Adapting the Living Lab Methodology: The Prefix ‘Co’ as an Empowerment Tool for Urban Regeneration in Large-Scale Social-Housing Estates

Cognetti, Francesca; Maranghi, Elena

doi:10.1007/978-3-031-19748-2_5

Cited by 5 publications

(2 citation statements)

References 22 publications

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“…Educational activities taking place in a LL environment appear in diverse formats, including anchored courses like the "Laboratory for Sustainable Architecture and Lifestyle" at UPC-Barcelona Tech, which offers transdisciplinary learning experiences in architecture and integrated energy design [65]; project-based course modules, as in Macalester College, offered as electives [108]; temporary arrangements for student participation in cross-sector LL partnerships, such as the one in the SoHoLab project of Politecnico di Milano, during which students engage in co-creation processes with urban stakeholders [129]; and, finally, students' graduate thesis work [93] and internships [103] organized within LL environments. The studies we reviewed emphasize the centrality of experiential [53], problem-focused [130], and place-based learning principles [131] in achieving the intended learning outcomes.…”

Section: Lls Integrated In Education Research and Engagement Activitiesmentioning

confidence: 99%

A Systematic Review of the Literature on Living Labs in Higher Education Institutions: Potentials and Constraints

Tercanli

Jongbloed²

2022

Sustainability

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Living labs (LLs) have emerged as an interface for higher education institutions to collaborate with companies, citizens, non-profit and government organizations to address a variety of problems around social challenges and sustainable development. In this systematic literature review, we summarize the existing knowledge on how universities shape and manage the LLs they are associated with and how they align with their core missions of education and research and—in particular—their social missions. Following PRISMA guidelines for a systematic literature review (SLR), we analyzed journal articles, conference papers, and book chapters published between 2008 and 2020, capturing 93 university-governed LL experiences from across the world. Our findings show that LLs are developing from bottom-up initiatives, often at the fringe of higher education institutions, towards more self-standing entities implementing strategies to undertake social outreach activities. LLs require their host universities to intensify the relationships with their stakeholders and work on capacity building and focus on inter- and transdisciplinary research methodologies. Finally, our literature review points to the need for further research on the hybrid governance approaches displayed by LLs, particularly looking at the roles and responsibilities of academics involved in managing LL initiatives.

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Section: Lls Integrated In Education Research and Engagement Activitiesmentioning

confidence: 99%

A Systematic Review of the Literature on Living Labs in Higher Education Institutions: Potentials and Constraints

Tercanli

Jongbloed²

2022

Sustainability

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“…Networks can link knowledge with action, enhance collective action, promote social learning [27]. Trustworthy networks can enhance the willingness of people and institutions to act [28], by utilizing the network's human and financial resources and also governance structures of member institutions that are located in different countries, for the accomplishment of common goals [29], realizing the Living and Change Lab concept. Networks can play a key role in contributing to social transformation and sustainability-oriented engineering education if sustainable development is the epicenter of their mission and the contemplation of social change.…”

Section: (L) Contributes To Cultural Narrativesmentioning

confidence: 99%

New Forms of Social Learning in Mediterranean Higher Engineering Education: Change Lab for Gender Equality Transformation, Methodology, Design Principles

Zabaniotou

2020

Sustainability

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Educating students to understand the dynamics of complex systems and acting with responsibility and equality in their professional/private life is pivotal. Implementing social changes in higher engineering education institutions is a challenge. This work is grounded empirically in the tailored practices of the gender equality Change Lab embedded in the network of Mediterranean engineering schools, which is a collective organizational integrity. We used action research and practical learning in our methodology. Design principles are provided, and methodological setup is included. We advocate that in order to mainstream gender equality, develop structures, and overcome some of the known limitations, we need to have conceptual clarity, well-targeted interventions, reflexivity, and empirical evidence. Moving from separate bureaucratic centrally-managed higher education institutions to interconnected networks that can organize self-assembling collaboration in the form of labs, with mutually beneficial partnerships contemplating social innovations, can challenge the melting of the traditional boundaries towards inclusive education. This can be done amidst university reforms conducive to such a transformation. Particular attention is paid to the role of HORIZON 2020 Taking a Reflexive Approach to Gender Equality for Institutional Transformation (TARGET) project in conceptualizing gender equality learning and system change in Mediterranean engineering schools.

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Boosting the Spanish Urban Agenda through urban living labs: The case study of Madrid

Diaz‐Sarachaga,

Sánchez‐Cañete

2024

Sustainable Development

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The Spanish Urban Agenda (SUA) intends to promote sustainable development through the implementation of the 2030 Agenda at the local level. Since all world stakeholders are called to participate in the achievement of the Sustainable Development Goals, diverse instruments adopting a collaborative approach between social actors have gained importance. Among them, urban living labs (ULLs) involve distinct participants to handle urban issues by proposing and testing solutions. This research determines the role of ULLs conducted in Madrid since 2000 as drivers of the SUA. A two‐tier methodology was adopted to develop a framework after first conducting an in‐depth literature review to identify key features of ULLs. Second, the connection between the SUA and ULLs was defined. Findings revealed a limited impact of the analyzed labs in reaching the SUA. The under‐representation of social agents undermines the effectiveness of ULLs. A higher engagement of public institutions is recommended to overcome this shortcoming.

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Adapting the Living Lab Methodology: The Prefix ‘Co’ as an Empowerment Tool for Urban Regeneration in Large-Scale Social-Housing Estates

Cited by 5 publications

References 22 publications

A Systematic Review of the Literature on Living Labs in Higher Education Institutions: Potentials and Constraints

A Systematic Review of the Literature on Living Labs in Higher Education Institutions: Potentials and Constraints

New Forms of Social Learning in Mediterranean Higher Engineering Education: Change Lab for Gender Equality Transformation, Methodology, Design Principles

Boosting the Spanish Urban Agenda through urban living labs: The case study of Madrid

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