The transformative research approach of Real-World Laboratories (RWL) has recently attracted attention in German sustainability science. Some definitions and understandings have been published, but guidelines and procedural quality criteria for establishing and running a RWL are still missing. To address this gap, this article has two aims. First, it aims to derive key components of RWLs from the current discourse on RWLs and similar, but more elaborated research approaches. Second, it aims to transfer these key components into a comprehensive research practice. This practice is illustrated by the RWL process in the project "Well-being Transformation Wuppertal" (WTW).
Methodologically, the article builds on a review of RWL-related approaches for collaborative, intervention-oriented research. This includes transition management, transdisciplinary process models and action research. Based on this review, eight key components for RWLs are proposed. They position RWLs as a normatively framed approach that aims to contribute to local action for sustainable development and the empowerment of change agents. The approach uses transdisciplinary methods of knowledge integration and engages in cyclical real-world interventions within certain spatial and content-related boundaries.
The components are transferred into a flowchart, detailing process steps, aims, responsibilities and overall principles for putting RWLs into practice. Thus, a hitherto missing tool for designing and running RWLs is provided. Then, the RWL in the district of Mirke, Wuppertal, is used as an empirical example to illustrate the application of the flowchart and related key components. Consecutive discussions centre on the different roles of researchers and practitioners in the research process, as well as the relevance of an underlying theory of change for effective interventions. Finally, critical reflection, application and amendment of the proposed flowchart are encouraged
Die nachhaltigkeitsorientierte Transformation von urbanen Räumen ist eine akute Herausforderung. In den letzten Jahren haben koproduktive, experimentelle, transdisziplinäre und häufig informelle Stadtwandelprojekte als Such- und Lösungsräume hohe Sichtbarkeit erlangt. Schlüsselakteure hierfür stellen - so die These - Verwaltungsvertreter:innen einer integrierten Stadtentwicklung und -planung, Wissenschaftler:innen einer transformativen Forschung sowie zivilgesellschaftliche Stadtmacher:innen dar. Die Autor:innen, verankert in diesen drei Gruppen, kritisieren die häufig nur situative Zusammenarbeit dieser drei Akteursgruppen. Ein Modell der Zusammenarbeit im Spannungsfeld zwischen Gemeinsamkeiten, jeweiligen Potentialen und herausfordernden Eigenlogiken der Akteurssysteme wird entwickelt. Darauf aufbauend wird vorgestellt, wie durch strategischen Trialog und reflexive Lernprozesse die Zusammenarbeit verbessert und die Wirksamkeit koproduktiven und experimentellen Stadtwandels erhöht werden kann.
Para lograr una transición hacia el desarrollo sostenible son fundamentales la ciencia y la educación, especialmente la educación superior. Se necesitan formatos educativos para capacitar a los estudiantes en la realización de investigaciones transformadoras. Con base en la investigación transdisciplinaria y transformadora en laboratorios del mundo real y estudios del futuro, desarrollamos un módulo de aprendizaje y enseñanza integral: el Laboratorio de Innovación Transformadora (lit). El laboratorio desarrolla cinco competencias clave y tres tipos de conocimiento necesarios para impulsar innovaciones en sostenibilidad socialmente robustas. En este artículo se presentan las principales características de este formato vivencial y reflexivo, además de un manual para facilitar el laboratorio. También se comparten y discuten los aprendizajes centrales de la implementación de este formato en programas de estudio existentes a partir de dos pruebas realizadas en dos universidades alemanas.
For achieving a transition towards sustainable development, central importance is attached to science and education, and especially higher education. Suitable formats are needed for empowering students to perform transformative research. On the basis of transdisciplinary and transformative real-world laboratory research and futures studies, we develop encompassing learning and teaching module: the Transformative Innovation Lab (til). The lab builds on insights into five key competencies and three types of knowledge needed for developing socially robust sustainability innovations. In this paper, the main features of this experiential and reflexive format are presented and linked to a handbook for facilitating the lab. Central learnings for implementing the format in existing study programmes from two test runs at two German universities are shared and discussed.
