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The magazine issue that we present today was originally developed for the Erasmus+ funded partner’s project Restart+ Communities (RESTART+). Within the framework of community development and regeneration, RESTART+ strives to create innovative learning tools and resources which equip leaders of community groups, public authorities and educational institutions with the knowledge and skills needed to adopt a transformative approach to community reactivation.

What is in this issue?

RESTART+ third issue walks you through the developments within the project and the results from RESTART+ regional alliances on how to build sustainable communities (p.2). The first part of the issue has the goal to inspire communities and their development. Following on the RESTART+ projects updates, the magazine introduces you to the cornerstone of the project – a set of open resources and a course on Community rejuvenation, consisting of 6 modules for self-paced learning and training others! (p.4). Additionally, the issue draws to your attention the extensive video cases repository on the project Youtube channel – check it out and explore incredible stories of community rejuvenation!

Furthermore, the magazin you will hear the voices from our alliances. Margaret Larkin from Donegal Local Development Company discusses how COVID-19 impacted the delivery of support to community (p. 8) while Mirela Nechita, an entrepreneur from Falticeni, Suceava county, discusses how to bring tourism to a small community.

As the pre-requisite of the RESTART+ project, we recognise that helping the community to reach new peaks involves initiative from a variety of local stakeholders and their close interaction with each other. With this in mind, the issue presents the stories from Remining-Lowex, a research, development and demonstration project aiming to repurpose old industrial sites for community use (p.14) and AGROKLUB, a development that helps farmers in Adriatic region stay connected (p. 16).

We hope the selection of the articles in this issue of our magazine will motivate you to bring new practices to your own community!

We wish you a pleasant reading and stay safe!

You can download the magazine in full HERE.

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On November 25th, 2020, the European Commission (EC), the executive body of the European Union (EU), presented its first regulation proposal: the EU ‘Data Governance Act’ to foster data-sharing mechanisms across the EU. If the proposal will get the approval of both the European Parliament and the Council of the EU, the two legislative branches of the bloc, it will become the first piece of legislation that underpins a real European data strategy.

The EU policy envisions the creation of a single market for the handling of data, where both public and private organisations can share and make use of trustworthy information. More specifically, the EC regulation wants to make sure of the full exploitation of the data that is generated within the EU and that nonetheless is not used widely due to national (Member States) data protection regulations of intellectual property, or sensitive information.

Moreover, to concretely facilitate information sharing, the EC will launch several ‘data spaces’ (with a total investment of €2 billion), which will include health, environment, energy, agriculture, mobility, finance, manufacturing, public administration, and skills. These, as argued by the Commission, will guarantee an improved flow of information amongst EU Member States.

With this premise, particular attention needs to be put on universities, which must take an increasingly predominant role as knowledge generators within our societies. Universities indeed have the potential to be the leaders of innovation in our cities through their research activities, and by further connecting their research to local issues.

In addition, the EU has also created an economically favourable environment both for universities and businesses to cooperate. Firstly, the EC has recently launched its ‘Recovery plan for Europe’, which, in response to the COVID-19 pandemic, will allow unprecedented investments of over € 1.8 trillion in the EU for the years to come. Interesting to notice that the Commission and its Member States have agreed to invest a substantial part of this capital in research for innovation – which will be mostly directed to universities – and for climate and digital transition – which will be mostly aimed at businesses.

Secondly, the EU has also agreed on a plan to make its economy greener and more sustainable, namely the EU Green Deal, that entails another package of over € 100 billion for the period 2021-2027, mainly intended for the industry and those businesses that want to undergo a transition to environmentally-friendly technologies. 

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It is needless to say, that the EU has put a solid basis for universities and city stakeholders to cooperate, both through the regulation proposal of a ‘Data Governance Act’ to create a single market for data and the EC’s investments in research, digital and green transition for the European economy. This will give the opportunity both to businesses and universities to gain momentum in their activities, and cooperation between the two can lead to unprecedented outcomes. Now, it is up to them to live up to the challenge of making our cities greener, more liveable, and technological, and to take advantage of the favourable legal and economic environment. Times could not be better!

Authored by: Mario Ceccarelli

Edited by: Jose Villagran Polo

Key resources:

Wray, Sarah. “What does the EU’s Data Governance Act mean for smart cities?” Cities Today, December 4, 2020. https://cities-today.com/what-does-the-eus-data-governance-act-mean-for-smart-cities/

European Commission. “Recovery Plan for Europe” Key Documents, November 11, 2020. https://ec.europa.eu/info/strategy/recovery-plan-europe_en#background

European Commission. “A European Green Deal” Key Documents, December 11, 2020. https://ec.europa.eu/info/strategy/priorities-2019-2024/european-green-deal_en

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CREATE SURPRISING SOLUTIONS FOR SOCIAL ISSUES

20Creathon is managed by the University of Twente, and offers students the opportunity to combine the skills gained in their course with the expertise provided by representatives of academia, industry and government bodies. This creative exchange is created around the social implications of digital technology, encouraging students to become responsible innovators and embrace the principles of sustainability and social justice.

As well as an economic prize for the winning team, 20Creathon offers the opportunity for the most robust ideas to be integrated in the entrepreneurial ecosystem. The combination of lectures, creative workshops and collaborative activities creates an experience that aims to maximize students’ ingenuity, and to introduce experts from industry and governance to fresh ideas to resolve current urban challenges.

20Creathon focuses on how the digitalization of society, innovation in IT services and the development of data collection and management solutions can help public authorities deliver sustainable growth. The organization highlights the social component of the creative process, encouraging students and other stakeholders to reflect on the impact that their creations can have not only on the municipality but on the society that they represent.

The project is structured around weekend challenges celebrated at the university premises. Prior to the event, members of 20Creathon propose a series of questions to representatives of ‘Challenge providers’ i.e. local or regional authorities and/or businesses. These initial ideas are discussed based on existing priorities for public bodies, and potential impact that might arise from the event. A variety of groups from different universities attend the weekend event. With the assistance of researchers, representatives of the municipality and the business community, the proposal of digital solutions is shaped on the basis of potential applicability and societal benefit.

The main objective is to explore the application of open data and digitalization to modern issues, and the potential to establish clear collaboration and enhance synergy between business, education and government.

IMPACTS

The concept of 20Creathon is a reflection of the commitment of UTwente to the delivery of programmes that encourage entrepreneurial and creative skills within its community. It aims to redefine the role of students within the educational community, engaging in collaborative events designed around the application of digital solutions for existing societal challenges.

Some of these project impacts are:

  • Develop the entrepreneurial spirit of participants
  • Expose students and young professionals to the benefits of knowledge transfer, creating opportunities for future cooperation
  • High level of engagement by students, exposing them to high pressure environments and allowing them to create solutions that can be further developed
  • Students improve their group working and communication skills
  • Bridging the gap between technology and governance
  • Public servants understand the potential of digital solutions to achieve inclusive growth, improving performance and reach within their daily activities
  • Businesses and academics identify specific needs of the public sector, and enhance the potential applicability of their solutions by government agencies and policy-makers

The structure, consistency, and multi-stakeholder collaboration demonstrated through the 20Creathon program allows for its success and transferability.  


Main Partners

Novel -T
University of Twente
Overijssel Province
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Remining-Lowex was a research, development and demonstration project, co-funded by the European Union’s 6th Framework Programme (FP6) CONCERTO II, which intended to use locally available, low-temperature geothermal energy from abandoned mines as energy source for heating and cooling of buildings. The project ran between June 2007 and June 2014, and involved two participating communities and demonstration sites, Heerlen (the Netherlands) and Zagorje ob Savi (Slovenia), and two associated communities with observer status, Czeladz (Poland) and Bourgas (Bulgaria).

Remining-Lowex aimed to link new developments to degraded industry areas by using abandoned mines as a renewable source of energy and revitalizing the community – also by embracing their heritage. An innovative communication strategy demonstrated that it is possible to take into account community emotions, including past, forgotten hardships and other socio-economic issues of the mine-workers’ communities, to envisage an increased quality of life and social welfare. Here, we focus in more detail on the Slovenian demonstration case of the otherwise large-scale project.

Zagorje ob Savi – Creating Alternative Energy Futures

Zagorje ob Savi is a town in the Central Sava Valley in central Slovenia and the seat of the municipality of the same name. Today, the Zagorje ob Savi municipality is home to about 17.000 residents, while its recent history, as well as everyday life and culture, were shaped by what was once the deepest brown coal mine in Europe (262 meters below sea level). The deposits of coal were discovered in 1755, boosting the region’s economic development and remaining the area’s main economic activity until 1995, when the last mines were closed. A renewed vision of Zagorje ob Savi’s future was needed to transform it from a former industrial mining city into a liveable and sustainable European city. Among other actions, this included switching to alternative and environmentally friendlier energy sources.  

The Remining-Lowex project was part of that change. The three key clusters of project activities included construction and energy refurbishment of public and private buildings, training, and demonstration of advanced technical solutions in practice. Within the project, a number of public buildings were renovated, including the local kindergarten, municipal headquarters, and the cultural centre. In addition, over 50 percent of multi-apartment buildings in the town of Zagorje were refurbished and the community energy systems were expanded and modernised. Training on low exergy technologies and utilization of renewable energy sources (RES) was prepared and carried out for businesses, students and pupils, with the aim of expanding the understanding of RES, rational use of energy, and low exergy technologies. The project team also designed a mobile research unit OELA – a low-energy self-sufficient mobile unit for demonstration of new concepts of low exergy technologies on the basis of renewable sources, and use of mine water for heating and cooling of residential or public buildings. The unit serves to carry out regular events related to renewable energy and energy efficiency, and as a demonstration and training facility. The presented technological innovations are associated with the culture of mining, at the same time transcending it to show and promote sustainable energy systems. The interiors as well as the envelope of the unit mimic a mining shaft and are adapted to mining architecture, thereby integrating the local mining heritage into its concept and design. OLEA also demonstrates the transition between a black, carbon-based history and a green sustainable future in the municipality and wider region.

The Key to Success: Multi-stakeholder and Multi-disciplinary R&D

A number of key stakeholders were directly engaged in the project activities, including the students and academic staff of the University of Ljubljana (Faculty of mechanical engineering, Laboratory for sustainable buildings and environmental technologies), the district heating utility, housing company, Zagorje ob Savi municipality council, industry representatives, NGOs, and of course the municipality residents.

Each contributed with their specific expertise and context. Local council and public services had access to local inhabitants and knowledge of specific local challenges regarding, for instance, the environment, energy, or the existing building fund. The council is also the local policy-maker with a level of authority, which proved crucial in ensuring a smooth delivery of the project and creating impact. Academic partners contributed with research, studies, and proposed solutions to the identified challenges that were in the focus of the project, such as sustainable energy and low exergy technologies. The University of Ljubljana students were also involved in research and development activities: they participated in all phases of the project, from planning, to research, measurements, design of solutions, or acquiring offers from technology providers. The students carried out field research as part of their lab assignments and were regularly present at the demonstration site. Industry partners, on the other hand, had the capacity to implement the developed solutions in practice as innovative demonstration cases.

The key result of the REMINING project is the demonstration of retrofitting buildings and building new urban areas within old mining communities, while climatizing these buildings with locally available low-valued energy resources by an integrated design approach, based on low energy principles. Derived specific results are the improvement of spatial planning, environmental effects, and economic performance of the area by providing affordable sustainable energy supply to the new development and integral approach of (urban) development, by using attractive design and low energy costs as magnets for new businesses, and to keep existing and attract new residents to the area. 


This blog article is written with reference to a good practice case study report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project.

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FOSTERING CURIOSITY

Demola is a co-creation programme between students and external organizations to deliver challenge-oriented ideas. It was created in 2008 within the innovation ecosystem of Tampere, Finland, thanks to the collaboration of municipality, local universities and the private sector. Building on a question or concept brought forward by the organization, Demola makes use of its extensive network of universities to select a multidisciplinary team of students that will complement the company’s current expertise.  

Demola offers the externalization of facilitation functions to access a larger collaborative network. Present in 17 countries and with over 50 universities being part of the framework, it can benefit organizations by delivering highly effective co-creative projects with multidisciplinary groups that improve the quality of the research. For students, it allows them to experience high pressured environments, with the added recognition in the form of university credits.

Demola embraces the need for multidisciplinary approaches for the educational community as well as public and private enterprises. Evolving around the concept of global megatrends, Demola reckons no organization can succeed without connected thinking. One of the priorities for Demola is to provide a co-creative ecosystem that is fair and reasonable for students. In order to achieve that, proposals from the challenges belong to the team, with the possibility for organizations to invest in the development of those concepts. The succession of feedback and internal assessment culminated in the development of New Factory in 2012, which operates as a hub for open innovation activity and Demola’s local co-creation centre.

OBJECTIVES AND IMPACTS          

The structure designed by the Demola team presents clear roles of students and organizations through the process. The nature of this framework protects the engagement of students and enhances the impact of their input in the project. By encouraging this equality in the dynamics within the group, Demola creates an environment that optimizes outcome via lack of hierarchy.

For example, enterprises have the opportunity to purchase exclusive usage rights to the results of the project. This distribution of ownership reinforces the direct relationship between students and organizations, with Demola providing a framework to regulate their negotiation for the usage of intellectual property.

The Demola program is a unique and innovative initiative connecting students with organizations in order to find creative solutions through collaborative partnerships. Some of the program objectives are:

  • Offer professional facilitation for companies to participate in co-creative activities, encouraging existing employees of public and private enterprises to experiment through co-creation with university students.
  • Develop a wider understanding of complex urban challenges, exposing the municipality to different perspectives and diversifying their approach through innovative thinking.
  • Offer a structure for students to access development opportunities outside the standard channels offered by their institutions, including new work methods and a different range of professional expertise, in order to cultivate skillsets that will equip them for their future career.
  • Provide a platform that connects the interests of companies and universities, allowing employees of enterprises to grow their skills while enhancing the teaching activities of the HEI.

