System Innovation and Transition Management I

6 EC

Semester 2, period 4

52641SIT6Y

Owner Master Earth Sciences
Coordinator prof. dr. J. Grin
Part of Master Earth Sciences, track Environmental Management, year 1Master Earth Sciences, track Geo-Ecological Dynamics, year 1

Course manual 2018/2019

Course content

Over the past few decades, there has been a growing concern about the social and environmental risks which have come along with the progress achieved through a variety of mutually intertwined modernization processes. In recent years these concerns are transformed into a widely-shared sense of urgency, partly due to events such as the various pandemics threatening livestock, increasing awareness of the risks and realities of climate change, and the energy and food crises. This sense of urgency includes an awareness that our entire social system is in need of fundamental transformation. But like the earlier transition between the 1750's and 1890's from a pre-modern to a modern industrial society, this second transition is also a contested one. Opinions about the desirable pathways towards sustainability vary widely. In this course we address the issue on how to understand the dynamics and governance of the second transition dynamics in order to ensure sustainable development and long-term transformative change.

Point of departure is a recently concluded six-year research programme by the Knowledge network for System Innovations (KSI; directed by UvA in corporation with the Erasmus University Rotterdam and the Technical University Eindhoven). In this research programme efforts have been made to put transition thinking into practice in various domains. In this course you will be introduced to the concepts and insights gained in this research programme. During working groups you will apply these concepts and insights to a self-chosen case, so as to learn more about transformative change and system innovation in real life.

Themes:

  1. Dynamics of Transitions: A Socio-Technical Perspective.
  2. A Systemic & Reflexive Approach to Transitions.
  3. Understanding Transitions from a Governance Perspective.

Study materials

Literature

  • Grin, J., Rotmans, J. & J. Schot (2010) Transitions to Sustainable Development. New Directions in the Study of Long-Term Transformative Change, New York / London: Routledge. (Note: a paperback version of this book is available).

Other

  • Also, additional literature will be used, which can be found in either one of the university libraries or downloaded via the Web of Knowledge or Google Scholar. Other materials like background material, sheets of the lectures et cetera, will be placed on Canvas.

  • During the course, you will receive instructions for when to read which literature.

Objectives

The student will be able to

  • Explain the main theoretical concepts underlying three important perspectives  / approaches towards System Innovation & Transitions: a Socio-Technical Perspective, a Complex Systems Perspective and a Governance Perspective. 
  • Understand a particular sustainability problem from three perspectives / approaches towards System Innovation & Transitions: a Socio-Technical Perspective, a Complex Systems Perspective and a Governance Perspective.
  • Evaluate possible transition strategies, by applying knowledge of the typology of transition pathways that has resulted from ex-post studies of transitions or are developed from a Complex Adaptive System (CAS) perspective
  • Evaluate existing transition strategies and improve them by writing alternative and innovative proposals.

Teaching methods

  • Lecture
  • Seminar
  • Self-study

In this core course, the three perspectives /  approaches (see content and objectives) are explained in the lectures by Professor Grin. The theories are further elaborated upon in subsequent work groups, supervised by a tutor.

Learning activities

 

Activity

Amount

Duration

Hours 

 

Attending lectures

6

2 hours

12

 

Working groups

6

2 hours

12

 

Preparation of lectures and working groups by reading compulsory (and additional) literature, case selection, writing and presenting outline

±500 pp

 

100

 

Writing essay

 

 

44

 

Total

 

 

168

 

Attendance

The programme does not have requirements concerning attendance (OER-B).

Additional requirements for this course:

Participation in the meetings is obligatory. The meetings provide you with the opportunity to pose questions about the literature and practice with the theoretical perspectives that were elaborated upon.  Students come well prepared to the meetings, i.e. they have read the indicated compulsory literature beforehand, and participate actively.

Attendance of working group 2 and 6, February 11 and March 11 is obligatory, since the activities during this working group are essential to be able to finalize this course successfully. If you have missed more than one (other) work group, you will automatically be excluded from the course.

Assessment

Item and weight Details

Final grade

0.2 (20%)

Assignment 1: Disciplinary analysis

0.2 (20%)

Assignment 3: Written outline of essay

0.6 (60%)

Assignment 3: Final essay

Must be ≥ 5.5

Re-sit

You can only participate in a re-sit when you have complied to all three deadlines, as well as having met the other required elements of the course (i.e. have met the presence requirements).

