Reference : Learning through evaluation e A tentative evaluative scheme for sustainability transi...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Learning through evaluation e A tentative evaluative scheme for sustainability transition experiments
Luederitz, Christopher []
Schäpke, Niko []
Wiek, Arnim []
Lang, Daniel J. []
Bergmann, Matthias []
Bos, Joannette J. []
Burch, Sarah []
Davies, Anna []
Evans, James []
König, Ariane mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Farrelly, Megan A. []
Forrest, Nigel []
Frantzeskaki, Niki []
Gibson, Robert B. []
Kay, Braden []
Loorbach, Derk []
McCormick, Kes []
Parodi, Oliver []
Rauschmayer, Felix []
Schneidewind, Uwe []
Stauffacher, Michael []
Stelzer, Franziska []
Trencher, Gregory []
Venjakob, Johannes []
Vergragt, Philip J. []
von Wehrden, Henrik []
Westley, Frances R. []
Journal of Cleaner Production
Elsevier Science
Yes (verified by ORBilu)
United Kingdom
[en] Sustainability transformation ; Analytical-evaluative framework ; Transition labs ; Real-world laboratories ; Sustainability assessment ; Sustainability transition experiments
[en] Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme e making evaluation and experiments objects of learning.

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