The Transdisciplinary Living Lab Model (TDLL)
177
This was achieved through collaborative expert panels, Q&A sessions and evaluation
of student progress by project partners and industry and government experts. Importantly, the end-user perspective of the system was sought, with students invited to
produce primary research data to support and justify their final design interventions.
Students drew from a range of system thinking tools and methods including stakeholder mapping, ‘rich pictures’, and causal loop diagramming to facilitate teams to
initially identify their own knowledge of the system, interactive components and
critical actors in the system. Primary research methods included interviews, surveys, shadowing cleaners to identify everyday cleaning practices and participatory
observation.
Taking the position that a variety of different perspectives on the issue of
food waste management on-campus provided a richer problem context, the authors
engaged an expert panel to work with students over the duration of the TDLL. This
was achieved in a number of ways, most successfully through a half-day presentation and Q&A where representatives from local council, the NSW EPA, technology
developers and UTS facilities management staff provided their own perspectives on
the issue of food waste as well as identification of where innovation is currently
occurring and is expected in the near future. Student engagement with expert stakeholders in the system provided not only multiple perspectives, but also insight into
contested viewpoints, values, approaches and personal and organisational commitments to creating change while allowing students the opportunity to further develop
skills in critical listening, thinking and reflection.
The second phase encouraged students to view waste from a ‘multiscalar’ perspective, as a result of a complex global, national, local, and individual set of processes
and practices. It also examined the often hidden dynamics involved in creating the
conditions for the regulation and management of waste.
3.3 PHASE 3 Global Context, Local Practices
Phase 3 of the process required students to justify their final designs in relation to
the methodological approach, knowledge gained throughout the process (including
the global context) and TD skills developed i.e. collaboration, communication (in its
multiple forms) and attempted integration of knowledge through a collaboratively
developed design solution.
In this phase of the TDLL in 2017, students were introduced to the broader global
context, including the concepts of the SDGs and the planetary boundaries, e.g. the
idea that there is a need for humanity to function within the boundaries of a safe
operating space (Rockström et al. 2009). This introduction had two aims. Firstly, to
broaden the perspective of the problem of food waste beyond the campus to city,
state, national and global scales, making the boundaries of the Living Lab porous.
Secondly, to support students to leave the lab with insight into the interdependences
and impacts associated with system design. Students were therefore invited to reflect
on their own design interventions to improve the food waste management system
177
This was achieved through collaborative expert panels, Q&A sessions and evaluation
of student progress by project partners and industry and government experts. Importantly, the end-user perspective of the system was sought, with students invited to
produce primary research data to support and justify their final design interventions.
Students drew from a range of system thinking tools and methods including stakeholder mapping, ‘rich pictures’, and causal loop diagramming to facilitate teams to
initially identify their own knowledge of the system, interactive components and
critical actors in the system. Primary research methods included interviews, surveys, shadowing cleaners to identify everyday cleaning practices and participatory
observation.
Taking the position that a variety of different perspectives on the issue of
food waste management on-campus provided a richer problem context, the authors
engaged an expert panel to work with students over the duration of the TDLL. This
was achieved in a number of ways, most successfully through a half-day presentation and Q&A where representatives from local council, the NSW EPA, technology
developers and UTS facilities management staff provided their own perspectives on
the issue of food waste as well as identification of where innovation is currently
occurring and is expected in the near future. Student engagement with expert stakeholders in the system provided not only multiple perspectives, but also insight into
contested viewpoints, values, approaches and personal and organisational commitments to creating change while allowing students the opportunity to further develop
skills in critical listening, thinking and reflection.
The second phase encouraged students to view waste from a ‘multiscalar’ perspective, as a result of a complex global, national, local, and individual set of processes
and practices. It also examined the often hidden dynamics involved in creating the
conditions for the regulation and management of waste.
3.3 PHASE 3 Global Context, Local Practices
Phase 3 of the process required students to justify their final designs in relation to
the methodological approach, knowledge gained throughout the process (including
the global context) and TD skills developed i.e. collaboration, communication (in its
multiple forms) and attempted integration of knowledge through a collaboratively
developed design solution.
In this phase of the TDLL in 2017, students were introduced to the broader global
context, including the concepts of the SDGs and the planetary boundaries, e.g. the
idea that there is a need for humanity to function within the boundaries of a safe
operating space (Rockström et al. 2009). This introduction had two aims. Firstly, to
broaden the perspective of the problem of food waste beyond the campus to city,
state, national and global scales, making the boundaries of the Living Lab porous.
Secondly, to support students to leave the lab with insight into the interdependences
and impacts associated with system design. Students were therefore invited to reflect
on their own design interventions to improve the food waste management system