  • If this is the case and you will not pass the final assessment, you will be registered automatically for the second chance.
  • If you did not meet all the required elements of the course and/or did not conclude the final assessment, you will not be registered for the second chance, because you have to re-do the course as a whole.
  • If you have valid reasons for not being able to meet (one of) the required elements (presence or assignments) you’ll have to send an e-mail to the study advisor to explain your case. If your circumstances are addressed as sufficiently valid, the study advisor will discuss the possibilities with the coordinator of the course.

Inspection of assessed work

 When you have registered for the course System Innovation & Transition Management, you are automatically registered for the examination elements of the course.

 

The Exam of this course consists of a written essay that tests the theoretical knowledge about the three approaches / perspectives that have been taught based, on a self-chosen case that represents a real life effort to stimulate transition.

 

Before February 11, 13:00 , students select a case study. Make a brief case description and argumentation for the selection and hand it in at the end of the second tutorial. During the third working group, the case study selection will be discussed.

 

Before Feb 25, 23:59 (see schedule below), students post a disciplinary analysis (max 2 pages) on the selected case study. Theories and insights, deriving from their disciplinary background (such as politics, geography, technology, economy or else), are used to present a perspective on the chosen case study. The quality of the analysis will be graded. This grade makes up for 20% of your final grade for this course. The outcomes of these analyses will be shared and presented within the groups.

 

Before March 11, 23:59 (see schedule below), students post a written outline of their envisioned essay on Blackboard. During the sixth working group, students present their envisioned outline essay in about five to ten minutes. Students give each other constructive feedback on their outline. Based on these feedback students can change their plan and deliver it in the evening. Furthermore, they will also be provided feedback by the tutor of the course via e-mail, following this working group. The quality of the outline will be graded. This grade makes up for 20% of your final grade for this course.

 

In their essay, the students have to address several questions that pertain to issues such as:

 

  • What approach would you think is adequate to work on this envisaged improvement: e.g. Strategic Niche Management or the Transition Management approach? Explain why you think this is the most suitable approach (compared to the other option).
  • What challenges and problems do you anticipate in this particular case? (Addressing issues like actors and systems/structures, niche/regime/landscape).
  • What strategies and solutions can you think of to tackle these problems / challenges?
  • What governance aspects are related to this particular case?
  • A question in which you are asked to relate the case to some of the articles discussed during the lectures.

 

After meeting 6,  students start writing their actual essay, based on their outline. During meeting 7 they’ll have the opportunity to ask final questions concerning their essay. The grade for the essay in itself has to meet the mark, i.e. higher than 5.5. This grade will make up for 60% of the finale grading for the course.

 

The final essay must be upload via Blackboard before March 29, 23.59. If you do not upload your essay in time via Blackboard, your essay will not be graded and you are not allowed to participate in the resit.

 

Assignments

Assignment 1: Disciplinary analysis

  • Students post a disciplinary analysis (individually, max. 2 pages) on a selected case study. Theories and insights, derived from their disciplinary background (such as politics, geography, technology, economy or else), are used to present a perspective on the chosen case study. The quality of the analysis will be graded. This grade makes up for 20% of your final grade for this course. The outcomes of these analyses will be shared and presented within the working groups.

     

Assignment 2: Written outline of the essay

  • Students post a written outline of their envisioned essay on Canvas. During the sixth working group, students present their envisioned outline essay in about five to ten minutes. Students give each other constructive feedback on their outline. Based on these feedback students can change their plan and deliver it in the evening. Furthermore, they will also be provided feedback by the tutor of the course via e-mail, following this working group. The quality of the outline will be graded. This grade makes up for 20% of your final grade for this course.

     

    In their essay, the students have to address several questions that pertain to issues such as:

    - What approach would you think is adequate to work on this envisaged improvement: e.g. Strategic Niche Management or the Transition Management approach? Explain why you think this is the most suitable approach (compared to the other option).

    - What challenges and problems do you anticipate in this particular case? (Addressing issues like actors and systems/structures, niche/regime/landscape).

