Collaborating for energy efficiency in Swedish shipping industry: interrelating practice and challenges

As achieving environmental sustainability is a complex problem, it is often recognized that no organization can accomplish this systemic change by itself; thus, multi-actor collaboration is needed. Regarding the specific issue of increased energy efficiency, previous research has highlighted the need for collaboration and knowledge exchange among actors. However, insights from literature suggest that despite all the good intentions, establishing multi-actor collaboration can be both complicated and difficult to achieve in practice. In this paper, an in-depth qualitative, ethnographic-inspired study of an emerging collaboration aiming for increased energy efficiency within the shipping industry is used as a foundation to better understand the practices and challenges involved in the organizing of multi-actor collaboration. The findings reveal how the interrelating of collaboration practices and experienced challenges influenced the development of the collaboration. The paper contributes to the current discussion on how to organize for sustainable development. Also, practitioners managing and participating in multi-actor collaborations addressing complex societal issues can benefit from the findings

Social Services, Social Innovation and Multi-Actor Collaboration : A Civil Society Organisation Perspective

A central focus of this PhD dissertation is to advance an understanding of how social innovation is generated through the perspective of civil society organisations (CSOs) that provide social services to vulnerable groups through collaboration with multiple actors in the fragile context, with a legacy of war. An “agency-structure” approach has been applied as an overarching perspective throughout this dissertation. Theories such as institutional theory (new institutionalism and institutional networking), resource-dependency theory as well as the concepts of social innovation, collaboration, non-state service provision, NGO-isation and the third sector-public services provision present the main theoretical framework of this dissertation. Using Bosnia and Herzegovina as a case, this dissertation adopts an exploratory sequential mixed methods research design, in which the overarching study has consisted of three constituent articles. The data source for this study consists of 15 semi-structured interviews with representatives from local CSOs, international aid/development donors and the public social sector institutions, as well as a survey of 120 CSO representatives from a variety of social service CSOs with the experience of the implementation of socially innovative services, models and interventions.publishedVersio

The value of theoretical multiplicity for steering transitions towards sustainability

Transition management, as a theory of directing structural societal changes towards sustainable system innovations, has become a major topic in scientific research over the last years. In this paper we focus on the question how transitions towards sustainability can be steered, governed or managed, in particular by governmental actors. We suggest an approach of theoretical multiplicity, arguing that multiple theories will be needed simultaneously for dealing with the complex societal sustainability issues. Therefore, we address the steering question by theoretically comparing transition management theory to a number of related theories on societal change and intervention, such as multi-actor collaboration, network governance, configuration management, policy agenda setting, and adaptive management. We conclude that these related theories put the managerial assumptions of transition management into perspective, by adding other steering roles and leadership mechanisms to the picture. Finally we argue that new modes of steering inevitable have consequences for the actual governance institutions. New ways of governing change ask for change within governance systems itself and vice versa. Our argument for theoretical multiplicity implicates the development of multiple, potentially conflicting, governance capacitie

Knowledge and innovation systems in Swedish horticulture : A study of multi-actor collaboration for impact

The background of this thesis is new directions in international and national politics, the challenges of contemporary innovation systems, and the challenges and potentials in Swedish horticulture. The aim is to investigate how the knowledge and innovation system in Swedish horticulture can be reinforced to meet current and future challenges. The research questions focus on how network facilitation, social learning, and impact orientation can contribute to a reinforced knowledge and innovation system. The frame of reference takes in theories of systems of innovation, and, in particular, agricultural knowledge and innovation systems (AKIS). The thesis is also complemented with theories of social processes related to learning and impact. The methods include qualitative case studies in a progression from traditional qualitative research methods towards an action research approach. The results identified processes of network brokering, dialogue, co-agency and inclusion as central to reinforcing the knowledge and innovation system of Swedish horticulture. The findings point to a need to balance a structural interpretation of the horticultural knowledge and innovation system with a process perspective, to actively invite the agency of engaged and entrepreneurial individuals, and to balance the historical ‘supply side innovation’ perspective with a prioritization on the creation of societal impact. These results provide a contribution to the debate around different systems perspectives of the AKIS. They also highlight how changes in everyday work at the micro-level are a precondition for system level change, and how actions at the micro-level have the potential of improving the ability to meet current and future challenges and contribute to societal impact and change

