144
L. A. Verhoef et al.
– Level 3: The Living Lab ‘toolbox’. This Level refers to guidance provided within
the framework as to the tools, methods and techniques that can support the setting
up, running, communicating, monitoring, and reviewing of a Campus Living Lab
with various stakeholders from inside and outside the university community.
3.3 Co-development of the Framework
Testing the tool in several universities and collecting data from diverse Campus
Living Lab projects has shown that the framework methodology can help guide and
illuminate critical key points in the planning, monitoring and reflection stages of a
Living Lab. However, the wording and naming of certain categories, headlines or
participant and co-creator groups varies from country to country. Therefore, it is
necessary to modify and improve the tool iteratively based on feedback loops of
users from around the world, and working in different contexts, and to develop based
on those findings a standard glossary for the definitions of words to facilitate wider
use. Clearly in inputting data into the framework there is a balance to be had in terms
of very minimalistic descriptions that may not provide enough detail to effectively
inform people outside of the project, and very wordy descriptions which will reduce
the likelihood that others will read through all of the information.
Users of the framework need to bear in mind the need for clarity and precision,
and have in mind the need for the data inputted to be usable by a wide range of
different stakeholders from many different cultural contexts. A shared framework
and communication method will prevent too much space for different interpretations
of Living Lab projects and make it possible to use the framework to publish project
details on websites, databases, papers or press articles and to share learning between
peers. Through the collection of these data and gathering them in an international
platform it will be possible to search for universities or Living Labs dealing with similar issues and tasks, to use the framework as a source of learning between institutions
as well as a starting point for conversations between institutions, enabling greater
progress towards sustainable development in HEIs, and strengthening the ability of
Living Labs to act as agents of change within their institutions and in society.
4 Discussion
4.1 Living Labs Strengthening University Work Towards UN
SDGs
The Campus as Living Lab learning system was created based on Living Lab literature, participatory workshops and expert discussion. The learning system has seven
L. A. Verhoef et al.
– Level 3: The Living Lab ‘toolbox’. This Level refers to guidance provided within
the framework as to the tools, methods and techniques that can support the setting
up, running, communicating, monitoring, and reviewing of a Campus Living Lab
with various stakeholders from inside and outside the university community.
3.3 Co-development of the Framework
Testing the tool in several universities and collecting data from diverse Campus
Living Lab projects has shown that the framework methodology can help guide and
illuminate critical key points in the planning, monitoring and reflection stages of a
Living Lab. However, the wording and naming of certain categories, headlines or
participant and co-creator groups varies from country to country. Therefore, it is
necessary to modify and improve the tool iteratively based on feedback loops of
users from around the world, and working in different contexts, and to develop based
on those findings a standard glossary for the definitions of words to facilitate wider
use. Clearly in inputting data into the framework there is a balance to be had in terms
of very minimalistic descriptions that may not provide enough detail to effectively
inform people outside of the project, and very wordy descriptions which will reduce
the likelihood that others will read through all of the information.
Users of the framework need to bear in mind the need for clarity and precision,
and have in mind the need for the data inputted to be usable by a wide range of
different stakeholders from many different cultural contexts. A shared framework
and communication method will prevent too much space for different interpretations
of Living Lab projects and make it possible to use the framework to publish project
details on websites, databases, papers or press articles and to share learning between
peers. Through the collection of these data and gathering them in an international
platform it will be possible to search for universities or Living Labs dealing with similar issues and tasks, to use the framework as a source of learning between institutions
as well as a starting point for conversations between institutions, enabling greater
progress towards sustainable development in HEIs, and strengthening the ability of
Living Labs to act as agents of change within their institutions and in society.
4 Discussion
4.1 Living Labs Strengthening University Work Towards UN
SDGs
The Campus as Living Lab learning system was created based on Living Lab literature, participatory workshops and expert discussion. The learning system has seven