    - What strategies and solutions can you think of to tackle these problems / challenges?

    - What governance aspects are related to this particular case?

    - A question in which you are asked to relate the case to some of the articles discussed during the lectures.

     

Assignment 3: Final essay

  • After meeting 6,  students start writing their actual essay, based on their outline. During meeting 7 they’ll have the opportunity to ask final questions concerning their essay. The grade for the essay in itself has to meet the mark, i.e. higher than 5.5. This grade will make up for 60% of the finale grading for the course.

     

    The final essay must be uploaded via Canvas before March 29, 23.59. If you do not upload your essay in time via Canvas, your essay will not be graded and you are not allowed to participate in the resit.

Fraud and plagiarism

The 'Regulations governing fraud and plagiarism for UvA students' applies to this course. This will be monitored carefully. Upon suspicion of fraud or plagiarism the Examinations Board of the programme will be informed. For the 'Regulations governing fraud and plagiarism for UvA students' see: www.student.uva.nl

Course structure

Schedule of the course 

 

 

Timeslot, location

Activities

Required preparation

Lecture and working group 1

Feb 4

Lecture:

9-11u         

 

-Introduction to the three perspectives

-Theme 1

-Practicalities

- Read course manual

- Study of

Literature

Working group:

11-13          

 

-Brainstorm on transitions

-Instructions for case selection

 

Lecture and working group 2

Feb 11

 

Lecture:

9-11u         

 

-Theme 1

 

 

-Study of literature

 

Working group:

11-13          

 

Attendance to this working group is obligatory, otherwise you will not be able to finish the course.

Case study selection with teams (minimum 2 – maximum 5)

- Sign the form with the case study selection before Feb 11, 13:00 and hand it in at the end of the tutorial.

Lecture and working group 3

Feb 18

 

Lecture:

9-11u         

- Theme 2

 

 

- Study of literature

 

 

Working group:

11-13         

- Feedback on case selection

- Questions regarding disciplinary article

 

Lecture and working group 4

Feb  25

 

Lecture:

9-11u         

 

- Theme 2  

 

- Study of literature

 

 

Working group:

11-13          

Deadline posting disciplinary analysis on BB is Feb 25, 23:59.

 

- Students present findings for groups

 

Post disciplinary analysis on BB

Lecture and working group 5

March 1 (!!!)

Lecture:

15-17    

 

-Theme 3

 

-Study of literature

- Prepare questions for Dr. Bram Bos

March 4

Working group:

11-13           

 

- Discussion

 

Lecture and working group 6

 

March 11

Lecture:

9-11u         

 

- Theme 3

 

 

-Study of literature

 

 

Working group:

11-13          

 

 Important notes:

 

- Deadline posting outline on BB is March 12, 23:59

 

- Attendance to this meeting is obligatory, otherwise you will not be able to finish the course.

 

-As a follow-up to this meeting, you will receive individual feedback on your outline by the tutor before March 16.

- Individual presentation of outline essay, provide feedback for fellow students

- Post an outline of your essay on Blackboard

 

-Prepare short presentation of your plans for your essay

Lecture and working group 7 (optional)

March 18

 

Lecture:

9-11u         

 

Responsive lecture  by John Grin

 

 

-Write essay

Working group:

11-13           

 

Opportunity to discuss issues related to writing final essay with the tutor

- Mail tutor before March 17, 23:59 if you have questions

 

March 29  before 23.59

Final deadline, handing in paper via BB

 

 

May 29 before 23.59

Deadline for resit,

Handing in paper via BB

 

 

Theme I - Transitions: An Evolutionary and Historical Perspective

 

 

Literature for meeting 1, Feb 4:

 

  • Grin, J., Rotmans, J. & J. Schot (2010). Transitions to Sustainable Development. New Directions in the Study of Long-Term Transformative Change, New York / London: Routledge.
    • Introduction: From Persistent Problems to System Innovations and Transitions, pp. 1 -10.
    • Geels & Schot: Part I: The Dynamics of Transitions: A Socio-Technical Perspective, pp. 11 - 79.

 

  • Schot, J. (1998) ‘The usefulness of evolutionary models for explaining innovation. The case of the Netherlands in the nineteenth century’, History and Technology, 14: 173-200.