Demola’s approach to collaboration sets itself apart thanks to the priority given to the relationship between students and organizations. This direct communication facilitates a greater focus on the specific challenge proposed by the partner. The Demola Alliance and its international reach allows companies to access a much larger pool of talent. The externalization of facilitation services provides a homogeneous co-creative process, optimized to the expectations of municipalities and businesses. The multifaceted, supportive, and expansive ecosystem created can be a valuable reference point for similar initiatives in the future.

Main Partners:

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The Masters of Regional and Urban Strategy (Stratégies territoriales et urbaines, STU) prepares students for professional practice in the field of urban policy and governance. A key component of year 1 is the module ‘Projet collectif’, in which students are exposed to real life scenarios. The module runs from October until June and provides an opportunity for students to engage with a variety of stakeholders in order to develop suitable proposals. Topics focus on the implementation of sustainability principles, public participation and social cohesion, in order to complement the theoretical content of the Master’s programme.

The STU Masters programme is a combination of theoretical background and exposure to professional practice. The group project module exemplifies that plurality of inputs, and challenges students to complete a research project that fulfils not only the academic requirements of their course, but also the expectations of professional practitioners.

The programme puts students into groups of four based on their interests and diverse backgrounds from their undergraduate studies. The topics of interest are submitted by the local stakeholders and are then chosen after an internal evaluation. A mentor is then chosen to overview each of the projects. This individual can be a representative of the university, industry or municipality, and the selection is based on their area of expertise and the proposed methodologies. An example of topics treated during the 2018-2019 year were:

  • Use of numerical data for the optimization of urban regeneration projects
  • Change of dynamics for municipalities and regions within the renewable energy markets through the use of urban policy
  • State of public participation in medium-to-large sized settlements

Students must attend scheduled sessions while also developing their line of investigation, collecting and analysing data, and defining proposals. Students must also allocate extra time in order to complete their in-depth research. This includes the arrangement of interviews with specialist practitioners, communication with stakeholders, field trips for data collection and observation, and assessment sessions with members of the municipality. At the end of their second semester, students must submit an extensive report that summarises their findings, research methodology and proposals, as well as make a public presentation of their concept.

DEVELOPED SKILLS AND COMPETENCES

This interdisciplinary approach gives students an opportunity to gain first-hand experience, build a network, receive expert feedback, expand their research skills, and pursue a Master’s degree. The design of the programme combines the traditional research structure with guidance and methodology suggested by representatives of the municipality and other practitioners. There were several noted impacts from this programme, which varied based on the stakeholder engaged.

For the Urban School and Sciences Po University:

  • A more robust connection between the theoretical background explained during the course and the reality of professional practice

For the students:

  • A set of soft skills that will facilitate their transition into the professional career
  • Increased technical capabilities in the use of professional software such as Geographical Information Systems (GIS) and statistical analysis
  • Potential employment opportunities for postgraduates

For the local community:

  • A good quality document that can inform future lines of investigation for municipalities
  • A new dimension for the municipality, with up to date information and relevant use of the available data
  • Potential recruitment considerations to strengthen the capabilities of the department
  • Innovative ideas and research paths instigating a conversation within the government agencies to implement change within their structure
  • Consideration of the allocation of resources to pursue solutions that were explored by student groups

The structure of the group project for their urban studies courses are already being replicated by other universities. The basic framework is easy to transfer to other contexts. However, the success of the project requires the accumulation of an extensive network of practitioners and collaborators. This one year module built into a larger Master’s programme can be a valuable reference point for similar initiatives in the future.

Main Partners:

Urban School   

Sciences Po University

  France Urbaine

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Since 1995, the Illinois Institute of Technology (IIT) has been offering an experiential interdisciplinary learning format that has become part of university core curriculum that all undergraduates complete in order to graduate. The Interprofessional Projects Program (IPRO) prepares IIT undergraduate students for the practical challenges they will face in a changing workplace by emulating a cross-functional team environment.

Founded in 1890, IIT is a private, Ph.D.-granting research university that awards degrees in engineering, the sciences, architecture, law, design, psychology, humanities, and business. A strategic direction for IIT was established in 1994: in the face of competitive and financial weaknesses, reinvestments in the campus location and reinvention of the curriculum were initiated in order to support the distinctiveness of the undergraduate curriculum and attract students. The distinctiveness and resulting enhanced competitiveness of IIT undergraduate programs were enhanced by introducing the IPRO course as a new university-business collaboration initiative. It began as a pilot programme in 1995 and became a regular part of the undergraduate curriculum in 1999. The IPRO concept was inspired by feedback from companies like Boeing and from accreditation agencies who felt that engineering graduates generally needed greater university experience in teamwork and communication in order to be attractive candidates for corporate positions. In addition to the emphasis on teamwork and communication, the introduction of user-centred design thinking helped advance the program. With 20-200 students from various disciplines involved in the program per semester in the pilot phase, IPROs grew and developed to become an IIT general education requirement that now involves on the order of 100 Teams and 600 students participating each semester.

Semester-long projects based on contemporary open-ended problem-solving opportunities

IPRO course offers students experience in tackling a semester-long open-ended challenge as part of an interdisciplinary team. Project topics reflect the diversity of the workplace, offering a wide range of choices for students to apply knowledge from their disciplines. An important aspect of the IPRO Program is the involvement of workplace organizations that identify viable “real world” complex topics, and provide financial support and professional advice to IPRO teams throughout the semester. Approximately one-third of IPRO projects are financially-sponsored, with additional projects benefitting from informal collaboration with a range of business, non-profit, entrepreneurial and public sector organizations. The current (Spring 2020) IPRO model allows students to choose from two IPRO options.

In the IPRO Themed Workshop, the sponsor organization offers a challenge and then 50 to 100 students (divided into small interdisciplinary teams of 3 to 5 students) spend the semester developing either a working prototype or a rigorous research paper based on the challenge. The Spring 2020 topic areas include: Energy & Environmental Innovation, Frontiers of Technological Innovation, Public Safety Innovation, Urban Livability Innovation with a focus on water, STEM Education and Community, and Digital Service Design Workshop.

The Special Projects follow the “classic” IPRO format that has a single problem to explore through an integrated team approach with students organized in task groups that work toward a common goal – a rigorous research and development project. A small group of students (between 10 to 15) from various disciplines appropriate to the topic work closely with the faculty on all aspects of the project. In Spring 2020 semester, the projects include: Developing Remote Telescope for Use with IBM Watson Technology, NASA+SAElectric Vehicle Design, Designing for Nicaragua, Electrical & Energy Efficiency – Strategies for Sustainability, Power Over Ethernet: Lighting Cybersecurity Vulnerabilities and Capabilities Analysis, Engineering Life in the Service of Humanity: The IGEM Competition, Plastic Waste Mitigation, and Consulting Unplugged.

To provide an example of the students’ projects, a collection of IPRO students’ posters is available on IPRO website that demonstrates the topics addressed by IPRO teams. As water is covering over 70% of the earth and being essential to life, water is a topic that continues to be of interest to many industries and disciplines – particularly in the realm of innovation and design. Over the years IPRO projects have focused on water through a variety of contemporary lenses: accessibility, quality, health, transport, farming, urban planning, disaster mitigation and sustainability. Other examples of IPRO projects include e.g. architecture, humanities and engineering students collaborating on low-cost shelter solutions; or chemistry, business and law students working together to develop best practices in CO2-reducing technologies.

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IPRO Requirements that Satisfy Accreditation and Develop Future Leaders

IPRO course has several learning objectives that are addressed in the process of grappling with a complex open-ended problem that requires collaboration by students from multiple disciplines:

• Teamwork: How to be an effective member of an interdisciplinary team, adding the expertise of your discipline and working on topics broader than your major field.

• Communication: How to effectively communicate the technical and non-technical aspects of a project to key stakeholders.

• Logically correct reasoning: The ability to generate a hypothesis using inductive logic (leveraging creativity and design methods), and then prove/disprove it using deductive logic (leveraging prototyping and scientific thinking).

• Project management: Deliver a desired, planned outcome with time and resource constraints.

• Ethics: How to act ethically when conducting research, working in teams, and creating solutions.

IPRO teamwork activitiestypically progress through five phases, from project definition, to research & analysis, concept development, prototyping & testing, and conveying the work. The teaching and learning process involves a number of activities and deliverables. For instance, IPRO teams are strongly encouraged to create a basic project plan that captures a team’s collective view about the organization and goals of the team, tasks and assignments, schedule and deliverables for the project, and a forecast of budget needs. IPRO teams are then required to present a midterm presentation about their project with at least three external professionals knowledgeable about the project topic to provide feedback to the students on their project. They are also required to create an exhibit for the IPRO Day event. This generally involves creating and printing posters as well as prototypes, videos and other means of communicating the story of a project and its outcomes or results. The teams give a final presentation about their projectandmay create a final report or other document that captures a team’s project work in a professional manner for distribution to sponsors, community partners and other stakeholders. The students also participate in the course evaluation process through a survey, which contributes to the assessment of the achievement of the IPRO learning goals and provide feedback to the IPRO Program that can lead to improvements in the experience. The students are graded on the quality and level of effort each team member demonstrates, the participation and functioning of the students as members of a team, and the overall performance of the team, which includes its effectiveness in collaboration, and achieving the project goals, deliverables and outcomes in a quality fashion.

At the end of the semester, IPRO teams participate in the IPRO Day event by showcasing their semester-long project. Professionals from the Chicago area, including a consistently large proportion of IIT alumni, serve as judges or are invited as guests to visit exhibits and offer IPRO teams an opportunity to share their methods and project outcomes. IPRO teams are organized by themes, with the top-ranked teams recognized at the IPRO Day closing ceremony.

IPRO impacts

The establishment of the IPRO course and its evolution over nearly 25 years has significantly improved the ability of IIT to attract students because it has been a sustainable, distinctive approach to experiential education that prepares students for the way that they will work in teams and on projects. The IPRO course has also had a significant impact on how IIT alumni engage with the university by offering topics for IPRO teams, sponsoring IPRO projects, serving as mentors and IPRO instructors. Engaging alumni in a sustainable fashion is a challenge all universities face, and the IPRO course offers a terrific way for alumni to remain involved and become inspired to support the university financially as well. IPRO has offered a significant platform for faculty to crystallize their ideas for research projects that can lead to external funding, as well as encourage students to participate in research in areas of faculty interest. It has also offered opportunities to faculty members to develop their coaching skills and to collaborate with faculty from other university departments.

IPRO has also created an impact on student employment and workplace validation, strengthening the resumes of IIT students seeking internships and career positions, and provided strong “talking points” in interviews with recruiters that underscore the practical IPRO experience they have gained and the unique user-centred design methods they have learned, which sets them apart from the competition for positions in industry and government. IIT students and graduatesare differentiated by their readiness and ability to manoeuvre in a complex work environment—skills that cannot be learned in a classroom alone. IPRO offers an environment to help students develop the discipline, leadership, and communication skills to succeed within a multidisciplinary group.

Since 1995, hundreds of organizations have participated in IPRO as sponsors and collaborators, including corporations of all sizes, entrepreneurs, non-profit organizations (museums, community organizations, etc.), government agencies, industry associations, philanthropic foundations, etc. Within IPRO, they become acquainted with students to identify recruiting prospects, they build relationships with research faculty, challenge a multidisciplinary team with a real and complex problem, and support the needs of non-profit community partners.


This blog article is written with reference to a good practice case study report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project.

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ITS FACTORY COMMUNITY SEEKS SOLUTIONS FOR MOBILITY CHALLENGES THROUGH CLOSE CO-OPERATION OF THE PUBLIC AND PRIVATE SECTORS

ITS Factory is a public-private collaborative platform that aims to maximise synergies to develop innovative solutions in the field of Intelligent Transport Systems (ITS). Reflecting the complexity of modern urban challenges, the ecosystem facilitates communication between the public sector, academia and businesses.

The development of solutions through the ITS structure creates a two-way exchange, from which developers and researchers gain access to the available data from public sources, and the region benefits from the production of the latest concepts in urban mobility. For the student community, this collaborative environment creates an opportunity to gain exposure to the iterative process that informs technological creativity, and to become more aware of the social component that is attached to the development of solutions for the modern urban environment.

Modern mobility solutions, and the application of technology, relies heavily in the collection, storage and distribution of data. There is an increasing awareness of the potential for open data to unlock unlimited solutions to deliver the promise of smart communities and sustainable urban ecosystems. The main objective of the initiative is to generate a collaborative community specialized in the delivery of intelligent transport solutions. By attracting as many stakeholders as possible, ITS Factory aims to make Tampere an international pole in the field of mobility innovation.

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COLLABORATIVE NETWORK

Together with the constantly expanding network of private actors, there are several institutions within public governance and education that participate in a more permanent role to provide infrastructure, data, and financial support. The different partners are allowed to develop their own ideas and execute specific projects within the realm of ITS. Some of the core activities include:

  • ITS Factory development
  • Commercialization and marketing activities
  • Facilitation for developers
  • Testing facilities
  • Interaction with end-user

The integration of ITS Factory within the Business Tampere structure allowed for a more streamlined co-creation process, resulting in the following impacts from this collaboration:

  • Commercialization of products and services
  • Creation of new research and development opportunities
  • Development of industry standards for the creation, exchange and management of data
  • Access to innovative transport solutions for the City of Tampere, the Tampere Region, and the citizenship
  • Associated societal impacts, including a more efficient transport network, reduction in emissions, optimization of costs, road safety, accessibility and public health

In order to reach the highest levels of innovation and co-production, ITS Factory aimed to create an ecosystem in which all stakeholders felt free to engage in research, collaboration and development of concepts. The flexibility of the creative model allows for extensive adaptability to the needs of developers and researchers. Due to the wide range of projects that can be integrated in the ITS ecosystem, the structure offers the possibility to benefit from the platform, including access to public data and real-life testing, to any type of venture. This perspective on stakeholder engagement, as well as the model developed, can be a valuable reference point for similar initiatives in the future.

Main Partners:

City of Tampere

Council of Tampere

Business Tampere

Tampere University

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CREATIVE DESIGN SEMESTER AND UNISTARTAPP GIVE THE OPPORTUNITY FOR STUDENTS TO ACQUIRE THE FEATURES BY EMPLOYERS OF TODAY

The Warsaw Design Factory, located in the Warsaw University of Technology, aims to build an innovative university in order to develop skills in their students. With this initiative, the university aims to develop professional skills that are missing in formal university curricula; improve the interdisciplinarity achieved through multifaceted teams with students from different areas; but also improve the competences of their academic staff.