Practices of urban experimentation are currently seen as a promising approach to making planning processes more collaborative and adaptive. The practices develop not only in the context of ideal-type concepts of urban experiments and urban labs but also organically in specific governance contexts. We present such an organic case in the city of Wuppertal, Germany, centred around a so-called change-maker initiative, "Utopiastadt." This initiative joined forces with the city administration and collaborated with a private property owner and the local economic development agency in an unusual planning process for the development of a central brownfield site. Ultimately, the consortium jointly published a framework concept that picked up the vision of the "Utopiastadt Campus" as an open-ended catalyst area for pilot projects and experiments on sustainability and city development. The concept was adopted by the city council and Utopiastadt purchased more than 50% of the land. In order to analyse the wider governance context and power struggles, we apply the social-constructivist theory of Strategic Action Fields (SAFs). We focused on the phases of contention and settlement, the shift in interaction forms, the role of an area development board as an internal governance unit and the influences of proximate fields, strategic action, and state facilitation on the development. We aim to demonstrate the potential of the theory of SAFs to understand a long-term urban development process and how an episode of experimentation evolved within this process. We discuss the theory's shortcomings and reflect critically on whether the process contributed to strengthening collaborative and experimental approaches in the governance of city development.
Ways of evaluating the societal impact of real-world labs as a transdisciplinary and transformative research format are under discussion. We present an evaluation approach rooted in structuration theory, with a focus on structure-agency dynamics at the science-society interface. We applied the theory with its four modalities (interpretation schemes, norms, allocative and authoritative resources) to the case of the Mirke neighbourhood in Wuppertal, Germany. Six projects promoted the capacity for co-productive city-making. The effects of the projects were jointly analysed in a co-evaluation process. Previously proposed subcategories of the modalities as an empirical operationalisation were tested and confirmed as being applicable. Five new subcategories were generated. The use of the modalities seems appropriate for co-evaluation processes. The tool is practical, focused on real-world effects, and suitable for transdisciplinary interpretation processes. We encourage further empirical testing of the tool, as well as development of the subcategories.
The co-operation between municipalities and civil society actors and their independent impulses for urban development are discussed under the terms of co-production and city-making. This article summarises these activities as co-productive city-making (koSM). Forms of as well as advantages and disadvantages of koSM have been discussed in research and practice so far, but analyses of the longitudinal genesis of these activities and their significance for the development of a specific area are rare. This article uses the longitudinally collected, mixed-method data of a constellation analysis of the development of the Mirke neighbourhood in Wuppertal/Germany. Based on four points in time, the dynamics as well as the spatial development of the koSM can be presented - individually and in comparison to other developments. It can be seen that the koSM in the Mirke has grown at an above-average and dynamic rate and can accordingly be interpreted as a motor of neighbourhood development. Main actors and locations are identified. The study is the basis for a follow-up work analysing the reasons and structural effects of the koSM. The koSM is discussed both in its interrelations with municipal action and in its significance for integrated and sustainable urban development. The method of constellation analysis is critically discussed with regard to the relationship between effort and benefit.
Jointly experimenting for transformation? : Shaping real-world laboratories by comparing them
(2018)
Real-world laboratories (RwLs, German Reallabore) belong to a family of increasingly popular experimental and transdisciplinary research approaches at the science-society interface. As these approaches in general, and RwLs in particular, often lack clear definitions of key characteristics and their operationalization, we make two contributions in this article. First, we identify five core characteristics of RwLs: contribution to transformation, experimental methods, transdisciplinary research mode, scalability and transferability of results, as well as scientific and societal learning and reflexivity. Second, we compare RwLs to similar research approaches according to the five characteristics. In this way, we provide an orientation on experimental and transdisciplinary research for societal transformations, and reveal the contributions of this type of research in supporting societal change. Our findings enable learning across the different approaches and highlight their complementarities, with a particular focus on RwLs.
