25 juni 2010 Barbara Regeer Athena Instituut VU Amsterdam

1. Wicked problems, Connected Value Development & the role of scientistsExperiences from TransForum projects 25 juni 2010 Barbara Regeer Athena Instituut VU Amsterdam

2. Wicked Problems No definitive formulation of the problem Stakeholders have different frames of reference concerning the problem Constraints and resources for solution change over time Wicked problems are never solved

3. Government Knowledge Institutes Sustainable practice Societal organisations Entrepreneurs Consumers Who is to solve these problems?

4. TransForum (2005-2010) Connected Value Development for the Delta Metropole Through supporting: - 30 innovative projects (IP's) - 30 scientific projects (SP's) - Learning from and between projects (LP's)

5. Connected Value Development • Based on 5 hypotheses • - Sustainable development is a dynamic system property • Sustainable development needs system innovation • System innovation is a non-lineair learning process • System innovation requires KENGI collaboration • Multistakeholder approaches imply transdisciplinary research

6. Connected Value Development – do’s and don’ts Be explicit about the new game Foster open attitude Create shared values and a common domain Employ action-learning spiral Emergent design Knowledge institutes Governments Sustainable practice Ngo’s Entrepreneurs

7. “My boss askes me: what will the proejct deliver tomorrow!?” “We ended up cutting the project into pieces, per discipline or sector, and now miss integration…” Knowledge institutes Governments Sustainable practice “The joint problem definition doesn’t fit into my discipline. I cannot publish about it.” “I shouldn’t direct the process from a central position, but I am...” Ngo’s entrepreneurs

8. The role of scientists Knowledge institutes Governments Sustainable practice Ngo’s entrepreneurs

9. The role of scientists Scientists moving between joint practice and discipline, contributing to and cocreating new knowledge (Regeer, Bunders 2007/2009) Knowledge institutes Governments Sustainable practice Ngo’s entrepreneurs

10. The role of scientists Scientists moving between joint practice and discipline, contributing to and cocreating new knowledge Scientists that have become specialists in developing and facilitating new practices (Regeer, Bunders 2007/2009) Knowledge institutes Governments Sustainable practice Ngo’s entrepreneurs

11. The role of scientists Scientists moving between joint practice and discipline, contributing to and cocreating new knowledge Scientists that have become specialists in developing and facilitating new practices Scientists that have made these new practices object of their studies (Regeer, Bunders 2007/2009) Knowledge institutes Governments Sustainable practice Ngo’s entrepreneurs

12. The role of scientists Scientists moving between joint practice and discipline, contributing to and cocreating new knowledge Knowledge institutes Governments Sustainable practice Ngo’s entrepreneurs

13. The role of scientists • Reputational system • Publications in A-journals • Number of PhD’s • key-note speeches etc. • Depends on epistemic culture (Tress et al. 2003)

14. The role of scientists • Reputational system • Publications in A-journals • Number of PhD’s • key-note speeches etc. • Depends on epistemic culture • Succesfull if • Transdisciplinary • Knowledge contribution to real life question • Actual change (Tress et al. 2003)

15. The role of scientists “We try to contribute, but in the end it is their project.” (Tress et al. 2003)

16. The role of scientists “The questions they ask are not very interesting for us as scientists – too practical.” (Tress et al. 2003)

17. The role of scientists “The scientific products that I make are not always recognised by my colleagues.” (Tress et al. 2003)

18. The role of scientists “If I would get my PhD I would be more highly appreciated by my peers, but I really want to make a contribution to the projects.” (Tress et al. 2003)

19. The role of scientists – action perspectives (Tress et al. 2003)

20. The role of scientists – action perspectives • (Temporarily) ignore the institutional setting • Create boundary objects • Change institutional setting • Organise reciprocal process of planning, action & reflection • Contextualisation through interaction • (Hoes et al. 2008) (Tress et al. 2003)