The Creative Design Semester is an additional semester targeted to 1st and 2nd degree students from various faculties of the Warsaw University of Technology to prepared them to the business world. One of the most important projects implemented jointly with the authorities of several cities in Poland was UniStartApp. This project combined the academic education, giving their participants ETCS points for this project, while remaining consistent with the startup creation methodology.

The UniStartApp was run through some defined stages and milestones assigned to each one of them: from the application idea, through competitor analysis, identification of user requirements, creation of the final product vision, together with supporting business model, requirement specification, summary of business-system analysis and final programming workshop.  This project begun in the early 2016 and was concluded in November of the same year, with the Gala event at Warsaw University of Technology, attended by all the project partners as well the representatives from the Ministries of Development and of Digitization, the Office of Electronic Communications, venture capital organizations, tech companies and the Polish Agency for Entrepreneurship Development.

DEVELOPED SKILLS AND COMPETENCES

Interdisciplinary teams, composed of students from the faculties of management, finance and IT worked on the concept and prototype of an application in line with the idea of ​​smart city. Qualified experts have supervised the group’s activities, leading to the creation of applications aiming at helping job seeking activities, organizing events, improving urban infrastructure, among others.

The UniStartApp project was a unique and innovative initiative preparing students to be the entrepreneurs of the future. Some of these competencies were:

  • Interdisciplinary communication within teams (particularly between programmers and not tech participants)
  • Learn how to work virtually with teams, improving cooperation capacity in a virtual environment – competency highly expected in a digitalized business environment
  • Widening horizons
  • T-shape people, which means that each student learned skills outside their training area
  • Entrepreneurship education

Traditional university structures are, yet, not ready for interdisciplinary and interorganizational cooperation that are at the core of future startup leaders’ formation process. Ecosystems like the one tested within UniStartApp project, can be a valuable reference point for similar initiatives in the future.


Main partners

Warsaw University of Technology

Warsaw Design Factory
Municipality of Warsaw

 

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The design process of an open, collaborative and innovation lab is not just a methodological issue. On the contrary, the design process in itself can set a relevant precedent for future collaborative practices in the lab. The stakeholders that will be involved, the kind of relationships established among them, or the topics opened to public debate may have an impact on how the labs will function in the future. In the following article, we expose how the design process of UAB Open Labs, that took place from January to December 2018, was carried out.

Multi-stakeholder participative approach

The UAB Open Labs follow the trail of predecessor innovation spaces/labs such as makerspaces / fab labs and living labs and adopts their main aim: providing an open space for designing, prototyping and testing collaboratively. Therefore, participation and collaboration lay in the core of the UAB Open Labs fundamental principles. Precisely for that reason the design process of the UAB Open Labs was conceived and carried out in line with these principles, deploying a multi-stakeholder participatory approach and by implicating the final user in the design from the early beginning of the process. As described in a previous article, since 2013 the UAB had already setup four thematic strategic research communities (COREs) that had activated and engaged a great part of the academic community and thus could serve as the base for the co-creation process. The existence of these communities provided two identifiable advantages: i) a recognition and identification of needs and capacities of faculties and research groups based on the functioning of the COREs the previous years ii) an acquainted community that could be invited, engaged and make participant in this new endeavour that they would ultimately be the beneficiaries of.

A third factor to take into consideration was the existence of the UAB Smart Campus Living Lab (member of EnoLL since 2014) that had been functioning for some years already on an experimental basis. The creation of the Open Labs was ideated precisely as a pragmatic step for the further development of the Smart Campus Living Lab, where they  the Open Labs would serve as the operating branch of the Campus Living Lab, reinforcing its stature and capacities, and increasing its potential impact as an innovation and technology transfer tool while at the same time helping to impulse even further the collaboration potential within the COREs and the university community as a whole.


The first step in any participatory process is answering who should be invited to participate. In this regard, it should be noted that UAB Open Labs have some relevant differences with other labs that should be taken into account when answering this question. Unlike other open labs, UAB Open Labs are located inside a university campus; not in a neighbourhood nor in any other “real life” setting, so the community at stake was very specific and of high educational level.  Nonetheless, UAB Open Labs are not located inside the academic traditional closed labs scheme and proposed to go beyond that. These characteristics make UAB Open Labs a particular case situated in between universities and cities. In other words, UAB Open Labs are bringing academic labs and open labs together; establishing a new mixed space between them and defining a new way of doing things in an academic setting. This peculiarity determined which actors could get involved in its design process. In any open lab the Quadruple Helix principle establishes that companies, public administration, academia and citizens should be brought together to seek solutions for the urban challenges that concern them. Nevertheless, UAB Open Labs set up a quite more complex scenario, where any stakeholder linked to the university can become a possible user, as well as anyone outside university borders.

Therefore, the whole university community together with near local and regional administrations, citizens and other universities were called to participate in the design process; enabling multiple and diverse actors (students, professors, researchers, librarians, neighbours, etc.) to work together. After this wide call, at the end of the design process, approximately 137 people were involved,most of them from the UAB community but also relevant external participants. As the attendance data shows, the entangled map of stakeholders was a challenge itself, adding complexity to the process, but at the same time presented a great opportunity to work with and for the special diversity and talent present within the campus community.

Co-creation and collaborative methodologies

As was exposed in previous paragraphs, in line with Open Lab’s approach and aims, the design process was based on participative methodologies. It was conducted throughout three different stages, which had different aims and targets.

  • The first stage (January – March 2018) consisted of three co-design sessions, where the whole net of stakeholders where invited to participate. Each workshop had a concept that guided the objectives and participative techniques: “sympathy”, “inspiration” and “prototyping”. That is, during these workshops, stakeholders shared their interests and get to know each other. Moreover, the workshops allowed to collect suggestions to define the functions, aims, governance and spaces of the labs. Additionally, during this phase specialized visits to relevant Labs in the territory were realised with the academic community.
  • After these workshops, in the subsequent phase (May – December 2018) two commissions / working – action groups were created in order to bring the ideas and suggestions collected to reality. These commissions aimed to define clearly the characteristics of the future labs and advance with operational steps to make them reality. The First Commission worked on the regulations, governance, community and virtual platform; and the Second Commission oversaw the infrastructures, tools and machines, spaces and furniture. Both Commissions met periodically to plan and draw all the labs characteristics. Although the call was also open to the whole community, the Commissions were formed by stakeholders more closely related with the UAB Open Labs organization. The loss of participation during a co-design long process is one of the main challenges that this kind of experiences must face. Even so, it should be noted that a massive participation may hinder the decision-making process.
  • Finally, once the design was almost closed, two last co-creation meetings were celebrated to draw the physic composition of the labs (furniture, lights and other features). Both meetings took place in the space where the labs will be located, which facilitated the ideation exercise. In this case, the attendants were almost entirely from the university community.

Towards a conceptualization of the UAB Open Labs model

One of the singularities of the UAB Open Labs is precisely the starting point that we have just described: to a large extent, these Labs have been configured as a result of a participatory process of co-creation that was opened to the entire university community and which also involved other agents of the territory, both public and private. So, these labs, which are open spaces for co-design and co-creation, have been themselves co-designed and co-created; it is, itself, a singularity.

To what extent the future practices performed at the UAB Open Labs will be influenced by this singularity, or how the governance of the Labs will be impacted by the transversality and horizontality with which, from the beginning, the Labs were conceptualized, are just some of the many questions that still remain to be answered.

In fact, the first two physical spaces of the UAB Open Labs (Design Lab and Digital Lab) were inaugurated in November 2019 but the Lab model in itself is supposed to remain open, to accommodate non-traditional or singular ideas of value that could be incorporated. However, it is possible to identify two more characteristics that, together with the singularity mentioned earlier, are drawing a singular model of an Open Lab which will be more clearly defined during the functioning of the Labs from now on:

  • The first characteristic is that the UAB Open Labs have re-appropriated some conceptualizations that initially came from makerspaces and other manufacturing / tech community spaces. The Labs are conceptualized as open spaces for testing and prototyping, where innovation is fostered through co-creation and co-design practices which turn around the “ideas” and the “doing”. And, more specifically, “Doing-It-With-Others” (DIWO), since the starting point is that the potential of “making” is amplified when people meet with other people in spaces provided with helpful technologies to materialize projects but, above all, where people meet other people to collaborate, design and create together. Thus, on one hand, these spaces promote innovation based on co-creation and co-design practices (Anderson, 2012). And on the other hand, these practices turn around the concept of “doing”: manipulating, testing, experimenting and prototyping. In this sense, the prototype forms the base of the maker culture, as it is “doing” and “manipulating” how different attempts are given to answer the questions that people ask themselves (Corsín, 2014). The construction of significance around the object, then, goes beyond its consideration as a simple “good” or “product” (Dougherty, 2012), since the object´s creation process in itself has agency and value.
  • The second characteristic is that, conceptually, the UAB Open Labs model falls close to the description that Lhoste and Barbier (2016) placed on FabLabs when they analyzed them from the point of view of Oldenburg’s “third spaces” (1997): “a singular form of collective and distributed open innovation“, a new form of social organization in which the socio-technical practices performed are related to cooperation, collaborative generation of knowledge and collective innovation. As in the Labs studied by these authors, the UAB Open Labs accordingly try to generate symbolic open spaces that favor sociability, sharing and collaboration. For that reason, the physical locations of the LABs were chosen based on criteria such as visibility, proximity to flows and accessibility.  

Contributions of the model

As it was mentioned in the beginning, the point of departure for the UAB Open Labs was the thematic research communities (COREs) that had already been articulated within the university community and the context of the Smart Campus Living Lab.  While the thematic communities (COREs) ensured that a wide co-designand a co-creation participatory process could take place ,the Smart Campus Living Lab provided the base requirements and an operative frame for the Open Labs, as well as a testbed for the produced solutions. And, as we also stated, there is a clear transition from DIY (Do-It-Yourself) to DIWO (Do-It-With-Others) in the configuration and launching of the UAB Open Labs. Perhaps, as could be understood from the text of Lhoste and Barbier, one of the contributions of Open Labs to innovation could be found just in these two aspects: i) how the Lab has been put in place and  ii) how these conditions related to participation, collaboration and collective encounter, have been maintained. If so, the conceptual model of UAB Open Labs could notably contribute to achieve new comprehension of how Open Labs could contribute to social innovation and related processes, especially with relation to academic environments and communities.


Article written in collaboration with the research group Barcelona Science and Technology Studies Group (STS-b)

WEB

Open Labs

https://www.uab.cat/open-labs/

Barcelona Science and Technology Studies Group

https://barcelonasts.wordpress.com/

REFERENCES

Anderson, C. (2012). Makers: The New Industrial Revolution. London: Random House Business Books.

Corsín (2014). Introduction: The prototype: more than many and less than one. Journal of Cultural Economy 7 (4), 381-398

Dougherty, D. (2012). The maker movement. Innovations, 7(3), 11–14.


Lhoste, É. & Barbier, M. (2016). FabLabs: L’institutionnalisation de Tiers-Lieux du « soft hacking ». Revue d’anthropologie des connaissances, vol. 10, 1(1), 43-69.

Oldenburg, R. (1997). The great good place: cafés, coffee shops, community centers, beauty parlors, general stores, bars, hangouts, and how they get you through the day. New York, Marlowe & Company.

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Degraded industrial regions – such as Zasavje in Slovenia with its former coal mines – are faced with social, economic and environmental challenges, such as unemployment, pollution and brain drain. To prosper, these areas need fresh ideas, bold visions and industrial restructuring, developed in partnership with local industry, community and citizens. The RUARDI project was a university-industry collaboration project involving an interdisciplinary student research team. It was conducted over a period of five months in 2015 and implemented within the Creative Path to Knowledge programme of the Public Scholarship, Development, Disability, and Maintenance Fund of the Republic of Slovenia.

RUARDI established cross-disciplinary and multi-stakeholder cooperation between different Faculties and research institutes of the University of Ljubljana, the city of Zagorje ob Savi (Slovenia), its local industry representatives (company Aereform), and local communities. The key aim was to conduct an interdisciplinary study which would provide recommendations for enlargement, optimization and integration of the existing city airport into the local industrial environment, community and everyday life of citizens. The long-term vision was to establish an aeronautic entrepreneurial hub for high-tech innovation and multiplication of regional social-economic development.

Aeroclub Zagorje ob Savi

SMALL RESEARCH PROJECTS THAT BRING VALUABLE EXPERIENCE

The Creative Path to Knowledge programme, supported by the Slovenian Ministry of Education, Science and Sports and the European Social Fund, enhances cooperation between higher education institutions and industry, businesses, or other non-academic organisations in short-term research & development projects. The participating students thus get the opportunity to work on real-life challenges, gaining practical experience, additional knowledge, as well as competences and skills that are increasingly important for entering the job market.

The current programme (2016-2020) value is 10.625.000,00 EUR and aims to involve at least 2700 undergraduate and graduate students, as well as 1400 non-academic experts. The programme co-finances projects that are carried out in groups of 4 to 8 students co-mentored by academic and industry/non-academic mentors, and encourages the exchange of knowledge, experience and good practices. The projects can last from 3 to 5 months. University and non-academic partners have to apply for funding – if successful, the academic mentors recruit a team of students to work on the project.

REVITALISING A DEGRADED URBAN AREA

Zasavje is one of the most affected Slovenian regions – in the time of economic crisis, the unemployment rate in the region has grown considerably. Traditional industrial sectors are labour intensive and characterized by high levels of manual work and low levels of automation. In the past years, the production was globally moving to areas with cheaper labour force. These events have further aggravated the economic situation in Zasavje, causing serious economic problems, i.e. low standard of living, low income, dependence on the social welfare system, long-term unemployment etc. These kinds of areas can benefit by introducing positive visions and by enhancing new solutions and development strategies incorporating local heritage and involving their citizens as co-creators.