Gaining deep leverage? : Reflecting and shaping real-world lab impacts through leverage points
(2024)
Real-world laboratories (RwLs) are gaining further traction as a means to achieve systemic impacts towards sustainability transformation. To guide the analysis of intended impacts, we introduce the concept of leverage points, discerning where, how, and to what end RwLs intervene in systems. Building on conceptual reasoning, we further develop our argument by exploring two RwL cases. Examining RwLs through the lens of the leverage points opens the way for a balanced and comprehensive approach to systemic experimentation. We invite RwL researchers and practitioners to further advance RwLs' transformative capacity by targeting the design and emerging direction of a system, contributing to a culture of sustainability.
In this paper we highlight the importance of structural dimensions of real-world laboratories (RwLs). Giddens' structuration theory provides a promising framework to better understand the interlinked abstract and physical (infra-)structural features of RwLs. We argue that research on and in RwLs needs to be sensitive to the spatial, temporal, and thematic scope of structuration processes. A systematic conceptualization of these dimensions remains an important task for future research. In order to arrive at such a more in-depth understanding and possibly an improvement in the transferability of knowledge created in RwLs, the idea proposed by the WBGU should be taken up: building RwLs for the long term and focusing more explicitly on their structural dimensions. First steps have been taken in the German city of Wuppertal where a RwL infrastructure has been built up over the course of various projects including a broad variety of resources, actors, and topics in the broader search and learning process for sustainable transitioning.
"Suffizienz als Geschäftsmodell" ist besonders für einen auch in jüngerer Zeit diskutierten gewinnenden Typus von Organisation von Bedeutung: den sogenannten Social Entrepreneur. Social Entrepreneure konzentrieren sich auf die Lösung gesellschaftlicher Probleme und die Investoren verzichten in diesem Rahmen auf die Maximierung von Gewinnen. Der vorliegende Beitrag zeigt, warum eine auf den 4 E's (Entrümpelung, Entschleunigung, Entflechtung, Entkommerzialisierung) beruhende Idee der Suffizienz (Sachs, Polit, 1993) als Geschäftszweck von Social Entrepreneurship besonders geeignet ist. Der Beitrag geht dabei auf die Herausforderung ein, aus entsprechenden Geschäftsideen ein belastbares Geschäftsmodell zu machen, das die langfristige Existenz des Social Entrepreneurs gewährleistet. Die Herausforderung der Integration von Suffizienz in das Geschäftsmodell werden am konkreten Beispiel "Utopiastadt" in Wuppertal beleuchtet, einem Social Entrepreneur, der in mehreren Suffizienz-relevanten "Geschäftsfeldern" tätig ist.
Die Transition-Town-Bewegung versteht sich als eine BürgerInnenbewegung, die den Wandel hin zu einer zukunftsfähigen Gesellschaft "von unten" vorantreibt. Sie setzt auf das Veränderungspotential von gemeinschaftlichem Handeln und verfolgt einen ganzheitlichen Bildungsansatz, der psychologische Aspekte des Wandels integriert. Die AutorInnen geben einen Einblick in das Konzept, präsentieren erste empirische Daten zur deutschen Bewegung und diskutieren ihre Potentiale und Grenzen.
Real-world laboratories (RwLs) often put researchers in highly demanding research contexts regarding their roles and self-conceptions. Helpful roles of researchers have been described but still little is known about the factors influencing the adoption of certain roles. Using data from three parallel RwLs in Wuppertal, Germany, we found four roles of researchers: the reflective scientist, the facilitator, the change agent and the (self-)reflexive scientist. We sequenced the RwLs into situations and analysed them by RwL process steps and conditions, considering the roles of researchers as outcomes. Although the conditions convey only limited explanatory power, there was a consistent picture that being pressured to carry out real-world action, having a practice partner with fewer resources and working without a functional project group is (in conjunction) sufficient to cause the researcher to partake in activities beyond conventional research. Process steps played a minor role. Our research on factors influencing the adoption of roles may help RwL researchers to perform their roles as intended.
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.