EG-ICE 2021 Workshop on Intelligent Computing in Engineering

The 28th EG-ICE International Workshop 2021 brings together international experts working at the interface between advanced computing and modern engineering challenges. Many engineering tasks require open-world resolutions to support multi-actor collaboration, coping with approximate models, providing effective engineer-computer interaction, search in multi-dimensional solution spaces, accommodating uncertainty, including specialist domain knowledge, performing sensor-data interpretation and dealing with incomplete knowledge. While results from computer science provide much initial support for resolution, adaptation is unavoidable and most importantly, feedback from addressing engineering challenges drives fundamental computer-science research. Competence and knowledge transfer goes both ways

Predicting Multi-actor collaborations using Hypergraphs

Social networks are now ubiquitous and most of them contain interactions involving multiple actors (groups) like author collaborations, teams or emails in an organizations, etc. Hypergraphs are natural structures to effectively capture multi-actor interactions which conventional dyadic graphs fail to capture. In this work the problem of predicting collaborations is addressed while modeling the collaboration network as a hypergraph network. The problem of predicting future multi-actor collaboration is mapped to hyperedge prediction problem. Given that the higher order edge prediction is an inherently hard problem, in this work we restrict to the task of predicting edges (collaborations) that have already been observed in past. In this work, we propose a novel use of hyperincidence temporal tensors to capture time varying hypergraphs and provides a tensor decomposition based prediction algorithm. We quantitatively compare the performance of the hypergraphs based approach with the conventional dyadic graph based approach. Our hypothesis that hypergraphs preserve the information that simple graphs destroy is corroborated by experiments using author collaboration network from the DBLP dataset. Our results demonstrate the strength of hypergraph based approach to predict higher order collaborations (size>4) which is very difficult using dyadic graph based approach. Moreover, while predicting collaborations of size>2 hypergraphs in most cases provide better results with an average increase of approx. 45% in F-Score for different sizes = {3,4,5,6,7}

Theoretical multiplicity for the governance of transitions. The energy producing greenhouse case

Transition management, as a theory of directing structural societal changes towards sustainable system innovations, has become a major topic in scientific research over the last years. In the Netherlands, the concept of transition management was adopted by several governmental agencies as one of the leading principles for steering sustainable development. In this paper we focus on the governance of transitions. The question is if and how transitions towards sustainability can be steered, governed or managed, in particular by governmental actors. We suggest an approach of theoretical multiplicity, arguing that multiple theories will be needed simultaneously for dealing with the complex societal sustainability issues. Therefore, we address the governance question by theoretically comparing transition management theory to a number of related theories on societal change and intervention, such as multi-actor collaboration, network governance, policy agenda setting and adaptive governance. We argue that these related theories put the managerial assumptions of transition management into perspective, by adding other steering roles and leadership mechanisms to the picture. We will illustrate the advantages of theoretical multiplicity by analysing the case of the greenhouse as a source of energy. The energy producing greenhouse can be considered a revolutionary technology, with the potential of turning the greenhouse horticultural sector from a mass energy consumer into a sustainable energy user and producer

EG-ICE 2021 Workshop on Intelligent Computing in Engineering

The 28th EG-ICE International Workshop 2021 brings together international experts working at the interface between advanced computing and modern engineering challenges. Many engineering tasks require open-world resolutions to support multi-actor collaboration, coping with approximate models, providing effective engineer-computer interaction, search in multi-dimensional solution spaces, accommodating uncertainty, including specialist domain knowledge, performing sensor-data interpretation and dealing with incomplete knowledge. While results from computer science provide much initial support for resolution, adaptation is unavoidable and most importantly, feedback from addressing engineering challenges drives fundamental computer-science research. Competence and knowledge transfer goes both ways

Educating collaborative planners: the learning potential of multi-actor regional learning environments for planning education

Recent changes in planning context, object, subject and approaches characterised by the key words wickedness, collaborative processes and boundary crossing, require a reconsideration of competencies needed for professional planners and evidence for the effectiveness of learning environments in which student planners can practice these competencies. This study explores if five “regional learning environments” (RLEs) contribute to students competence development and if working in multidisciplinary groups and with multiple external actors has an added value for this learning. Results show a differing pattern of competence development across RLEs. Multidisciplinary RLEs more strongly foster students’ competence development. Quantitative data show less effect of multi-actor collaboration while qualitative data show a wide range of potential learning outcomes typically related to multidisciplinary group work or multi-actor collaboration. It is concluded that the learning potential of RLEs is not optimally utilised yet and that process coaching is an important precondition for increasing students’ learning