Air mobility and aeronautic industry can present key integrators and drivers having positive effects on the development of environment, region, local community and entrepreneurship. The RUARDI project aimed to provide a holistic solution of expanding and integrating the existing city airport into the local community’s everyday life. Three non-academic mentors from industry and research (Aereform and IRI UL), four academic mentors (University of Ljubljana), and eight students from four different Faculties within the University of Ljubljana (Faculty of civil engineering, Faculty of architecture, Faculty of social sciences and Faculty of mathematics and physics) commenced work on the RUARDI project in January 2015.

The core of the project was the students’ research and development of solutions. Among other activities, the project team had to identify the relevant stakeholders and actors within the local community, develop the concept and mapping, conduct research and analysis, evaluate results and provide development recommendations, disseminate results and participate in multi-stakeholder meetings. During this process, the students acquired new competences and an elaborate vision of the airfield, while the collaboration between industry and university partners supported the exchange of knowledge and best practices. The interdisciplinary study resulted in a detailed, 153 pages long study report, written by the participating students and their academic and industry mentors, and has provided concrete recommendations that were later included in the city’s development strategy.

DEVELOPING SKILLS AND COMPETENCES

The learning outcomes were assessed for each student individually by the involved academic mentors, based on the activities undertaken by the student within the project and their performance. The individual assessments had to be included in the final project report, required by the funding programme. One of the most important outcomes of the collaborative project were the skills and competences developed by the involved students, including creative thinking; solving practical challenges with the solutions being feasible technically, socially, as well as financially; communication across disciplines and stakeholder groups; ability to set, formulate and implement a research process that has clear objectives and performance indicators; as well as organizational competences of working in an interdisciplinary team.

This blog article is written with reference to a good practice case study report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project.

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MATOSINHOS LIVING LAB AIMS AT CREATING SMART, ZERO-CARBON EMISSIONS, RESILIENT, ACCESSIBLE, PARTICIPATORY AND CONNECTED NEIGHBOURHOOD

Matosinhos is a coastal city in the district of Porto. The living lab is located in a central area of the city surrounding the City Hall, where the main public services are centred, composed by several points with distinct physical, economic and social characteristics. It is an initiative of Municipality of Matosinhos, CEiiA (Centre of Engineering and Product Development), Porto Polytechnic, Metro do Porto, Efacec, among others. The overall objective of is to create a smart neighbourhood, as a low carbon space, resilient, accessible, participated and connected. It aims at testing technological solutions for low-carbon, energy efficient and reducing pollutant emissions. It acts in areas such as mobility and transport, buildings, environmental innovation and the promotion of circular economy, to decarbonize the city.

It is a project of co-creation and open innovation of products, services, software, hardware and low-carbon urban interventions, where municipalities, knowledge centres, companies, entrepreneurs and citizens interact.

Real context tests are performed for challenges like parking management, bike sharing, electrification of the fleet, traffic monitoring.

A CITIZEN-ENGAGEMENT EXPERIENCE

Matosinhos is preparing to become a living experience of what may be the cities of the future regarding the carbon intensity of daily activities. The citizens will be engaged in the creation and experimentation of cleaner and more intelligent technologies. The project also aims to promote entrepreneurship and the development of low-carbon business solutions.

In this sense, the role of the University was to develop a methodology to assess the impacts on the citizens. Indeed, the Polytechnics of Porto has created a technological tool to monitor social impact on two levels: customer perception of the use of the technologies offered by the living lab and the appropriation of the concept of “citizen centre” by them. This tool will be based on the use of the OLAP (Online Analytical Processing) cube, analysing the 3 perspectives presented of the BSC (Balanced SoreCard): customers’ perspective, learning perspective and economic-financial perspective.

MATOSINHOS LIVING LAB GOES BEYOND THE DECARBONIZATION OF THE CITY

Besides decarbonizing the city, the project’s goals include decreasing energy consumption, providing a test-bed for solutions that can be scaled to the whole city, to other cities and eventually to other countries, having a more comfortable and sustainable mobility, and promoting the use of renewable energies.

Several activities are being performed in order to achieve those goals, namely:

  • Development, testing and experimentation of innovative and integrated technological solutions, in real context, intersecting mobility, energy, buildings and connectivity
  • Promotion of strong user involvement, with the co-creation of solution
  • Evaluation of social adoption of these solutions
  • Measurement and evaluation of carbon emissions in real time powered by mobi.me (CEiiA’s mobility management platform)
  • Intelligent traffic monitoring in Matosinhos using radars and sensors
  • Placement in buses stops of real-time information monitors, managed by mobi.me, displaying the time, the atmospheric temperature and the waiting time for the incoming buses

Therefore, the project, apart from reducing the carbon emissions, intends to provide more quality in public spaces, more energetic efficiency, better life quality inside public building, improvement of road safety, increasing connectivity between citizen and all agents, and promotion entrepreneurship and new businesses creation related to low carbon solutions (development of new products and services). How? With auto sustainable lamps that measure carbon emissions, with pavement that reduces vehicle speed without drivers’ intervention, with a bike sharing system connected to the public transport system with a real time measurement of CO2 emissions spared, with an autonomous robot to support urban cleaning, among other activities and tools.

This blog article is written with reference to a good practice case study report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project.

MAIN PARTNERS

Featured picture retrieved from https://www.cm-matosinhos.pt/

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An initiative by the Chalmers University of Technology, Challenge Lab is a collaborative project that aims to reinforce students and the university as active part within local and regional ecosystems. It exists around the facilitation of direct conversation amongst stakeholders that, led by the students’ initiative, intend to identify contemporary issues and potential points of leverage for future action. This multidisciplinary cooperation tries to introduce systemic change in the university structure, bridging the gap between education and utilization.

Linked to their Master Thesis, participating in the Lab does not entail extra credits for its participants. Instead, it offers students the opportunity to develop their understanding of the complexity of societal challenges, applying their own vision for a sustainable future and engaging with industry, academics and municipalities to navigate the intricacies of their topic, and strengthen the accuracy of their line of questioning. Priority is given to the adequate definition of the issue, over the potential delivery of specific solutions.

Challenge Lab appeared in 2013 as a response to the resistance of societal actors to deeply engage in the conversation to solve modern urban issues. Inspired by a water management project completed in Barcelona, Prof. John Holmberg proposed the creation of an independent body within the university to promote the development of concepts in pursuit of sustainable development. This autonomy from the traditional university structure aims to combine expertise from a variety of disciplines in order to tackle complex issues such as urban mobility, waste production, housing or clean energy. One of the unique characteristics of Challenge Lab is the introduction of students as neutral, unthreatening intermediaries to drive the conversation, with the hope that business, industry, researchers and municipalities would play a more active role without the need to protect their own financial or intellectual stake. Innovation is enhanced by strict criteria of multidisciplinary research, where pairs of students allocated to specific topics are always from different academic backgrounds. This diversity aims to reflect the complexity of urban challenges, encouraging students to develop a collaborative mindset.

HOW IS THE MASTER’S THESIS COMPONENT STRUCTURED?

The Master Thesis Lab complements the standard Master Thesis module, and offers a co-creative environment for students to deliver a research project with real life impact. Each thesis is completed in pairs, accepted by the departments of Architecture and Civil Engineering; Engineering for Sustainable Development; Mechanical, Automation, Naval and Industrial Design Engineering; and Technology and Learning. It is also accepted by the Gothenburg School of Business, Economics and Law. This joint research method is considered to increase the quality of the thesis.

The semester prior to the beginning of the programme, students are introduced to fundamental sustainability principles, encouraging their own understanding of the topic and exposing them to concepts that will inform their thesis. This course, called ‘Leadership for sustainability transitions’, is part of the department of Space, Earth and Environment, and its completion increases the probability for students to be accepted to the Master Thesis Lab. Access to the programme is via open application in September-October, including a motivation statement.

After screening and a series of interviews, acceptance of candidates aims for a diverse range of students, with different background and with a flexible approach to modern urban issues.

HIGH IMPACT AND RECOGNITION OF THE PROGRAMME

The development of the Master Thesis Lab allows students to tackle modern issues while considering a wider range of perspectives. Thanks to the implementation of multidisciplinary approaches, and the focus on systems innovation, students develop a deeper understanding of the complexity of social challenges allowing for more inclusive and comprehensive research. This holistic model, and the iterative process with academics and practitioners help students deliver research that is relevant and with high level of applicability. Despite the focus of Challenge Lab being centred around the conversation between stakeholders, the consistent engagement of businesses and municipality creates an opportunity for the outcome of research projects to be developed and implemented.

With regards to the dialogue between researchers, industry and municipality, the more casual debate led by students facilitates an increase in the engagement by external stakeholders. Not being subject to the formal requirements of institutionalized exchange, representatives of businesses and governing bodies perceive the Lab as a place to discuss modern issues, support the student community and access an innovative source of ideas.

Challenge Lab received the Green Gown Award 2016, in the category of Student Engagement for Europe. These awards are organized by the Global Universities Partnership on Environment and Sustainability (GUPES), and supported by United Nations Environment Programme and the Environmental Association for Universities and Colleges (EAUC).

This blog article has been produced as part of the Challenge Lab Case Study Report of the UCITYLAB Project Case Study Collection.

Featured photo by GaudiLab from shutterstock.com

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The Ghent Urban Academy of the Ghent University, Belgium has been working on to unite all urban stakeholders, including academics, researchers, and students as knowledge generators, along with non-academic actors to support the development of an ecologically sustainable and socially just city of Ghent. This noble cause is underpinned with a solid purpose to create a collective learning platform for various stakeholders to tackle wicked sustainability issues.

How did it all start?

The Ghent Urban Academy has had several triggers to launch itself as we know it, over the past years. The first trigger has appeared in form of a think tank, called Transition UGent that was launched in 2012 to ideate and articulate the concept of a sustainable university. The other trigger closely followed and revealed itself as the Platform for The Sustainable City of Ghent that allowedacademics to do interdisciplinary research on the topic. This platform failed because a consultancy logic became dominant and we were not able to address sustainability issues as complex or wicked problems. The Ghent Urban Academy was launched in 2017 to explore and address sustainability issues of the city and the university (as living lab) attracting students and educators to participate its main activities.

What does the academy offer?

The Urban Academy activities are multi-faced. It provides ‘urban academy sessions’ in the form of open seminars and workshops that gather urban civil servants and society actors as well as external knowledge partners. These sessions are primarily held to identify burning issues of the city/university that can later be translated into viable research questions for students to deal with.

The Urban Academy also offers a 2-semester elective course Sustainable Cities to students studying at Ghent University. The core themes of the course are redefined on a yearly basis. For example, the intake of 2018-19 was exploring the urban food issues to later develop an urban food policy brief.

Naturally, the Urban Academy offers ‘master thesis workshops’ on complex sustainability issues. Via these workshops, the Urban Academy is trying to promote the idea of interdisciplinarity and transdisciplinarity by inviting academic staff from different faculties together with non-academic stakeholders to diversify the vector of the research at hand.    

Cui bono?

Undoubtedly, students are the immediate beneficiaries of what the Urban Academy offers, especially in terms of educational services and research. For Ghent University at large, the Urban Academy serves as a sustainability vision and initiative generator that works on breaking down the university vision into actionable steps of strategy implementation. Ghent University educators, who are facing pedagogical challenges in the light of daunting sustainability issues, get support with the implementation and conceptualization of the sustainability education in their work. Naturally, the city of Ghent is an ultimate beneficiary of all the endeavors taken by the Urban Academy to advance the wellbeing of the city of Ghent residents.

This blog article has been produced as part of the Ghent Urban Academy Case Study Report of the UCITYLAB Project Case Study Collection.

PC armennano via pixabay.com

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The dismal statistics indicates that almost half of Amsterdam adults feel lonely. The data collected by the municipal heath service GGD states that it comes down to 300 thousand lonely people in the Dutch capital, 80 thousand of whom feel extremely lonely. The tendency has stricken the elderly population as well. To alleviate the problem, the Urban Vitality Programme, one of the Research programmes of Amsterdam University of Applied Sciences (AUAS) has joined forces with Het AMSTELhuis, a residential facility for senior citizens, and launched ‘The AMSTELhuis’ Living Lab project in 2015. The project made social inclusion of elderly people, along with their activities and nutrition, a cornerstone of the Urban Vitality Programme and het Amstelhuis’ cooperative efforts.

Amsterdam: combatting loneliness and becoming an age-friendly city

Amsterdam is perceived to be one of the most inspiring and inclusive cities in Europe. Every year, it welcomes more and more expats from all over the world. Yet, the ever-rising population does not promote better socialization. Loneliness is getting recognized as a public health threat, and the city invests 1 million euros per year for tackling the issue of loneliness among its citizens. Apart from that, in 2015, Amsterdam joined the WHO Global Network for Age-friendly Cities and Communities to advance the well-being of elderly citizens through a number of programmes. With the AMSTELhuis project as a part of the Urban Vitality Programme, AUAS shares, a common ambition to organize the space for elderly citizens so that they can live an independent life that is meaningful and enriched with a variety of informal social activities.

Urban Vitality: improving senior citizens’ well-being

The activities carried out in the AMSTELhuis within the Urban Vitality research programme are majorly framed into students’ projects. The ongoing projects and research programmes are centred around three main themes: vitality, healthy nutrition and social inclusion.

Exercise Therapy students give weekly lessons in fall prevention. Prior that, a study on fall prediction was performed. The purpose of both activities is to predict falls, what will allow for a quicker action of the support staff in the future and make elderly people feel more confident in terms of their postural stability.

Healthy nutrition for the seniors is a frequent subject in research and advice. As part of the AUAS Food Lab, Nutrition & Dietetics students carry out research on the subject as well. Together with the residents’ club of the Amstelhuis, the Food Lab organises tasting events when residents can try sustainable vegetarian food. What is more, the Food Lab runs a project on marketing the Amstelhuis restaurant and making it more attractive for elderly people living in the neighbourhood.

For supporting Amstelhuis residents’ well-being, it is important they have a solid social network of co-residents, family and friends. The research done by Occupational Therapy students shows that some new residents find it difficult to connect with others when moving into the Amstelhuis. Students and researchers are trying to see what assistance is needed to help and strengthen the social network of new residents upon their arrival and further on.

