Alejandra Boni

Inspired by the human development values and capability approach that are in tune with its ethos, the Universidad de Ibagué developed a participatory process to build a comprehensive capabilities list for the university community and the external actors that cooperate with it. As a private institution serving a region beset by conflict, the university feels … from Expanding Epistemic Capability in Participatory Decision-Making Processes: The Universidad de Ibagué Capabilities List

The 2030 Agenda positioned Science, Technology and Innovation as crucial means for achieving the Sustainable Development Goals (SDGs). This paper explores how a localised South-African policy experiment named the “Living Catchments Project” (LC Project) contributes towards the SDGs. This project is part of a portfolio of experiments to trigger innovation for transformative change in South … from The Role of Transformative Innovation for SDGs Localisation. Insights from the South-African “Living Catchments Project”

This paper explores how the University as social entity has great potential to confront epistemic injustices by expanding epistemic capabilities. To do this, we primarily follow the contributions of scholars such as Miranda Fricker and José Medina. The epistemic capabilities and epistemic injustice nexus will be explored via two empirical cases: the first one is … from Epistemic Capabilities and Epistemic Injustice: What is the Role of Higher Education in Fostering Epistemic Contributions of Marginalized Knowledge Producers?

The Word version of the Dynamic Reflective Binnacle tool is suitable for online use as a live and open document that can be completed transparently – for example, using a shared document editor. It helps to encourage learning and reflexivity in experiments, and to maintain the link between systems transformation and the concrete actions and … from Tool: Dynamic Reflective Binnacle (Word version)

Observations from Sandra Boni, part of the 2022 TIP Conference organising team on the ‘live reflection and learning’ spaces at the conference followed by brief reflections from three participants at the event working in research and policy roles.   Let me start this short reflection by saying that the TIP Conference in January 2022 was … from Reflections from participants on relational learning at the TIP conference

This simple Miro tool was developed for the five-day ‘live reflection and learning’ journey at the TIP conference in 2022, to help guide participants through a day-by-day exploration of three cross-cutting conference aims: Networking Aligning visions Learning and unlearning Each day, participants were invited to answer a series of reflective questions, share their personal experiences … from Tool: Live reflection and learning at the TIP conference

Shared Agendas is an exploratory project which ran from October-November 2020. A TIPC team from Ingenio led a series of workshops aiming to implement transformative shared agendas into the framework of RIS3CAT 2021-2027. The main objective of the workshop cycle, attended by representatives of four different Catalan territorial entities: Terres de Lleida, Bages, B-30 and … from SHARED AGENDAS EXPLORATORY PROJECT

Highly complex and uncertain environments require experimentation and a different approach to evaluation.  This paper makes the case for a ‘formative evaluataion’ approach and explores the implications of following this approach for the skills, attitudes and values needed by those inovlved in the evaluation process. This article presents our approach to the evaluation of transformative … from Evaluating transformative innovation policy. Insights from two experimental policies

In this example learning history, participants in the Vinnova experiment discuss the experience of adding an active reflexive layer to work on transformation of the food system. Their insights highlight the importance of reflexivity in Transformative Innovation Policy experiments for: working with complexity; managing expectations and assumptions; coping with challenges and change; finding common ground … from Learning history: Mutual understanding and trust-building

This blog is an edited extract from an article exploring TIPC experiences of implementing formative evaluation, highlighting the skills, attitudes and values required from evaluators to strengthen trust, participatory engagement and a learning mindset in experiments.    Between 2019 and 2021, TIPC worked with partners to develop a formative approach to the evaluation of Transformative … from Reflexive practice in Transformative Innovation Policy: Six lessons for action researchers

These extracts show how the Dynamic Reflective Binnacle tool was used during the TIPC-Vinnova experiment on food systems in 2020 to process reflection and learning. The anonymised contributions of participants show how knowledge and attitudes shifted during the course of the process and reveal some of the issues that emerged. To download the tool and … from Using the Dynamic Reflective Binnacle at the experiment level

This worksheet can be printed and used in face-to-face meetings and workshops to encourage learning and reflexivity in experiments, and to maintain the link between systems transformation and the concrete actions and pathways portrayed in the flexible theory of change. The Dynamic Reflective Binnacle records and keeps track of changes in attitudes, interaction and knowledge … from Tool: Dynamic Reflective Binnacle (pdf version)

This in-depth article presents the TIPC approach to the evaluation of transformative innovation policies and practical experience of implementing this: in work on food policy with Sweden’s Innovation Agency (Vinnova), and in the ACT on NBS (Adaptive Cities through Nature Based Solutions) project. To be consistent with the principles and objectives of these policies, an … from Evaluating transformative innovation policy: Insights from two experimental policies

Transformative Innovation Policy aims at changes — in people, organisations and at institutional levels — in order to orientate socio-technical systems towards sustainability and justice. This presentation explains the significance of reflexive monitoring, evaluation and learning in this process, drawing on modes and cycles of learning in transitions to make distinctions between the process, outcome … from Reflexivity: Deepening and broadening MEL in experiments

A binnacle is a stand on the deck of a ship, in which navigational instruments are placed for easy and quick reference. The Dynamic Reflective Binnacle has been developed as an easy and quick tool for recording and keeping track of changes in attitudes, interactions and knowledge (leading to action) in Transformative Innovation Policy experiments. … from Introducing the Dynamic Reflective Binnacle