 

 

 

Further reading (not compulsory):

 

  • Grin, J., Schot, J. & J. Rotmans (2011) On patterns and agency in transition dynamics: Some key insights from the KSI programme. Environmental Innovation and Societal Transitions 1, no 1, pp. 76-81.

 

Literature for meeting 2, Feb 11:

 

  • Grin, J., Rotmans, J. & J. Schot (2010). Transitions to Sustainable Development. New Directions in the Study of Long-Term Transformative Change, New York / London: Routledge.
    • Geels & Schot: Part I: The Dynamics of Transitions: A Socio-Technical Perspective, pp. 80 - 101.

 

  • Elzen, B., Hoffman, P.S., Geels, F.W. (2002) Sociotechnical scenarios, (STSc)—                     A New Methodology to Explore Technological Transitions. PRET project final report. Enschede: Twente University, 57 pp. Cf.  Study Introduction (p. 4-6) and read through the example in chapter 6.  

 

 

  • Programma-aanpak voor Vernieuwing in Watergovernance (pag. 1-17)

 

  • Bijlage 1 Analyse vooronderzoek (fase 0) Watergovernance

 

 

 

Further reading for the first perspective / approach (not compulsory):

 

  • Rip, A. & R. Kemp (1998). ‘Technological change’, in: S. Rayner & E.L. Malone (eds.), Human choice and climate change. Columbus, Ohio: Batelle Press, pp. 327-399.
  • Roep, D., Ploeg, J.D. Van der & J.S.C. Wiskerk (2003) Managing technical-institutional design processes: some strategic lessons from environmental co-operatives in the Netherlands, Netherlands Journal of Agrarian Studies, 51 (1-2):195-217.
  • Raven, R.P.J.M. & G.P.J. Verbong (2007). Multi-regime interactions in the Dutch energy sector: the case of combined heat and power technologies in the Netherlands (1970-2000). Technology Analysis and Strategic Management, 19(4): 491-507.
  • Grin, J. (2008). ‘The Multi-Level Perspective and the design of system innovations’ (Chapter 3), in: C.J.M. van den Bergh & F. Bruinsma (eds.), Managing the transition to renewable energy: theory and macro-regional practice. Cheltenham, UK: Edward Elgar Publishing, pp. 47-80.
  • Smith, A., Voß, J-P & J. Grin (2010) Innovation studies and sustainability transitions: the allure of the multi-level perspective and its challenges. Research Policy, 39(4), pp. 435-448.

 

 

Theme II - Transitions: A Complex Systems Approach

 

 

Literature for meeting 3, Feb 18:

  • Grin, J., Rotmans, J. & J. Schot (2010) Transitions to Sustainable Development. New Directions in the Study of Long-Term Transformative Change, New York / London: Routledge.
    • Rotmans, J. & D. Loorbach, Part II: Towards a Better Understanding of Transitions and Their Governance: A Systemic and Reflexive Approach, pp. 105 -160.
  • Gunderson, L.H. (1999). Resilience, flexibility and adaptive management. Conservation Ecology, 3, No. 1, 7 pp. [read through]

 

Literature for meeting 4, Feb 26:

  • Grin, J., Rotmans, J. & J. Schot (2010) Transitions to Sustainable Development. New Directions in the Study of Long-Term Transformative Change, New York / London: Routledge.
    • Rotmans, J. & D. Loorbach, Part II: Towards a Better Understanding of Transitions and Their Governance: A Systemic and Reflexive Approach, pp. 180 -220.
  • Hendriks, C.M. (2008) ‘On inclusion and network governance: the democratic disconnect of Dutch Energy transitions’ Public Administration. 38(3): 1009-1031.
  • Smith, A. & F. Kern (2009). ‘The transitions storyline in Dutch environmental policy’, Environmental Politics, 18 (1): 78 – 98.