The projects are being carried out with the support from the AMSTELhuis administration and supervised by the university researchers who guide and collaborate with their students in interdisciplinary teams.

Living Lab: why a success?

Efficient collaboration of the AUAS and the AMSTELhuis is ensured by several factors. First, both vision and ambition are shared and supported by the management, employees of the AMSTELhuis along with the researchers and students from AUAS. All involved parties have a common understanding that the AMSTELhuis residents, their comfort and safety are of primary concern. As confided by Ellen Budde, senior project manager of the AMSTELhuis Living Lab, a significantly important component of the programme success is related to the willingness to learn together and speak to one another respecting each other’s views, as well as to practice new behaviour expressed by all involved stakeholders, including residents themselves, their families, carers, etc. Undoubtfully, clear leadership and steering mechanisms bring more structure to the management processes. And the crowning element of the programme success is, undeniably, the applicability of the research results that improve the well-being of the AMSTELhuis residents.

Photo by Matthias Zomer from Pexels

This article has previously been published at uiin.org.

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“Hub b30” is an open innovation network created to promote the collaboration, economic development and social cohesion of the territory in which the Autonomous University of Barcelona (UAB) is located.

The B30 territory is made up of 23 municipalities in a valley that is crossed by the AP7 (B30) highway that connects the different municipalities, with an area of 485km² and has more than one million inhabitants. Its uniqueness lies in the fact that it represents the main industrial agglomeration of Catalonia and Spain with almost 30,000 companies (providing occupation for almost 400,000 workers (1) located within its area.

In this sense, approximately 50 kilometers of the highway axis called B30 structure a territory of a great demographic, economic and social relevance.

In this territory a series of very singular circumstances come together that explains why it is internationally known as an innovative region (2). Not only does it have a high intensity of companies, but also a high presence of scientific-technical institutions. It hosts one of the most advanced light laboratories in the world, the Alba Synchrotron, as well as two major public universities: the UAB and the UPC. These capacities include research centers of the CSIC and IRTA; the UAB Research Park and the ESADE Creapolis business school. The possibilities of contribution of territory B30 to a socioeconomic development of Catalonia based on the knowledge economy are extraordinary precisely because of the potential for transfer of knowledge and technology that it integrates.
 
In this context, the strategy of the Universitat Autònoma de Barcelona is to play a role as a node of metropolitan knowledge. The consolidation of this paper depends, among other things, on the ability of the University to functionally integrate into the territory of which it is a part. But linking the university with the rest of the actors is not an easy task in the context of ​​the metropolitan area of ​​Barcelona, ​​characteristic of its variable geographies and changing boundaries in a reality that adopts urban models in the form of a network (3).

Born from the municipal partnership ÀmbitB30, initiative Hub b30 helps UAB to be linked locally and understands the logic of the various actors in the territory that hosts it. The systematic interaction it maintains, likewise, helps to determine the role of the university in the territorial network of centers and sub-centers to which it belongs.

The Hub b30 contributes to the UAB understanding the logic of the various actors in the B30 territory, to which it is linked, and to determine the role of the university in a complex network of companies, entities, centers and subcentres.

Born in 2018, the Hub B30 is conceived as a co-creation and co-creation ecosystem inspired by the 4 propellers, where companies, research and innovation agents, local administrations and citizens of the B30 have their place. It offers contacts, experts, resources and services to public and private organizations to help them detect and solve challenges in an efficient, innovative and competitive manner. It promotes access to knowledge about markets, financing, technology and patents; to equipment and scientific-technical infrastructures; to advisors in innovation and entrepreneurship; to research staff; and specialized training among others.

One of the first activities organized to promote interaction and collaboration among local stakeholder and boost knowledge transfer to the territory are the Hubb30 Innovation Brunches. These events are opportunities for networking between researchers, companies, entities and users and articulate collaborations around specific topics that combine technologies and diverse sectors.

In each of the announcements, a practical case of collaboration between diverse agents is presented to the public and in order to demonstrate successful examples of technological, social, product, process, marketing and business model innovations.

To date, the following twelve Innovation Brunches have been celebrated:

– Sensory at the Health Service
– Intelligent mobility solutions
– Smart Waste Management: Industrial Symbiosis
– New Pàckaging solutions for fresh foods
– Digitization and Exploitation of Data in the Public Sector
– Neuromarketing for Commerce
– Product Innovation in Cosmetics
– Big Data for the Healthcare Sector
– Smart Food
– Microbial Resistance
– Circular Water
– Gamification and Heritage

On each one of the topics, the UAB Research Park has produced an associated technological surveillance report that integrates a vision of trends and innovation around the thematic, as well as a related patent analysis. The various reports produced so far are available and can be consulted at the following URL:  https://hubb30.cat/en/innovation-brunchs. The 12 Technological Surveillance Reports of the Hub b30 Innovation Brunch can also be found at https://hubb30.cat/en/innovation-brunchs.

As in these sessions, the most disruptive technologies, trends and experts in the field are exposed, they generate a lot of interest among the business, social RDI and social fabric of the B30 territory. Consequently, they contribute to generating interactions that in the medium-longer term could become consolidated cooperation in research and innovation projects. The available data (4) confirm positive feedback from the participants that make up the quadruple propeller of field B30. They indicate that 68% of participants appreciate their satisfaction and efficiency between 3 and 4 points out of a total of 4.

The logic of Innovation Brunch is “top-down”, in the sense that the proposed topics take into account the characteristics of the territory and its opportunities for research, development and innovation from a strategic viewpoint. Since 2019 however and in order to complement the action of Hubb30 with a “bottom-up” logic, differentz events were organized “on demand” by and with the agents of the territory, the Innovation Mornings. The objective of this second typology of events is to work on problems, challenges and solutions utilizing Design thinking methodologies. This line of work has been initiated this year with the following two themes:

– Mental Health and Employment
– Business training needs

In essence, the Hub30 initiative is still young, but step by step recognition is being obtained both locally and supralocal and international level. Probably one of the most interesting success indicators of a hub is the quality and volume of the actors that have adhered to it or participated in the diverse activities.

Having reached the interest of RDI agents and local administrations for Hub b30, the company/industry membership phase is now underway.

Since the Hubb30 was initially created and impulsed by the Universitat Autònoma de Barcelona, the UAB Research Park, Eurecat and the B30 Area Association to promote innovation, further key RDI actors in the territory also decided to adhere to the HUB (UPC, Sincrotró Alba, ESADE Creapolis ) and the key local administrations (County Council, Innovation Agency of Catalonia ACCIÓ ). In 2020 it is expected to continue growing and to gain more diversity and efficiency with the adherence of the representatives of companies and industry of the territory B30 to the HUB.

Sources:

  • Associació Àmbit B30 (2015) Estratègies per a una millora en la competitivitat de la indústria a l’àmbit B30.
  • AMB (2018) Estratègia territorial de l’Àmbit B30 per al desenvolupament econòmic inclusiu i sostenible.
  • Arcos(2019) Universidad, territorio y desarrollo local. Un análisis de la Universidad Autónoma de Barcelona.
  • PRUAB (2019) Internal Document Elaboration.
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Santander was chosen to become Europe’s test bed for a sensor-based smart city. The Spanish city is embedded with more than 12,000 sensors to help the government operate as efficiently as possible.

The gathering of data collected by the sensors will lead to significant improvements in how city infrastructure is used and to a better understanding of urban issues. This unique experimental facility will be sufficiently large, open and flexible to enable its scaling-up around the world.

The University of Cantabria has coordinated the technical deployment of the infrastructure and services, being responsible for technically guiding the digital transformation.

On the one hand, the research community gets benefit from deploying such a unique infrastructure which allows true field experiments while, on the other hand, different applications serving citizens’ needs will be deployed – typical applications and services for a smart city, including experimental advanced research on IoT (Internet of Things) technologies and realistic assessment of users’ acceptability tests.

Since 2010, 12,500 sensors have been measuring the amount of trash in containers, the number of parking spaces available, and the size of crowds on the sidewalks. Besides, sensors were also installed in vehicles, such as police cars and taxicabs, measuring air pollution levels and traffic conditions.

The data from these sensors flows to banks of computers that analyse the real-time information and give city officials the big picture, allowing them to adjust the amount of energy they use, the number of trash pickups needed in a given week or the amount of water to sprinkle on the lawns of city parks.

To attract the widest interest and demonstrate the usefulness of the SmartSantander platform, a key aspect is the inclusion of a wide set of applications. Application areas have been selected based on their high potential impact on the citizens as well as to exhibit the diversity, dynamics and scale that are essential in advanced protocol solutions and will be able to be evaluated through the platform. Thus, the platform will be attractive for all the stakeholders, e.g. industries, communities of users, etc. that are willing to use the experimental facility for deploying and assessing new services and applications, and Internet researchers to validate their cutting-edge technologies, including protocols, algorithms, radio interfaces, etc.

A scalable, heterogeneous and trustable large-scale real-world experimental facility

The main goals of the SmartSantander are to be a test bed for a sensor-based smart city, to lead to a better understanding of urban issues, to fuel the use of the Experimentation Facility among the scientific community, end users and service providers in order to reduce the technical and societal barriers that prevent the IoT concept to become an everyday reality, to develop new applications by users of various types, to validate approaches to the architectural model of the IOT, to evaluate social acceptance of IoT technologies and services and to develop a data market place, according to the Digital Single Market principles.

Some of the activities performed are environmental monitoring, outdoor parking management and driver guidance, parks and gardens precision irrigation, augmented reality, participatory sensing and joint R&D (university & industry cooperation). The ultimate impact is to improve the city efficiency using the real data driven from the sensors.

Awards and recognition

Awards received by the initiative include:

  • Computerworld & Cio Iberoamericano 2012
  • ENERTIC 2015
  • Future Internet Award
  • Gobierno Abierto
  • Google Ciudad Digital
  • Impuls@ TIC
  • Innovación +Sostenibilidad+Red
  • Innovation Hub 2017: Premio a la Innovación Transformadora
  • Premio “Ciudad de la Ciencia y la Innovación”
  • Premio Ciudadanos 2015
  • RFID & Wireless IoT tomorrow’ 2017: Modelo innovador en la aplicación de la tecnología a los servicios urbanos
  • Smart Cities 2013

Partners

University of Cantabria
Municipality of Santander

Featured photo retrieved from smartsantander.eu

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The collaborative efforts of the scientific world and the society have taken place in various areas of human life. The collaboration has proven to be more sustainable in case it happens at the interface of different scientific fields and including different stakeholders. The Utrecht Co-challenge course recognizes the importance of all-inclusiveness, and offers an opportune ground for students, governmental bodies and the corporate world to tackle the issues and see to the demands of today’s society. Launched in 2014 by Prof. dr. Harold van Rijen and ing. Michele Gerbrands, the Utrecht Co-challenge is an elective course open for talented youth of the University of Utrecht, HU University of Applied Sciences. It allows the participants to engage in fast-paced, information-rich, and collaborative forms of learning and application of skills to deliver solutions for the client organization.

What’s in the plan?

The goal of the course is to personally and professionally prepare participants for the world of work, with its emphasis on the development of relevant skills, including pitching, networking, intercultural communication, creativity, giving and receiving feedback, and business modelling. With this goal in mind, the organisation team, speakers and coaches of the program create a safe and inspiring learning environment where the participants learn to work in an interdisciplinary team and solve a real-world problem in co-creation with professionals from the educational and corporate world. More to that, the learners also get a chance to extend their professional network and brand themselves.

Though the programme is officially launched at the University Medical Center Utrecht (UMCU), to achieve an interdisciplinary approach to team building and knowledge generation, it is also open for students of all backgrounds from Utrecht University and HU University of Applied Sciences. The problems that students need to solve are not in the biomedical domain, but an opportunity for them to prepare themselves to the world of work personally and professionally. Such inclusion lets the participants work with their peers who come from various backgrounds.

What’s the Co-challenge about?

On average, 20-25 students attend the Co-challenge course every year, working in groups of five. The program is run in two weeks that are filled with a wide range of activities.

In the first week, the Co-challenge starts with a plenary workshop where participants get acquainted with their peers and form teams. After a series of inspirational sessions and workshops the teams analyse the identified problem and prepare an interview with the client. During the analysis process, students are supported by mentors, e.g. in case of the mental pressure problem, a student-psychologist shares his knowledge on the issue, a researcher shares the latest insights from an academic perspective, and an entrepreneur tells more on how to cope with mental pressure. The workshops prepare students to practice certain skills to develop a concept such as techniques to investigate the problem and create several creative solutions. In the mid-week, the teams pitch their concept at a networking event and receive feedback. The first week is wrapped up with student teams peer-reviewing each other.

The agenda of the second week is filled with workshops on intercultural communication and business modelling. The teams finalise shaping their working concept and create a team/individual elevator pitch that is video-recorded for the client. The activity is supervised by a coach who guides teams in preparing and delivering their pitch. Then they present the final concept to the client and a jury. The jury includes companies’ CEOs, municipality representatives, students who have started their own business, professors, and the clients of the projects. In the end, the teams draw up an advisory report for the client, and he can choose one or multiple projects for his use.

A new challenge is on the horizon?

Yes, it is! The new challenge of 2019 is about to identify interventions to prevent the impact of mental pressures experienced by the students who study in Utrecht as the city is one of the major student hubs in the Netherlands. Nationally, several studies about experienced performance pressure and experienced stress among students have been published and revealed unfavourable results that call to action. Thus, the goal of the Co-challenge 2019 is to understand and relieve some of the pressure before it leads to mental and physical problems. Provisionally, the stress levels can be tuned down by creating awareness, shaping a safe study environment, educating teachers and counsellors, and improving the types of targeted outreach. Hopefully, the Co-challenge 2019 will show more ways on how to tackle the problem.

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Master Program in Management, Policy Analysis and Entrepreneurship in Health & Life Sciences (further MPA) is a two-year interdisciplinary program taught at the VU University, Amsterdam. Like many other Master programs, it requires students to undertake internships, and submit a Master thesis upon the program completion. MPA seeks to instil multi perspective thinking into a new generation of researchers, policy makers and entrepreneurs who are willing to pursue their careers in the field of health and life sciences. The programme hosts around 110 students every year, and the courses are taught in English.

