Creating relational spaces for experimentation and learning
Relational spaces are necessary for the emergence of many of the transformative outcomes described in Component 3, such as networking, navigating expectations, aligning visions and unlearning. These resources introduce how TIPC has tried to create more relational learning arenas – particularly online, in response to the pandemic – and the lessons taken from this experience.
Tool: Live reflection and 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
Reflections from participants on relational learning at the TIP conference
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
What happens when we try to create a relational learning space at a conference?
This blog by Victoria Shaw reflects on personal experience of trying to create a more relational space for reflection and learning at the TIP conference, exploring the tensions in embedding this approach and the benefits of doing so for the knowledge system. In 2022, we experimented with a daily session dedicated to live ‘reflection … from What happens when we try to create a relational learning space at a conference?
Visual summary of conference learning journey
This visual summary of the ‘live reflection and learning’ journey at the TIP conference in 2022 sets out key insights from participants on the three central themes: Networking Aligning visions Learning and unlearning … from Visual summary of conference learning journey
Translational capabilities and the role of intermediaries
Intermediaries include people and organisations that bridge parts of society that might otherwise be disconnected. Intermediaries develop and utilise knowledge about the various actors, capabilities and needs in order to find the appropriate partners for the exchange of knowledge and the cooperative undertaking of tasks. This knowledge often amounts to effective translation of understanding between contexts and cultures, lubricating the circulation of knowledge and the formation of social ties in ways that hasten and extend co-production and other forms of collaboration.
The role of intermediary actors in transformative change
This short report created with EIT Climate-KIC defines and illustrates the role of intermediaries in relation to the transformative outcomes sought by TIP practitioners. It explores how intermediaries can push change beyond system optimisation into more transformative territory, outlining three key messages: • that intermediaries can play a role in enabling transformative outcomes by building … from The role of intermediary actors in transformative change
Capabilities for building bridges across government
As governments are tasked with delivering transformative change across interconnected systems, an integrated and evolutionary approach is needed, often calling for intermediaries. In 2021, TIPC and One Team Gov developed an experimental learning session to explore the conditions that give rise to collaboration and change within government. This work helps to facilitate learning and collaboration … from Capabilities for building bridges across government
Organisational learning in response to Covid-19
The theory of change used in TIP highlights the importance of shocks and large-scale trends in motivating and shaping transformation in socio-technical systems. Our recent (and continuing) experience with the Covid-19 pandemic has been a shock that challenges existing practices (rules) in mobility, food, and energy systems. The decimation of work force availability due to illness, the need for restructuring workplaces to be safer, and the need for limiting close contact between people on public transit, retail outlets and hospitality venues has had major impacts on employment, productivity and revenue. Efforts to adjust and adapt to this shock are ongoing and thinking about how to improve resilience is causing people to question the existing practices (rules) in all of our socio-technical systems.
Conversations on COVID-19: Consequences for the Second Deep Transition and the Sustainability Revolution
This blog is the transcript of a conversation about Covid-19, in which Johan Schot and Bipashyee Ghosh address a series of questions on the potential impact of the pandemic on sustainability transitions. Together, they discuss the impact of Covid-19 as a landscape shock, its implications for directionality and rule change and its influence on politics … from Conversations on COVID-19: Consequences for the Second Deep Transition and the Sustainability Revolution
Introduction to Covid-19 and second-order learning for TIP
From May 2020 to February 2021, through two rounds of interviews and two online workshops, participants in this research project interacted and reflected about changes derived from the pandemic and their implications. These included the nature and extent of second-order learning: changes in beliefs, assumptions, and points of view relevant for transformation. Can Covid-19 … from Introduction to Covid-19 and second-order learning for TIP
SECOND-ORDER LEARNING FROM THE COVID-19 PANDEMIC: Preliminary insights
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
SECOND-ORDER LEARNING FROM THE COVID-19 PANDEMIC: REPORT
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
Case study: Covid-19 as an opportunity for transformative learning among innovation professionals?
Blog by Paulina Terrazas, introducing the methods, results and conclusions from the ‘Second-order learning in response to Covid-19’. The possibility to learn from pandemics gives a different sense to the global crisis. As an example, Scholten, Huijskens, and Dörr (2020) explored how the SARS and A/H1N1 pandemics influenced organizational learning in the Canadian Institutes … from Case study: Covid-19 as an opportunity for transformative learning among innovation professionals?
Adapting to virtual spaces for TIPC learning and research
Although TIPC began before the Covid-19 crisis, much of TIPC’s life has been influenced by the pandemic. One of the most prominent features has been the difficulties in international and domestic travel that have led to many TIPC events being held online rather than in person. In an important sense, this is an acceleration of a development that is needed in order to respond to environmental and social justic objectives of TIPC. Virtual conferencing and learning make a significant contribution to the reduction in the environmental costs of travel. The old phrase — necessity is the mother of invention — aptly conveys the more positive side of these developments. Online activities can be participatory and democratic. However, to use these activities to their best advantage new skills and creative efforts are required.
Moving applied research online during the corona crisis: The MOTION experience
This blog offers some insights in how we, through learning-by-doing, adapted the MOTION project methodology to an online format, the challenges we faced, our breakthroughs, and best practices. Most importantly, the crisis challenged some of the core assumptions of our approach. In March 2020 the Corona crisis hit the MOTION project, just as … from Moving applied research online during the corona crisis: The MOTION experience
What does COVID-19 mean for policy learning and co-creation?
Vicky Shaw and Ed Steinmueller of the Transformative Innovation Policy Consortium consider the need to rethink business-as-usual and experiment with new ways of working. Learning and co-creation are the foundation for TIPC’s work on research, experimentation and evaluation. The consortium has invested in resources and methods to help align participants’ expectations and understanding over … from What does COVID-19 mean for policy learning and co-creation?
Creating the conditions for second-order learning in a digital space
In this blog exploring how we can create the conditions for deeper learning in digital settings, Christina Miariti – TIPC Programme Director, reflects on TIPC’s Nordic learning event, observing how the virtual environment affected the behaviour of participants and their engagement with the learning themes. I had the opportunity last September to participate as … from Creating the conditions for second-order learning in a digital space