Governing the mission-oriented transition towards a circular infrastructure sector: From ideals to new socio-technical systems

Circularity has become a central approach to making the infrastructure sector more future proof. As such, circularity is positioned as a transformative mission. However, the socio-technical transition required to achieve this mission is steeped in complexity, uncertainty, and contestation, making its governance a tricky exercise. This PhD dissertation delves into the systemic barriers to the mission-oriented transition and offers various ways to deal with those on a sectoral, organizational, and inter-organizational level. By doing so, this dissertation aims to equip scholars and practitioners with the tools to effectively steer and support the transition towards a circular infrastructure sector. The first study identifies three causal cycles that act as systemic barriers to the transition: one regarding the contestation of the circularity concept, one regarding learning and upscaling, and a final cycle on rigid procurement approaches that hamper radical innovations. The first cycle, regarding the contestation of circularity, is examined in more detail in the second study as it forms the most deeply-rooted barrier. The third study presents a governance approach to steer mission-oriented transitions, acknowledging their inherently complex, uncertain, and contested nature. How organizations deal with the external pressures caused by the circularity mission is investigated in the fourth study within the Dutch infrastructure system. Finally, the fifth study explores how the innovation ecosystem approach can help the circularity transition by introducing long-term oriented forms of collaboration to support innovation beyond single infrastructure projects. The dissertation concludes with a discussion of the implications for both practice and theory, extending beyond the individual studies to offer actionable perspectives for various domains and actor types in academia and practice

Routing versus energy optimization in a linear network

In wireless networks, devices (or nodes) often have a limited battery supply to use for the sending and reception of transmissions. By allowing nodes to relay messages for other nodes, the distance that needs to be bridged can be reduced, thus limiting the energy needed for a transmission. However, the number of transmissions a node needs to perform increases, costing more energy. Defining the lifetime of the network as the time until the first node depletes its battery, we investigate the impact of routing choices on the lifetime. In particular we focus on a linear network with nodes sending messages directly to all other nodes, or using full routing where transmissions are only sent to neighbouring nodes. We distinguish between networks with nodes on a grid or uniformly distributed and with full or random battery supply. Using simulation we validate our analytical results and discuss intermediate options for relaying of transmissions

Combinatorial reasoning to solve problems

This study reports combinatorial reasoning to solve problems. We observed the mathematical thinking of students aged 14-16. We study the variation of the students’ solution strategies in the context of emergent modelling. The results show that the students are tempted to begin the problem solving process on the highest level and otherwise have difficulties transitioning from a lower to a higher level of activities. Qualitative analysis revealed some students’ preference of the use of formulas, while at the same time other students showed more insight by their systematic approach of the problems, leading to better results. We advocate matching emergent modelling with teaching combinatorial reasoning, stimulating students to create a relational network of knowledge

Circulaire infra: Hoe versnellen we de transitie?

Samenvatting en reflecties uit de praktijk op het proefschrift "Governing the mission-oriented transition towards a circular infrastructure sector: From ideals to new socio-technical systems"

Circular infrastructure in terms of institutional logics

The concept of the circular economy (CE) has gained popularity in addressingconcerns related to environmental sustainability. However, difficulties arose inscaling up and integrating CE solutions into the infrastructure sector. This paperargues that the institutional logics underlying the current infrastructure sector areincompatible with the logics on which CE is based. To examine this, we conducted astudy using literature and empirical evidence from the Dutch infrastructure agencythough in-depth interviews. By relating the arguments of interviewees to values,norms, and worldviews, we were able to establish and compare the prevailing logicsheld by infrastructure professionals with those related to CE. The results reveal aconflict between the dominant market logic in CE development and the prevalentstate and project logics that guide infrastructure practices. These findings highlightthe importance of strong leadership from public clients to incorporate CE principlesinto construction processes. By addressing the institutional barriers to CE scaling,this paper contributes to the ongoing discussion on implementing CE in theinfrastructure sector and provides valuable insights for policymakers and publicclients

Operationalizing contested problem-solution spaces: The case of Dutch circular construction

In shaping collective responses to societal challenges, we currently lack an understanding of how to grasp and navigate conflicting ideas on societal problems and potential solutions. The problem-solution space is an increasingly popular framework for conceptualizing the extent to which problem-oriented and solution-oriented views are divergent. However, this reflexive framework needs an operationalization to become useful in practice. We contribute to this debate by demonstrating how Q-methodology can be used to systematically identify, describe, and compare collectively held visions in relation to problems and solutions. We use the case of Dutch circular construction, and identify three conflicting imaginaries that inform us about disagreement and common ground. We conclude by discussing how policymakers can use different approaches to navigate contestation, presumably mobilizing actors for a collective response

Dutch Lesson Study - Examples of Teacher Learning

Lesson Study increases teachers’ understanding of student learning, by collaboratively planning, teaching, observing and revising one or more lessons. We cover lesson studies on (1) an intuitive introduction of the derivate, (2) the transition from basic trigonometry to trigonometric functions, and (3) improvements in combinatorial reasoning