To provide context, the MPA is taught at the Athena Institute, Faculty of Science, VU University Amsterdam,  Athena’s research focuses on the interface between science and technology (in the field of health and life sciences) and society. Athena’s mission is to realise excellence in transdisciplinary research on innovation and communication in the health and life sciences, with a specific focus on processes of social inclusion and diversity. The reason behind the development of MPA is in the complexity of societal problems that also require complex solutions with an application of rigorous scientific principles. Such solutions have to be based on the integrated knowledge from numerous scientific disciplines and cooperation between a wide variety of stakeholders in society – starting from the government, industry and societal organizations to ultimate consumers.

The Master programme comprises the compulsory courses, electives (linked to specialization), science courses, and two internships. In total, students are expected to complete 120 ECTS within 2 years. Students can choose among the five specializations: Health & Life Sciences-based Management and Entrepreneurship; Health & Life Sciences-based Policy; Health & Life Sciences-based Policy; International Public Health; and Community-based Health Technologies. The purpose of the two internships is to get students exposed to work experiences in multi-stakeholder organisations and they learn to apply the core elements of the programme in a real-world setting.

Quality employment after graduation

The programme is successful in broadening the outlook of students and facilitating their development into multi-stakeholder problem-solvers in order to address complex societal issues. After the programme students have the knowledge, attitudes and skills to analyse complex societal issues, formulate and implement strategies to deal with them and to effectively cooperate and communicate both with societal actors and with researchers from different disciplines. Another important element for success is the structure of the MPA program that combines classroom learning with two practical experiences via internships that allow plenty of opportunities for the students for growth, and integration into the professional network. In addition, the enabling nature of the local policies, fostering collaborative innovation, and consideration of the innovation in health sciences as a priority, coupled with the institutional culture that fosters interdisciplinary research can be considered as two major supporting mechanisms for the successful implementation of the programme.

The programme thus has a strong impact on the employability of its students, which also contributes to the fostering of innovation in the regional health sector. According to the MPA programme representatives, the 95% of the students find employment within the first year of graduation. The professional field strongly appreciates with the quality of MPA students and graduates. Students find their way to the job market, and of the last two cohorts of students (n=189) only six alumni do not have a formal position.

Over the years MPA established itself as a robust and mature programme. It has a sustainable number of students, it fulfils the expectations and learning requirements, the teaching team is well established, highly motivated and the prospect for graduates is very promising.

This blog article is written with reference to the MPA Masters good practice case study report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project.

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The UCITYLAB Project consortium greets the autumn season with a new issue of its biannual e-zine, dedicated to highlight project outputs and further explore the university-city engagement landscape in Europe.

Since our last publication in April, great progress has been made from the finalisation of the case study reports, to the development of the first draft of the UCITYLAB Challenge Teaching Toolkit. The project partners have also initiated conversations with their urban stakeholders to set up their regional networks, and ensure commitment during the time of pilot implementation of the teaching toolkit.

This issue of the UCITYLAB e-zine hosts a collection of articles developed from the good practice case study reports, featuring examples of university-city collaborations from Finland, Spain, Netherlands, Sweden, and Australia, as well as an international collaborative initiative between the Municipality of Valencia in Spain and the Western Sydney University in Australia. Our selection of articles does not only give insights into the nature of the collaborations, but also provides a sneak peek into the type of activities and impact of the efforts made so far.

Our first impressions into the cases are that the type of collaborations and stakeholder constellations are diverse depending on their targets. The types of engagement range from urban policy research, facilitation of user engagement to public service innovation, and a graduate study programme to the development and testing of technologies for smart cities.

While our selection of articles represents only a fraction of our case study collection, we trust they will give you new perspectives into understanding the current landscape of the university-city collaboration.

We wish you all a pleasant reading.

UCITYLAB CONSORTIUM

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The Exchange at Knowledge Market was an interdisciplinary living lab and a research partnership between and RMIT University in Melbourne and Lendlease, an international property and infrastructure group. For a period of 18 months, a team of designers, social scientists and students were embedded at Victoria Harbour in the Docklands, a major urban regeneration project at the edge of Melbourne’s central district, leading a series of design studios, research projects and public engagement activities. The area presented specific challenges: Melbourne’s Docklands had long suffered a poor reputation as a place to visit, especially in the evenings and on the weekends, when it was perceived as lacking liveliness and character. Lendlease had been running the Knowledge Market as a dedicated learning hub for Melbourne’s growing knowledge sector, connecting the precinct’s residents, workers and visitors with ideas and experiences.

Activating Victoria Harbour

The Exchange at Knowledge Market project (henceforth: The Exchange) began in 2017 with the goal to activate Victoria Harbour. Industry partner Lendlease wanted to draw people to the area, give them a reason to visit and explore: they wanted to enliven the precinct in ways that extended beyond the existing retail and restaurant outlets. Victoria Harbour is furthermore characterised by its distinctive built form which houses corporate headquarters and high-rise apartment complexes. These forms of contemporary architecture are defined by the creation of complete interior environments that provide a range of amenities within the building itself. This sets up a clearly defined barrier between the activities of the occupants within the buildings and their engagement with the surrounding street life.

The team from RMIT University saw a valuable opportunity to offer a unique, real-world learning experience for their students. It also wanted to bring design and ethnographic research about this area of Melbourne directly into design studio teaching that responded to the Victoria Harbour precinct. Located in an 80m2 shopfront facing a local park, The Exchange was envisioned as an attempt to draw people to Victoria Harbour by creating more activity at different times of day and night. It took a unique approach to activating the urban area, combining design ethnographic research with talks, public events, and design studios focusing on designing urban futures that were based in the everyday lived experiences of people occupying the area.

Design Ethnographic Research Informing Living Lab Activities

A series of linked design ethnographicresearchprojects focused on the view and aspirations of the local community, with particular attention to how they made use of and understood their relationship with its buildings and places. In this way, the team were able to consider propositions for intervention or change that worked with what people were already doing or what they valued, rather than trying to impose completely new ways of behaving or unfamiliar understandings of the city. Ethnographic research then informed the design of all activities delivered at The Exchange, which were thus based in the concrete lived experiences of people in Victoria Harbour.

The activities included a full year of RMIT student design studios that investigated and designed for urban futures, using Victoria Harbour as a living lab for their work: this meant taking the learning and teaching process outside of the University lecture halls.  Public workshops, forums and other events engaged directly with the community, and that brought a range of experts to speak on some of the challenges facing cities today. Through the public lecture series, prominent design practitioners shared their insights with an audience made up of students, residents and professional practitioners, while the exhibition program, associated with various Melbourne festivals, attracted diverse crowds to The Exchange and brought their unique outlook to ideas concerning the development of the city.

Collaborating across Sectors and Disciplinary Boundaries

As it developed, The Exchange took shape as an adaptable venue that could cater for a multitude of events: the program of activities clearly demonstrated what is possible when the activation of an urban area grows from the specific conditions of a place without overly strict constraints. To allow for an organic, bottom-up development and growth of the living lab, the project team developed an embedded and site-specific model, where the research, teaching, and design studios were taken outside of academia and students and researches were able to immerse themselves in the precinct and understand it as “insiders”. The project also took an inherently interdisciplinary approach, relying on close collaboration amongst project leaders with disciplinary strengths in design, creative practice and social science, which led to a creative and innovation-oriented working culture. The Exchange also differed from more conventional ways of conducting ‘commissioned’ research, which often includes outcomes determined from the beginning of a contractual relationship. Because the project’s suite of outcomes were not all entirely predictable, the university and industry partners had to rely on the development of trust and a strong spirit of collaboration.

The concluding event at the Exchange took place in June 2019, with the launch of the project’s book The Exchange at Knowledge Market: An Urban Living Lab (Ross McLeod, Shanti Sumartojo, Charles Anderson, Natasha Sutila, Sean Hogan, 2019) and short film The Exchange at Knowledge Market (Sirap Motion Lab) in June 2019. These outputs explain the project’s living lab model for others to adopt and take forward.

This blog article is written with reference to a good practice case study report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project and with reference to the project’s recently published book The Exchange at Konwledge Market: An Urban Living Lab (Ross McLeod, Shanti Sumartojo, Charles Anderson, Natasha Sutila, Sean Hogan, 2019).

Featured image by: Tobias Titz

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La Marina Living Lab is an urban laboratory, which seeks to engage citizens in the transformation of “La Marina de Valencia”: the historic harbour of the city of Valencia. The Lab is based on a user-oriented process, in which public space is adjusted to the preferences of those who work, study and play in La Marina. Furthermore, it follows a multi-stakeholder approach, counting on the support of research organisations, public administrations, civic associations as well as the private sector.

La Marina is managed by Consorcio València 2007 (CV07) – a public institution, formed as an alliance between the Government of Spain, the Regional Government of Valencia and Valencia City Council.

La Marina Living Lab does not have its own physical building or laboratory. It is rather an initiative of co-creation and co-design in which CV07 commits to letting the entire urban space of Valencia´s harbour be used as a testbed for trying out new innovative projects. La Marina Living Lab is a vast and ambitious project fuelled by the conviction that bringing all relevant stakeholders on board is the only way public spaces can be designed in a way that truly work for everybody.

A huge example of university-city collaboration

La Marina was born in collaboration with Western Sydney University (WSU), which had an important role in the formulation of the its theoretical backbone.

The Polytechnic University of Valencia also helped in the development of the sustainability strategy.

Several other educational institutions have also collaborated with La Marina. Rice School of Architecture developed a workshop in which 9 students designed solutions to activate old buildings from the south area of La Marina. Escuela de Empresarios launched “Marina Challenge” to develop a strategy for La Marina focused on 3 areas: nautical; leisure, culture and tourism; innovation, technology and entrepreneurship. The faculty of biological sciences of Valencia University also established a project in which students developed ideas to improve the accessibility and use of the space. Polytechnic of Valencia hosted a workshop in which La Marina has been involved, discussing with 3 foreign students the possible and sustainable use for the Base Alinghi de la America’s Cup. This University has also contributed to the ideas’ exchange between La Marina and universities from Vietnam.

Besides, La Marina has recently realized collaborations with the Scientific Park of the University of Valencia and the Faculty of Geography and History of Valencia University.

La Marina has a new vision for the future whereby both tradition and inventiveness drive the transformation of the economy

The main goals of the Living Lab can be described as converting La Marina into the city’s engine for economic development through innovation, promote economic activation of the space, creating a sustainable, inclusive and dynamic public space, and foster citizen appropriation.

The activities performed include events, brainstorming activities, training sessions, leisure activities, workshops and projects, often with the collaboration of universities from the city and beyond.

The project attempts to respond to various challenges

First of all, at the urban level, La Marina aspires to reactivate economically an abandoned public space with a big potential for social use. It is recognized that such impact will not be limited to La Marina itself but will be expanded to the seaside area and its adjacent neighbourhoods, which were largely overlooked in past decades.

Secondly, La Marina aspires to create a “new story” and re-brand a “new and modern Valencia” as a differentiation to the previous vision defined by short-sighted construction projects, economic overspend and international events. So, this new vision will be oriented towards people, innovation and creativity.

Thirdly, La Marina seeks non-speculative development. Instead of the model dominated by large-scale investment of capital and infrastructure, the new model proposed is based on values – inclusivity, open public space, and activities or initiatives for all citizens. Hence, the project aims to strengthen the connection between neighbourhood associations, and the cultural and artistic vibe, as well as other social entities, in a participative and open way. 

Partners

Consorcio València 2007

Western Sydney University (WSU)

Municipality of Valencia

This blog article is written with reference to the La Marina Living Lab Good Practice Case Study Report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project. 

Featured picture retrieved from https://www.lamarinadevalencia.com/

 

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Porto has been witnessing a remarkable shift in its business profile: its innovation and entrepreneurship ecosystem has been able to create innovative companies with high employability rates. Porto can now be considered an aggregator of innovation and entrepreneurship. In this ecosystem, collaborative initiatives become even more important, especially when they gather the elements of the quadruple helix.

Therefore, the emergence of the Porto Living Lab was a natural outcome of this new context we are living in and a result of a long-term partnership between the Academia and the Municipality.

Context

In October 2012, the University of Porto kicked-off the Future Cities project (a European-funded project) to expand the Center of Competence for Future Cities of the University of Porto. The goals were to unlock the full potential of interdisciplinary research in urban technologies, and to strength knowledge transfer activities in close cooperation with local and global industrial partners. Hence, the Center of Competence for Future Cities serves as an agile collaboration platform for a critical mass of scientists and engineers based at various schools of the University of Porto.

In 2013 Porto Digital, the Municipality of Porto and the University of Porto joined efforts towards the creation of the Porto Living Lab. Porto Digital is a private non-profit association, aiming at promoting ICT projects within the context of the city of Porto and its metropolitan area.

Porto Living lab strongly contributed to turning the city of Porto into a smart city and to raising its national and international awareness in the smart cities’ domains

This living lab has allowed urban-scale experimentation and testing by the R&D community, has enabled a free Wi-Fi service to be provided to the public bus users in the city of Porto, engaged with end-users, and has empowered a local start-up company to scale-up to global markets: Veniam.

Project Goals 

Porto Living Lab aims to turn the city of Porto into a lab for urban sciences and technologies for smarter cities, by providing different test beds with a wide range of sensors and communication infrastructures. It, indeed, comprises a network of wireless sensing and communication nodes that is interoperable with the city’s optical fiber and Wi-Fi networks.

The living lab is creating the conditions for present and future research and development using advanced technologies for data collection through mobile platforms, wireless communication and large-scale information processing.

It enables the development of research in areas such as sustainability, mobility, urban planning and information and communication technology.

Having city-scale digital communication infrastructures, knowledge and technologies on advanced sensing and communication technologies and political will available, Porto Living Lab performs multidisciplinary research and development, deployment of advanced sensing and communication technologies, technology and proof-of-concept testing and demonstration at a city-scale, technology transfer from academia to business, new services exploitation and end-user engagement.