 

Further reading for the second perspective / approach (not compulsory):

  • Haan, J. de (2006). “How emergence arises”, Ecological Complexity 3(4): 293-301.
  • Meadowcroft, J. (2007) “Who is in Charge here? Governance for Sustainable Development in a Complex World”, Journal of Environmental Policy and Planning, 9 (3): 299–314.
  • Kemp, R., Loorbach, D. & J. Rotmans (2007) ‘Transition management as a model to manage processes of co-evolution towards sustainable development’, International Journal of Sustainable Development and World Ecology, 14: 78-91.
  • Frantzeskaki, N. & J. de Haan (2009) “Transitions: Two Steps from Theory to Policy”, Futures 41(9).
  • Haan, J. de (2010) “Towards Transition Theory" (Dissertation), Erasmus Universiteit Rotterdam.

 

 

Theme III - Transitions: A Governance Approach

 

Literature for meeting 5, March 4:

 

  • Grin, J., Rotmans, J. & J. Schot (2010) Transitions to Sustainable Development. New Directions in the Study of Long-Term Transformative Change, New York / London: Routledge.
    • Grin, J., Part III: Understanding Transitions from a Governance Perspective, pp. 223-264.

 

  • Voß, J-P. & R. Kemp (2006) ‘Sustainability and reflexive governance: Introduction’, in: J-P. Voß, D. Bauknecht & R. Kemp (eds), Reflexive governance for sustainable development, Cheltenham: Edward Elgar, pp. 3–28.

 

Literature for meeting 6, March 11:

 

  • Grin, J., Rotmans, J. & J. Schot (2010) Transitions to Sustainable Development. New Directions in the Study of Long-Term Transformative Change, New York / London: Routledge.
    • Grin, J., Part III: Understanding Transitions from a Governance Perspective, pp. pp. 265-337.

 

  • Späth, P. & H. Rohracher (2010), ‘Energy regions’: The transformative power of regional discourses on socio-technical futures’, Research Policy, 39(4): 449-458.

 

Further reading for the third perspective / approach (not compulsory):

 

  • Smith, A. (2007)"Translating sustainabilities between green niches and socio-technical regimes", Technology Analysis and Strategic Management, 19 (4): 427-450.
  • Truffer, B., Voß, J-P. & K. Konrad (2008) “Mapping expectations for system transformations: Lessons from Sustainability Foresight in German utility sectors”, Technological Forecasting and Social Change, 76(9):1360-1372.
  • Bos, B. & J. Grin (2008) ‘"Doing" Reflexive Modernization in Pig Husbandry: The Hard Work of Changing the Course of a River’, Science, Technology & Human Values, 33(4): 480-507.
  • Groot Koerkamp, P.W.G. & A.P. Bos (2008) ‘Designing complex and sustainable agricultural production systems; an integrated and reflexive approach for the case of table egg production in the Netherlands’. NJAS - Wageningen journal of life sciences, 55(2): 113-138.
  • Avelino, (2009) ‘Empowerment and the challenge of applying transition management to ongoing projects,’ Policy Sciences, 42(4): 369-390.
  • Huntjens, P., Pahl-Wostl, C. & J. Grin (2010) “Climate change adaptation in European river basins”, Regional Environmental Change, 10(4): 263-284.
  • Grin, J. (2011) “Between governments, kitchens, firms and farms: the governance of transitions between societal practices and supply systems” (Chapter 3), in: Spaargaren, G., Loeber, A. & P. Oosterveer (eds.) Food Practices in Transition. Changing Food Consumption, Retail and Production in the Age of Reflexive Modernity. Part III of the series on Transitions towards a Sustainable Development.

 

Timetable

The schedule for this course is published on DataNose.

Additional information

As said, though not a compulsory entry requirement, some prior knowledge to social science is highly recommendable. For students who in their bachelor phase have become acquainted with social science, there will be no problem. For students with an exclusive beta bachelor, there are some deficiency modules available (in principle in the form of self tuition) to help bridge the gap between that beta background and this course on System Innovation & Transition Management.

Some prior knowledge to social science is highly recommendable; it is not a compulsory entry requirement though.

This course is part of the track Environmental Management. It also forms a core course of the Minor Science for Sustanaibility, a 30 EC master's programme particularly meant for students with a beta bachelor (or interdisciplinary bachelor with beta major). But this course is also open, as an elective, to interested students with a bachelor in the social sciences - as long as the number of 'regular' participants allows us to welcome other applicants.

Contact information

Coordinator

  • prof. dr. J. Grin