Notions on learning applied to wind turbine development in the Netherlands and Denmark

Kamp, Linda M.; Smits, Ruud; Andriesse, C. D.

doi:10.1016/s0301-4215(03)00134-4

Cited by 192 publications

(153 citation statements)

References 13 publications

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“…These activities can range from very fundamental research in universities and knowledge institutes to very practical demonstration projects in small companies. This way of learning can be characterized as learning by searching (Kamp, 2002). Another way of learning takes place during the production of a particular technology.…”

Section: Technological Learningmentioning

confidence: 99%

“…learning by searching) led to the very expensive maintenance operation with the turbines of Horns Rev as described in Section 4.1. Probably, just like in onshore wind energy, practical small development steps with direct feedback from practice are more efficient than purely research-based forms of learning (Kamp et al, 2004;Garud and Karnøe, 2003). Still, learning by interacting is crucial for actors to get embedded in the TSIS and build up trust.…”

Section: Article In Pressmentioning

confidence: 99%

“…The British knowledge institutes did not get really included in the TSIS for offshore wind energy, since project operators were afraid of knowledge leaking away (Westra, 2006). As Kamp et al (2004) describe for Holland onshore, research and practice developed along their own trajectories, without being framed by-and leading to a-'binding' TSIS. The same goes for the offshore oil and gas industry, from which many lessons can be learned (Van der Tempel, 2002).…”

Section: Policies and Learning In The Ukmentioning

confidence: 99%

“…In other words, the 'black box' of technological learning has been opened by describing which actors learn, about which subjects they learn and how they do so. For onshore wind energy, several studies have attempted to realize this, for instance, Kamp (2002), Klaassen et al (2005) and Agnolucci (2007). Offshore wind energy is rather different from onshore wind energy.…”

Section: Introductionmentioning

confidence: 99%

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Technological learning in offshore wind energy: Different roles of the government

2007

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Offshore wind energy is a promising source of renewable electricity, even though its current costs prevent large-scale implementation. Technological learning has improved the technology and its economic performance already, and could result in significant further improvements. This study investigates how technological learning takes place in offshore wind energy and how technological learning is related to different policy regimes. Offshore wind energy developments in Denmark and the United Kingdom have been analysed with a technology-specific innovation systems approach. The results reveal that the dominant forms of learning are learning by doing and learning by using. At the same time, learning by interacting is crucial to achieve the necessary binding elements in the technology-specific innovation system. Generally, most learning processes were performed by self-organizing entities. However, sometimes cultural and technical barriers occurred, excluding component suppliers and knowledge institutes from the innovation system. Danish policies successfully anticipated these barriers and removed them; therefore, the Danish policies can be characterized as pro-active. British policies shaped stable conditions for learning only; therefore, they can be characterized as active. In the future, barriers could hinder learning by interacting between the oil and gas industry, the offshore wind industry and academia. Based on this study, we suggest national and international policy makers to design long-term policies to anticipate these barriers, in order to contribute to technological learning. r

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Section: Technological Learningmentioning

confidence: 99%

Section: Article In Pressmentioning

confidence: 99%

Section: Policies and Learning In The Ukmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Technological learning in offshore wind energy: Different roles of the government

2007

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“…Success can be measured by comparing the aims of the projects and the achieved outcomes. Intangible learning outcomes (Kamp, Smits and Andriesse, 2004) and strengthened networking between firms, technology providers, authorities, user groups and other stakeholders are important (Hoogma et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

Demonstration projects in transition processes to sustainable energy and transport

Klitkou

2016

IJFIP

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Abstract:In this paper, an analysis was made of the role of public support schemes funding demonstration, test and trial activities for sustainable development in energy and road transport. This paper presents the analysis of the effects of demonstration projects in transition processes to sustainable energy and transport in the Scandinavian countries on the development of knowledge networks and on interaction with users. The main purpose of this paper is: (1) to analyse the role of publically funded demonstration projects concerning changes in knowledge networks of project participants over time; (2) analysing policy priorities in collaboration by the public funding programmes. The paper addresses following research questions: (1) How successful are Scandinavian demonstration projects in contributing to the development of knowledge networks for sustainable energy and transport transitions? (2) Do Scandinavian demonstration programmes prioritise learning in international knowledge networks and user involvement? (3) How have demonstration projects contributed to transition processes? Keywords: demonstration projects; networking; social network analysis; sustainable energy; sustainable transport; transition processes. Demonstration projects in transition processes 97This paper is a revised and expanded version of a paper entitled 'Demonstration projects in transition processes to sustainable energy and transport ', presented

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The importance of learning processes in wind power development

Kamp

2007

Eur. Env.

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This paper examines four learning processes that occur simultaneously during wind turbine development and diffusion: learning by searching, learning by doing, learning by using, and learning by interacting. It considers how these different learning processes affect technology development, which factors facilitate or impede these kinds of learning processes, and how they can be facilitated better to accelerate technological change. These questions are addressed to a historical case study of large-scale and small-scale onshore wind power development in The Netherlands, with some provisional conclusions drawn from recent research on the development of offshore wind. The most prominent learning process in onshore wind power development in The Netherlands was learning by searching. However, no reliable wind turbines, let alone a wind turbine industry that was able to compete at international level, were produced as a result of this learning process. Other learning processes were needed, like learning by doing and learning by interacting with the other actors involved. In the recently set up offshore wind-power innovation system, we see some learning from past mistakes. Wind turbine users are participating more actively and prominently than in the onshore innovation system, allowing more learning by using and learning by interacting. Furthermore, the focus is less on rapid up-scaling and high-tech innovation, but more on learning with existing technology in a different, offshore, environment.

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Notions on learning applied to wind turbine development in the Netherlands and Denmark

Cited by 192 publications

References 13 publications

Technological learning in offshore wind energy: Different roles of the government

Technological learning in offshore wind energy: Different roles of the government

Demonstration projects in transition processes to sustainable energy and transport

The importance of learning processes in wind power development

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