Impacts

Porto Living Lab was instrumental in placing, not only the University of Porto, but also the city of Porto on the map of smart cities in Europe and worldwide. The project has proven the viability of a city-scale mesh network of connected vehicles that become part of the city infrastructure to expand wireless coverage for a wide range of smart city applications. In addition, Porto Living Lab led to the creation and growth of a university spin-off company, which is successfully translating the results of the basic and applied research into products, services, qualified jobs and export opportunities.

This blog article is written with reference to the Porto Living Lab Good Practice Case Study Report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project. 

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The potential of Living Labs as research tools have been of interest for the UAB since 2014 when the university actively joined the European Network of Living Labs (ENoLL) and got further exposure to the wide variety of application and experiences initiated on a European and International level. This exposure fortified the initial faith that living labs could provide the adequate platforms for setting up local ecosystems of innovation around thematic axes and for implementing the strategic vision of the university with respect to its territorial mission and Responsible Research and Innovation (RRI) policies. The case of the Library Living Lab is a demonstrative example of how collaboration among different societal agents can produce initiatives rich in innovation and potential social impact.

In trying to describe what the Library Living Lab really is, it can be described essentially as a space of experiences. It is a place where one can explore how technology transforms the way we enjoy and experience culture and cultural content in general. This question is addressed within the frame of open social innovation, where the Public Library provides the context of a meeting point for diverse users with different perspectives. In this sense, the Library Living Lab sought to transform a library space into a place in which all the stakeholders, and most-importantly the end-users, the Library users, are invited and encouraged to participate in the definition and design cycle of new services and of an innovative experience. The outcome is a laboratory where it is possible to co-design prototypes of new tools and services, but also a social innovation laboratory where active research and observation is carried out on the dynamics and processes that lead to such innovation to take place. In the specific case of the Library Living Lab, there are two fundamental pillars, namely: i) The exploration of technology as a disruptive factor that makes possible new experiences and adds transformative value to existing services. ii) An on-going research on the role of public space in contemporary society, as a stage for open innovation where all citizens are potential actors.

A new model of inter-institutional collaboration with all relevant stakeholders

The launch of the Library Living Lab has involved the definition of its own dynamics around a permanent working group, in which several mechanisms of inter-institutional collaboration have been deployed. The aim of the working group was the alignment of all these various objectives for the definition of the master lines of work. The group was gathered during three years in bimonthly meetings and its first task, and perhaps the most important one, was the definition of a common language between all institutions, by learning to talk between all members, fixing terminology and procedures, and defining a new field of common knowledge. The Permanent Working Group (Figure 1) has been the engine of the specific definition of the project, and it brought together representatives of the five participating institutions, each one with different roles, plans of action and objectives and interests in participating:

  1. City of Sant Cugat del Vallès: The City of Sant Cugat del Vallès won a new innovative space for its residents, a meeting place and a space where cultural projects with the participation of all the social segments of the city can occur. It allows the city government to experiment and advance on the design of new models of governance with a special focus on citizen participation.
  2. Provincial Council of Barcelona (Manager of the Network of Libraries):  The LLL endows the Library Network of Provincial Council of Barcelona with a testbed  to locate and identify the challenges that arise on a day-to-day basis, to explore fitted solutions, to test prototype proposals and to propose answers and solutions, all by-with-and-for the users. The scalability of the solutions produced is guaranteed by transferring the validated ones obtained in the LLL to the rest of the libraries of the network.
  3. Universitat Autònoma de Barcelona (UAB): The LLL serves as a physical extension of the university to its adjacent territory. The Universitat Autònoma de Barcelona implements through the LLL its own policy of RRI in the territory, and at the same time provides its scientific community with a space to work with citizen science.
  4. Computer Vision Center (CVC-UAB): (Research Center) The Computer Vision Centre gets a place of experimentation and validation of technologies with a high added value, and an implementation space for rapid technology transfer to society though fast prototyping.
  5. Association of Neighbours of Volpelleres: Are the final recipients of services and the instigators of the initiative. The Association achieves a strong revitalization and dynamization of the neighbourhood, a collection of innovative activities, and a place to enjoy culture through the latest technological tools.

The transformative value of the Living Lab within a public library

The existence of the Living Lab enriches the day-to-day activity of the library. The continued presence of people with various profiles -scientists, artists, entrepreneurs, … all of them also “new” library users- provide novel entry points of knowledge and potential opportunities for multidisciplinary interchange among all participants, starting by the library users and finishing with the professionals who provide the services. On the other hand, there is a direct impact in terms of inclusion: the new range of experiences broadens the scope of the library users, even by attracting people who otherwise would not visit the library, and by increasing the possibility of user interaction and active participation in joint projects with diverse and qualified profiles.

At an institutional level, the articulation of a genuine innovation ecosystem helps to effectively advocate the role of public spaces (such as a Public Library) as an open meeting place for all societal stakeholders. This fosters the attraction of small and larger companies to the public and cultural sphere and promotes their participation in public-led initiatives. On another level, the local library expands its area of ​​action and activity and this allows multiple projects of not only local but also regional and international reach to occur within its premises. The library is thus transformed into a place where many things can happen, not as a result of abstract improvisation but because of a collaborative work and open and flexible models of organization.

One example of how the LLL experience has served as inspiration, and a catalyst at the same time, for new initiatives to emerge is the recent initiative promoted by the UAB named “ISC2: BiblioLab of social innovation and citizen participation”. In this case, the UAB, the CVC-UAB and three public libraries from towns within the campus’ vicinity (Vapor Badia in Sabadell, the Cerdanyola Main Library and the Miquel Batllori Library in Sant Cugat) have come together to launch this project, with the objective of adapting public libraries to the cultural and social changes brought about digital social innovation, thus favouring the creation of collaborative and participative environments open to everyone (Labs ISC2). The project is part of the Barcelona Provincial Council’s initiative BiblioLabs, which seeks to promote the role of libraries as drivers of social transformations. The pilot programme will be applied with a first initiative involving secondary school students and how to incorporate concepts of responsible research and innovation (RRI) into their research projects, a subject around which many transformation processes can be conducted through the library labs. Later, other initiatives such as encouraging a vocation of science and digital skills in young people will also be offered with the aim of transforming libraries into spaces which foster learning, science, innovation and technology.

Future Challenges

The Library Living Lab implementation approach has also permitted us to identify and highlight some of the most relevant near-future challenges arising in the context such innovation endeavours. These challenges serve as a starting point for a reflexion on the “Library of the Future” and they have been selected to be part of the white book for the main directives on Future Public Libraries of the Barcelona Provincial Council:

  1. The Library of Living Lab was a result of citizen initiative. It will be important to implement social adequate monitoring tools to identify such kind of initiatives, and to accompany them with dynamic policy instruments. The current processes of public administrations are not adapted to the flexibility needed and it is necessary to develop new methodologies of inter-disciplinary and inter-institutional character, with an obligatory citizen participation and this needs to be revised / updated.
  2. In the medium term, the design of public spaces should be tackled as community projects: social actors must be able to participate in the design process in order to make it their own. Participation in the process of defining spaces not only guarantees a technical optimization based on a good design, but also fundamentally integrates a project space within the community.
  3. New paradigms of collaboration among all actors of society necessarily imply the need for specific models of economic sustainability. Novel instruments for co-financing /patronage / sponsorship in the quadruple helix scheme must be investigated to enable quick response at the budgetary action level for innovation projects.
  4. Citizen participation in innovation processes opens up many questions related to the management of intellectual property rights and the potential exploitation of emerging innovations. These issues can only be solved, given its high complexities and peculiarities, on a case-to-case base. We must therefore identify monitoring and protection mechanisms of the innovation outcomes, which must play a paramount role in the innovation processes.

In short, one of the key challenges for innovation spaces such as the Library Living Lab is to facilitate an efficient way for citizens to have a direct contribution in the processes of defining and implementing new services and activities. This added value can only be achieved through the participation of all stakeholders, and through the meticulous definition of processes and effective policy-making. In the upcoming future technology will undeniably play a very strong role as an enabling and disruptive factor, so it lays upon society -and respective mechanisms of individual and inter-institutional collaboration- to face successfully the most significant societal challenges that will be emerging in the following years. Only in this way, the society will be able to obtain a positive transformative socio-economic impact from the innovative contributions arising from collaborative innovation processes such as the ones proposed by the Library Living Lab and the emerging technological paradigm.

This blog article is written with reference to the Library Living Lab Good Practice Case Study Report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project. 

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In the World Happiness Report 2019, Finland has topped the ranking as the happiest country in the world for the second time in a row. Among various reasons presented in the report, government clearly holds the key to their citizens’ wellbeing. The city of Turku recognizes its responsibility, and, in its current city strategy, Turku 2029, identifies sustainable promotion of its residents’ wellbeing and competitiveness as its primary goal. To achieve the goal, a joint effort of academia representatives and city officials in supporting the Turku Urban Research Program stands out as an effective mechanism to back up the city strategy. The Research Program positions itself as a knowledge brokerage partnership seeking to facilitate research-based policy advice.

What’s it all about?

The Turku Urban Research Program is a flexible network of city officials and universities, i.e. University of Turku and Åbo Akademi University, guided by a steering committee and managed by a jointly-appointed research director (a ‘knowledge broker’). The Research Program was launched to tackle urban challenges, make good use of emerging opportunities as well as support the City of Turku in implementing but also constantly critically reviewing its strategy. The City of Turku believes that the city’s growth should be based on an ecologically, socially and economically sustainable foundation.

The Research Program supports the City’s developmental attempts in the following areas:

  1. competitiveness (conditions and factors of economic success, increasing attractiveness, collaboration with other cities and institutions, etc.);
  2. welfare & wellbeing (living conditions, social inclusion, integration of immigrants, etc.);
  3. sustainable development (land use & planning, housing, transport, climate change, etc.);
  4. good governance (public services, local democracy enhancement, etc.).

All in all, research co-operation supports knowledge-based management of the municipality’s development initiatives in all strategic fields.

What is actually being done?

The Research Programme provides grants to research projects that meet both the city’s and the universities’ needs. Projects are either initiated through funding competitions or assigned directly.

In the open funding competitions, applicants have to pass two rounds. During the first round, their projects are reviewed by a panel of representatives from the universities, the city administration and other potential funders. The projects are assessed against scientific merit, applicability, originality of their contributions, etc. In the second round, the applicants are expected to present their final research plan having incorporated the feedback received from the reviewers. For each winning project, the City of Turku nominates a steering group that gets supported by the research director with fostering information exchange.

In 2018, the programme distributed €600.000 research funding through a funding competition. The topics of the granted projects were housing choices, intergenerational social exclusion, transnational networks of Turku as a university town (1640–1828), temporary uses supporting innovation in science park setting, novel urban services enabled by 5G networks, and urban climate policy.

In case of a direct assignment, the knowledge broker helps practitioners to define a reasonable assignment and negotiate the details with the researchers. When an individual/team has an initiative to share, applicants are welcome to approach the research director with their proposal that gets evaluated on its fit for the needs of the city.

In addition, the Research Program holds annual competitions with 10 grants for Master theses in Urban Research, available for students studying at the University of Turku and Åbo Akademi University.

What are the interim results?

The Research Program has been in place since 2009, and it has been renewed for the third cycle (2019-2023). The impact, generated by the Research Program, primarily concerns research and policy advice. By 2019, more than 100 research projects – all done in co-operation with the municipality – have been funded or co-funded by the Research Program. City administration applies the research results to improve their decision-making and strengthen the impact of their development initiatives. The Research Program has considerably strengthened co-operation between the city administration and universities.

The Research Program has had an effect on education as well. It has served as a trigger to create Urban Studies Minor (seminars and courses of 25-35 ECTS) offered to students at the University of Turku and Åbo Akademi University. The seminars and courses are expected to stimulate students to specialize in urban research within their majors.

This blog article is written with reference to the Turku Urban Research Good Practice Case Study Report prepared as part of the Erasmus+ University City Action Lab (UCITYLAB) Project. 

Featured photo by Jarkko Mänty from Pixabay

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We are delighted to introduce you the first e-zine issue of our Erasmus+ project UniverCity Action Lab (UCITYLAB), the joint initiative of a European consortium of higher education institutions – Porto Business School, University of Ljubljana, Autonomous University of Barcelona, Institut Mines-Télécom – and UIIN to foster university- city collaborations to tackle urban challenges.

What is in?

Our first issue aims to highlight the motivations and the vision of the project, as well as shedding light into the institutional motivations of the partner organisations in joining this change initiative. The issue is also enriched with input from our supported Erasmus+ Knowledge Alliance projects WEXHE & PEOPLE, recent reports and upcoming events relevant to the theme, presented for your attention.

The selected articles from our partner institutions reflect urgency in action, in addressing pressing societal challenges with novel ways of urban engagement, including forming of local stakeholder communities and setting-up relevant educational activities. Universities are called for adopting interdisciplinary models of teaching and research, and incorporating problem-based learning experiences in their curriculum that will require involvement of the city actors to co-create solutions.

While the consortium commits to the common goals of the project, our articles show our partner institutions have their local and organisational priorities to achieve over the course of their collaboration as well. These unique elements are stated as e.g. increasing of awareness among the
academics on the complexity of technological and societal change, innovation in service and product development with inclusion of citizens, development of new business models in accordance with the potential new solutions, and formation of sub-thematic urban research groups.

We wish you all a pleasant reading and plenty of inspiration for your own university- city collaboration initiatives.

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As much as the cities are considered to be the engines of European economy with extensive job opportunities, and the educated population they attract, they are also places where the social and environmental challenges are concentrated, including mobility, sustainable land and energy use, inclusion of migrants, digital transformation and poverty.  

Without doubt, universities hold great potential to act as key actors in fostering dialogue among regional stakeholders to initiate and sustain joint actions towards creation of smart and sustainable cities. In that, the 2017 renewed Agenda on Higher Education has made clear references to the responsibilities of the HEIs, such as being ‘civic’ and ‘entrepreneurial’, contributing to both social and economic advancements in their regions. This transformation is particularly necessary, given the lack of student exposure to real-life challenges in traditional settings, and skills mismatches experienced upon graduation, with what is demanded by both modern industry and the society.

