according to social, ecological and economic concerns is reconsidered on the micro level in line with efficiency, consistency, and sufficiency strategies. The authors introduce an assessment framework for urban sustainable development and illustrate multifarious concepts of PSS that are aiming to decouple wealth development from resource and energy consumption in urban areas.
Many technical solutions have been developed to enhance the energy efficiency in buildings. However, the actual effectiveness and sustainability of these solutions often do not correspond to expectations because of the missing perspective of design, user's real needs, and unconsidered negative side effects of their use (rebounds). With the aim to help address these challenges, this paper presents results of a longitudinal living lab study and proposes a user-centered building management system (UC-BMS) as a prototype for office buildings. Based on mixed methods, UC-BMS was co-developed, tested, and evaluated in Germany in up to six office buildings, 85 offices, and within two heating periods. The results demonstrate that such user-oriented approach can save up to 20% of energy while maintaining or even improving comfort and work productivity. The findings show three main areas of intervention and elements of UC-BMS: (1) How interactive design and feedback systems (e.g., air quality) can stimulate ventilation practices and energy efficiency in offices and (2) supporting heating system optimization e.g., by better understanding office behavior. (3) Finally, an office comfort survey was conducted to enable communication between facility management and office users and thus limiting complaints and adapting the heating system towards actual office user needs.
The transdisciplinary research mode has gained prominence in the research on and for sustainability transformations. Yet, solution-oriented research addressing complex sustainability problems has become complex itself, with new transdisciplinary research formats being developed and tested for this purpose. Application of new formats offers learning potentials from experience. To this end, we accompanied fourteen research projects conceptualized as real-world labs (RwLs) from 2015 to 2018. RwLs were part of a funding program on "Science for Sustainability" in the German federal state of Baden-Württemberg. Here, we combine conceptual and empirical work to a structured collection of experiences and provide a comprehensive account of RwLs. First, we outline characteristics of RwLs as transformation oriented, transdisciplinary research approach, using experiments, enabling learning and having a long-term orientation. Second, we outline eleven success factors and concrete design notes we gained through a survey of the 14 RwLs: (1) find the right balance between scientific and societal aims, (2) address the practitioners needs and restrictions, (3) make use of the experimentation concept, (4) actively communicate, (5) develop a "collaboration culture", (6) be attached to concrete sites, (7) create lasting impact and transferability, (8) plan for sufficient time and financial means, (9) adaptability, (10) research-based learning, and (11) recognize dependency on external actors. Characteristics and success factors are combined to illustrate practical challenges in RwLs. Third, we show which methods could be used to cope with challenges in RwLs. We conclude discussing the state of debate on RwLs and outline future avenues of research.
A growing number of transformative research practices that redefine the role of science in engaging with local - mostly urban - transformation processes have emerged in recent decades. However, while education is considered a key driver for sustainability transformations, higher education has been slow to develop and implement dedicated, appropriate and effective transformative education programmes and learning modules. In this paper, we present a framework of design principles for transformative learning modules in higher education. These principles are derived from two growing discourses: higher education sustainability learning, and transdisciplinary and transformative research - both of which are centrally anchored in the field of sustainable development and sustainability science. The principles presented provide guidance for course leaders in higher education to create learning modules aimed at enabling students to become engaged in transdisciplinary and transformative research that fosters sustainability transitions in local and urban contexts. We use the Transformative Innovation Lab (TIL) - a learning course developed and tested at two German universities - as an example of how the design principles can be applied. The module, which runs over two semesters, supports Masters students in their process of developing real-world laboratories and exploring urban sustainability transitions through collaborative experimentation with local practice partners. We discuss the factors that enable and limit the implementation of transformative learning modules and outline aspects of the novel roles adopted by lecturers in transformative teaching environments. Moreover, we highlight the need for both institutional change and transformative teaching formats that go beyond transformative research as key for driving universities to take responsibility for collaboratively fostering sustainability transitions in their local contexts.