This example from the Vinnova experiment shows the learning history method in action, introducing observations from team members on the role of mutual understanding and trust-building in creating learning spaces that trigger action based reflexivity. It includes reflections on the methodology, ways of working, expectations, team dynamics and essential ingredients, before posing questions for further … from Example learning history: Mutual understanding and trust-building

Presentation providing a practical and comprehensive overview of the methodology for formative evaluation with transformative outcomes, addressing the aims and purpose, the role of learning in sustainability transitions and evaluation, and second order learning, before walking through a six-step methodology. The authors introduce the steps that participants of a project, initiative or policy can take, … from Methodology for formative evaluation with transformative outcomes

This short extract from a presentation by Diana Velasco and Sandra Boni sets out how learning histories can be used in action research to enhance organisational learning and accelerate knowledge transfer. It explains how the Transformative Innovation Policy Consortium has approached this methodology within experiments to tell a story about topics within the engagement from … from Introducing the use of learning histories within experiments

In these slides from an event with the TIP community of practice in South Africa, Sandra Boni sets out the challenges of evaluating Transformative Innovation Policies and the principles of formative evaluation, before reflecting on the evaluation process – and the practice of applying sociotechnical transitions theory and transformative outcomes – within two TIPC experimental … from Transforming evaluations

This short introduction by Alejandra Boni and Jordi Molas-Gallart outlines the need for a formative approach to evaluation, and presents five principles that underpin this approach.    Formative evaluation for transformative outcomes The Transformative Innovation Policy Consortium has set about the task of developing an approach to the evaluation of transformative policies and experiments consistent … from Principles of formative evaluation

In this edited workshop recording, Jordi Molas-Gallart and Sandra Boni present a ‘formative’ approach to the evaluation of Transformative Innovation Policies that is operational and adaptable to different contexts. Together, they introduce the core principles of formative evaluation, practical experiences of implementing this approach within the Transformative Innovation Policy Consortium membership, and allude to the … from Open Learning Series: A formative approach to the evaluation of Transformative Innovation Policies

This is a foundational text for the TIP evaluation process, termed ‘Formative Evaluation’. Transformative Innovation Policies (TIPs) assert that addressing the key challenges currently facing our societies requires profound changes in current socio-technical systems. To leverage such ‘socio-technical transitions’ calls for a different, broad mix of research and innovation policies, with particular attention being paid … from A FORMATIVE APPROACH TO THE EVALUATION OF TRANSFORMATIVE INNOVATION POLICIES

Esta nota de política conceptual fue desarrollada para los miembros del HUB. Explica el significado de experimentación como parte del enforque transformativo, los objetivos de la experimentación, conceptos claves asociados y algunas de las principales características que pueden ayudar a definir un experimento. … from Nota conceptual sobre experimentos en Política de Innovación Transformativa (versión en Español)

This policy note was developed for HUB members. It explains the meaning of experimentation as part of a transformative approach, aims of experimentation, other associated key concepts and some of the main characteristics that can help to define an experiment.   … from Concept note on experimentation in Transformative Innovation Policy (English version)

This extract from the MOTION handbook (pp. 48-51) presents the Theory of Change canvas tool and examples of applying the tool in two different projects.   … from Introduction to the Transformative Theory of Change (TToC) canvas tool and examples

This short extract from the MOTION handbook presents what a Theory of Change is and how this approach was used in the MOTION project.   … from What is a Theory of Change?

The 2030 Agenda positioned Science, Technology and Innovation as crucial means for achieving the Sustainable Development Goals (SDGs). This paper explores how a localised South-African policy experiment named the “Living Catchments Project” (LC Project) contributes towards the SDGs. This project is part of a portfolio of experiments to trigger innovation for transformative change in South … from The Role of Transformative Innovation for SDGs Localisation. Insights from the South-African ‘Living Catchments Project’

This blog considers the use of participatory methods based on discussions in 2021 at the Eu-SPRI Conference.    During the 2021 Eu-SPRI conference (1), Paula Kivimaa in her keynote speech highlighted the importance of including a social justice perspective in the design and implementation of transformative innovation policy.  With this idea in mind, we convened … from Participatory methods and methodologies for a more just transition: Reflections from the 2021 Eu-SPRI Conference

This research report explains how the Covid-19 pandemic may have led to second-order learning amongst the Transformative Innovation Policy Consortium (TIPC) community. The first component of the project was developed from May to August 2020 and built through a sample of 16 participants working as funders or practitioners from science, technology and innovation (STI) agencies … from SECOND-ORDER LEARNING FROM THE COVID-19 PANDEMIC: REPORT

This report by Sandra Boni and Paulina Terrazas introduces the methods and preliminary insights from research designed to trace ‘second-order learning’ effects stemming from the pandemic, understood as changes in beliefs, assumptions, points of view and behaviours relevant for transformation. The project, Second-Order Learning in Response to Covid-19′, seeks to understand the role of learning in … from SECOND-ORDER LEARNING FROM THE COVID-19 PANDEMIC: Preliminary insights

‘Learning is not child’s play; we cannot learn without pain’ is a quotation attributed to Aristotle – learning processes take time and involve stretching every aspect of ourselves. In this video from TIPC’s Nordic learning event in 2020, the team working on the Vinnova experiment reflect on the learning histories of the core team, consisting … from Learning histories of Vinnova