However, despite efforts, direct links between universities and cities are still weak. Urban engagement is not an inherent component of HE systems, nor are they a part of ongoing academic programs. HEIs lack relevant strategies, tools, resources, and knowledge to apply to engage in city initiatives. This is largely due to the alignment of universities with national policies and funding frameworks, and their increasing efforts for international recognition, rather than adopting a ‘Glocalised’ approach to external engagement. Part of the problem for this weak interconnection between universities and regional authorities can also be attributed to failure in understanding the underlying logics that drive each other’s activities.

Why is the HEI involvement in urban development vital?

Given the significant number of European initiatives supported under the umbrella of Urban Agenda, and Smart and Sustainable Cities, it is crucial to expand the bottom up support for the cities to co-develop, test and implement the solutions, and thus consolidate efforts. The HEIs can support anchoring innovation by raising interest in the urban areas they are based in, offer resources, and facilitate change.

Moreover, universities can exploit cities as living labs incorporating the open spaces, institutions, and local community in their research and teaching programs, while transforming their teaching methods from the ‘traditional’ to more ‘current’ ones, by offering adopting problem-based, experiential learning experiences to their students, and fostering the development of much demanded entrepreneurial skills.

To achieve its goals, the UCITYLAB project will target HEIs located in four major cities in Europe – Porto, Ljubljana, Barcelona, and Paris – with their students and academics, respective city governments, NGOs, urban development authorities and community partners and citizens. We believe by joining forces on this project we will be able to leverage a much greater understanding of the needs and solutions for urban challenges, and the ways that could be achieved on our own, thus producing a much more relevant, high quality, sustainable learning resource. Common challenges with urban innovation experienced by the partner cities will allow cross-border collaboration, and exchange of best practices and experiences for joint action, as well as a leading to a greater understanding of approaches to civic engagement, and entrepreneurial activities designed to facilitate this.

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In this blog article, Konstantinos Kourkoutas, Coordinator of the CORE Smart and Sustainable Cities of the UAB and Angela Serrano, Head of the Unit of Strategic Development at UAB discuss how the critical mass of research and innovation institutions at the Autonomous University of Barcelona facilitated the emergence of a number of Strategic Research Networks (COREs), including Smart and Sustainable Cities. The research on the Smart and Sustainable Cities aims to integrate the knowledge generated by disciplines involved in traditional spatial research and planning with new disruptive technologies and methodologies.

The Strategic Research Networks / CORES (Comunitat Adreçada a Repte Estratègic, in Catalan) are interdisciplinary research communities, with a flexible organization   that bring together all the research groups of the different members of the UAB Sphere, in line with the objectives of the challenges outlined in the priority societal challenges of Horizon 2020, the RISCAT, and the local strategic development goals.

The CORE mission is to promote the R & D & I capabilities of the UAB and its Sphere through the support of the coordinated development of research and transfer strategies, with the ultimate goal of increasing the competitiveness of the member groups, both individually and collectively. Their aim is to generate and promote networking, to share resources and to coordinate actions required to effectively boost projects that may advance knowledge in the field and promote transfer of result into society and industry. Each CORE has a Strategic Plan and a community manager.

A Snapshot into the development of Catalonia Regional Innovation Ecosystem

The current challenge for European public universities is to ensure that research excellence translates into an economic, social and cultural growth for the region and that the public research can be accountable not only to the wide scientific world but also to the society and the respective challenges being faced.

The Regional Smart Specialization Strategies set up in 2010 by the European Commission identify priorities in which each region believe it has potential to grow and were set up by the interaction of the quadruple helix (government, industry, academia and society). Universities are key actors in defining and implementing such strategies, thus they had to make an effort to draft strategic plans that enable alignment with these policies. By taking part to the Regional Specialization Strategy (RIS3CAT in Catalonia), the Catalan universities have developed, for the first time, a strategic vision of the region and its key sectors and met new partners and stakeholders in order to be able to participate in the regional strategy programs.

The strength of the UAB proposal comes, not only from its own capabilities, but from the singularity of the UAB Research Hub – the UAB Sphere- in terms of critical mass. The UAB Sphere is an ecosystem of knowledge that aggregates research and innovation institutions contribute to socio-economic development of the territory. Aggregation in terms of increase of critical mass, sharing of resources, synergies, optimizing investments, and improving the sustainability of the system, results in an improved competitiveness of the territory. This definition has played an important role in the development project “Excellence Campus UAB.”

The award of the Campus of International Excellence (CIE) to the UAB by the Spanish Ministry of Science back in 2009, set out the ground for the development of the current RIS3. The UAB-CIE jointly focused on the creation of a regional plan to consolidate the centers on the UAB campus with the technology parks, companies and local municipalities. They aimed to create a vibrant regional hub of knowledge and innovation with a special emphasis on specific areas of specialization that could act as motors for local socio-economic development. The project implied, for the first time strengthening the collaboration among all the research and innovation stakeholders of the campus and the territory, and it represented a major shift in the vision of the university as an integrating and fundamental part of any regional strategy. This undoubtedly made it easier for the UAB to fit its future activities into the Regional Strategy for Intelligent Specialization of Catalonia 2014-2020 (RISCAT) since it coincided with actions that were driven by the spirit of integrating strategies and aggregating the capacities that had emerged from the UAB-CEI project.

It was already demonstrated that the set of institutions that make up the Sphere UAB-CEI had the necessary capabilities, both human and material, to develop successful projects in complex and strategic areas. Also, under the RISCAT instrument called Communities, the creation of thematic partnerships was proposed in order to meet the regional socio-economic demands and challenges in specific sectors. For the UAB in order to respond to these challenges and effectively articulate its own capacities, the Strategic Research Communities (CORE) were launched starting in 2013. The CORE networks were established based on a strategic challenge identified at international, European and territorial level and in which the UAB-CEI had a sufficient critical mass of research groups that covered the entire chain of value of each area. In this sense, the UAB has defined four COREs so far: Smart & Sustainable Cities, Cultural Heritage, Mental Health and Education & Occupability that act in the quadruple helix frame of territorial organization: academic field, productive sector, government sector and civil society.

Smart and Sustainable Cities within the CORE

One of the four COREs created is the one on Smart and Sustainable Cities. The territorial dimension of the City thematic allows for a strong interaction between groups of the network and regional stakeholders and the generation of knowledge and new initiatives / mechanisms that can contribute to the sustainable development of cities in the surrounding territory. In scientific terms, the aim was to integrate the knowledge generated by disciplines involved in traditional spatial research and planning with new disruptive technologies and methodologies that have emerged or are emerging and are changing both the organizational as well as physical aspect of our cities. During the three years in function now, natural sub-thematic groups were formed around topics, such as circular economy and city metabolism, digital governance and technological sovereignty, new models of productions and consumption in the city, connected vehicles and advanced mobility, spatial data and decision making models,  Societal Perception of Technology among others, creating over time a proper structure and self-organization. Another important part of the CORE activity was the articulation and interaction with the local quadriple-helix stakeholders, and the initiation of new projects, such as the UAB OPEN LABS project, which will be described in a subsequent article.

The COREs initiative has provoked the curiosity and interest of many Spanish and European universities that have come contacted us over the years to know more on how they can replicate the model. Thus, we think it is worthwhile to be included and mentioned within the UCITY project, so more people get inspired and start organizing and collaborating around strategic challenges in their territories.

Info COREs

https://www.uab.cat/web/research/cores-uab/uab-strategic-research-communities-cores-1345698259237.html

CORE Smart & Sustainable Cities

https://www.uab.cat/core-ciutats/

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In today’s blog post, we asked Gregor Cerinsek (IRI UL) on his perspectives how University of Ljubljana aims to expand its role in the urban community through the UCITYLAB project. 

We live in the age of turbulence. The world is changing and it changes faster and faster, especially due to the exponential growth of technology. The digital transformation is happening so fast that human brains are not even capable to understand it. This rapid progress produces serious challenges which demand action from all of us. The fact is that the majority of people is not against the technological development. However, we should think about and discuss what could happen if we do not think about the consequences of this exponential growth on our society and humanity.

These challenges should affect our education system on all levels and demand for new interactive forms of teaching and learning. Problem is that university education is still mainly based on ex-cathedra lectures and one-directional knowledge passing where students have passive roles. Different faculties are furthermore focusing solely on their narrow academic fields, which leads to lack of communication and cooperation, especially between engineering and natural sciences on one hand side and social sciences and humanities on the other.

With this picture in mind, the Institute for Innovation and Development of University of Ljubljana (IRI UL) aims to foster university-business collaboration addressing real-life challenges of Slovenian industry and society in general. The UniverCity Action Lab project provides an ideal platform to enrich our model by enhancing university-city engagement through interdisciplinary students’ project-based learning. The established platform will serve for exchanging ideas, for identifying pressing societal and environmental challenges, and for co-creating innovative solutions for urban challenges with all key stakeholders involved. Students will work together with wide variety of key urban actors, including the representatives from governmental and non-governmental spheres, public bodies and agencies, educational institutions, all pursuing a common goal – to promote and enhance urban development strategies and inter-connectivity in the Ljubljana city.

We anticipate that the collaboration and intensive learning experience will provide students with an opportunity to demonstrate and apply the knowledge and skills they have gained through the existing university curriculum and to contribute to professional practice as discipline experts. In addition, academics (teachers, professors) will become aware of the multidisciplinary complexity of technology and urban development and will be furthermore challenged to modify their way of teaching to these new circumstances. Industry and all other stakeholders involved will get a fresh perspective in relation to product and service development – especially how to assess, understand and incorporate users/citizens and their needs. The project will provide valuable insights into “wicked problems” and “big unknowns” that the city and society is facing (such as climate change or urban development). It will contribute towards understanding of human dynamics and will uncover the surprising and complex ways in which people and citizens make decisions. Finally, when it comes to solving the city challenges, we will try to question the “taken for granted” by looking at it from an “outside-the-box” perspective and encouraging creative, trans-disciplinary insights.

Exciting times ahead!

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In today’s post we asked Rui Coutinho and Catarina Reis about the involvement of the Porto Business School (PBS) in the UCITYLAB project, the vision of PBS in their engagement with urban stakeholders, and the potential impact of these collaborations on the city.

Porto Business School (PBS) was founded 30 years ago to address a common challenge: the gap between the levels of qualification and skills that Higher Education Institutions (HEI) delivered to young professionals and the level of expectations and demand companies requested to their workers. PBS was born out of the will and the passion of a few business people and the vision and boldness of the University of Porto. Still today, PBS’s governance model displays this unique DNA: academia and companies are shareholders, with equal decision power, and the educational offer is fully aligned with identified market needs.

Today, however, we are witnessing new collaboration models and new untapped opportunities: HEI’s are not taking full advantage (nor being active problem solvers) of the urban ecosystems they are based in. We know for quite some time that universities don’t have only the mission of teaching and researching, but in fact they are progressively getting involved with their surroundings, which means having an active role in their communities’ progress. It is not enough for universities to create knowledge, it is mandatory that that knowledge results in real economic value, but also social, cultural and environmental value. This goal can only be achieved if everyone is involved with a true triple-helix approach: universities, companies and cities working side by side to identify and co-create new solutions for collective urban problems, aiming at a sustainable economic, social, cultural and environmental added value. PBS aims at being on the edge of this co-creation, which motivated its participation on UCITYLAB.

Entrepreneurship is part of PBS’s DNA. That’s why we believe that, in order to truly co-create new solutions for the cities, we need to include technology centres and incubators, to support startups and spin-offs creation or to organise new open innovation challenges. These actions will only be successful if we identify the problems and needs the city presents, if the potential new products or services are able to solve them, if they are able to exploit the city’s resources, if they have a strong business case and also if they take advantage of the upstream and downstream synergies in its value chain. In conclusion, it is crucial to know if the potential new solutions and business models fit the city’s characteristics.

Besides that, we believe that looking into the city we are based in and detecting the challenges it faces, as well as the biggest tendencies, it’s the best way to be innovative in our education portfolio, developing learning methodologies and programs that enable the improvement of the needed skills for the city progress.

Furthermore, we are a collaborative school, differentiated due to the knowledge sharing and value co-creation, so the establishment of partnerships with city stakeholders is perfectly aligned with our modus operandi, being potentially beneficial not only for this specific project, but also for future opportunities. Therefore, we expect that UCITYLAB will enable PBS to help solving some societal challenges in Porto, in partnership with the city government and all the urban stakeholders and will inspire our students to the topic of co-creation for urban development.

By learning with other cities’ good practices and by testing new co-creation practices and solutions, we aim at helping the city of Porto’s endeavours to become a smarter city by creating a new course on urban co-creation that remains beyond the project lifetime, reinforcing the constant connection between PBS and the city and, therefore, having a positive impact on its citizens lives.

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Erasmus+ Strategic Partnership Project University-City Action Lab (UCITYLAB) kick-off meeting has been held in Porto on 29-30 October, bringing together 5 consortium partners with representatives from Porto Business School, (Portugal); Institute for Innovation and Development of University of Ljubljana(Slovenia); Autonomous University of Barcelona (Spain), Institut Mines-Télécom (France); and University Industry Innovation Network (Netherlands).

To be coordinated by Porto Business School (PBS) over the next 30 months, the UCITYLAB consortium will aim to embed Europe’s education and knowledge institutions into their urban environment to unlock their innovation potential and address metropolitan challenges. To achieve this, the project will first (i) map the status-quo of HEI practices involving city engagement at the national and international level, (ii) launch UCITYLAB Networks in the partner countries to start conversations with regional stakeholders for collaborative innovation, (iii) prepare the UCITY Challenge course program, and (iv) implement the program in two phases of theory and real-life projects the students will undertake together with city stakeholders.

The efforts will be put forward to strengthen the relationships between HEIs and their urban communities, build the understanding and practice of social innovation, entrepreneurship and urban development among HEI students, and in the long term to foster economic and social development in the cities where the partner institution are located. The role of the UIIN in the consortium will be prominent in the development of the knowledge base, supporting the development of University-City networks, as well as in the dissemination of the project outputs through its diverse range of channels.

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