Background: Running has become one of the most popular sports and has proven benefits for public health. Policy makers are increasingly aware that attractively designed public spaces may promote running. However, little is known about what makes a running environment attractive and restorative for runners and to what extent this depends on characteristics of the runner. This study aims to investigate 1) to what extent intrapersonal characteristics (i.e. motives and attitudes) and perceived environmental characteristics (e.g. quality of the running surface, greenness of the route, feelings of safety and hinderance by other road users) are associated with the perceived attractiveness and restorative capacity of the running environment and 2) to what extent the number of years of running experience modify these associations. Methods: Cross-sectional data were collected through the online Eindhoven Running Survey 2015 (ERS15) among half marathon runners (N = 2477; response rate 26.6%). Linear regression analyses were performed for two outcomes separately (i.e. perceived attractiveness and perceived restorative capacity of the running environment) to investigate their relations with motives and attitudes, perceived environmental characteristics and interactions between perceived environmental characteristics and number of years of running experience. Results: Perceived environmental characteristics, including green and lively routes and a comfortable running surface were more important for runners’ evaluation of the attractiveness and restorative capacity of the running environment than runners’ motives and attitudes. In contrast to experienced runners, perceived hinder from unleashed dogs and pedestrians positively impacted the attractiveness and restorative capacity for less experienced runners. Conclusions: Perceived environmental characteristics were important determinants of the attractiveness and restorative capacity of the running environment for both novice and experienced runners. However, green and lively elements in the running environment and hinderances by cars were more important for less experienced runners. In order to keep novice runners involved in running it is recommended to design comfortable running tracks and routes and provide good access to attractive, green and lively spaces.
Academic design research often fails to contribute to design practice. This dissertation explores how design research collaborations can provide knowledge that design professionals will use in practice. The research shows that design professionals are not addressed as an important audience between the many audiences of collaborative research projects. The research provides insight in the learning process by design professionals in design research collaborations and it identifies opportunities for even more learning. It shows that design professionals can learn about more than designing, but also about application domains or project organization.
The purpose of this paper is to discuss the insights gained by testing in a design studio a particular research-by-design strategy, focusing on the generation of innovative solutions for climate change adaptation. The strategy is based on the Design Thinking Process and has been applied in the climate adaptation design studio, which took place in 2022 at a Master of Architecture degree program in the Netherlands. The case study area was the Zernike university campus in Groningen, the Netherlands, which is situated in the verge between the city and the surrounding rural landscape, facing the urgent climate change challenges of the wider region, mainly floodings due to increased frequency of rainfalls and sea level rise. Furthermore, the area faces particular challenges, such as the increasing demand for serving additional needs, beyond the current educational and business related functions, such as (student) housing. Three indicative design research projects were selected to illustrate the tested research-by-design strategy, while systematic input has been collected from the participating students regarding the impact of this strategy on their design process. The results reveal that this strategy facilitates the iterative research-by-design process and hence offers a systematic approach to convert the threats of climate change into opportunities by unravelling the potentials of the study area, resulting in place-based, innovative and adaptive solutions.
Teachers have a crucial role in bringing about the extensive social changes that are needed in the building of a sustainable future. In the EduSTA project, we focus on sustainability competences of teachers. We strengthen the European dimension of teacher education via Digital Open Badges as means of performing, acknowledging, documenting, and transferring the competencies as micro-credentials. EduSTA starts by mapping the contextual possibilities and restrictions for transformative learning on sustainability and by operationalising skills. The development of competence-based learning modules and open digital badge-driven pathways will proceed hand in hand and will be realised as learning modules in the partnering Higher Education Institutes and badge applications open for all teachers in Europe.Societal Issue: Teachers’ capabilities to act as active facilitators of change in the ecological transition and to educate citizens and workforce to meet the future challenges is key to a profound transformation in the green transition.Teachers’ sustainability competences have been researched widely, but a gap remains between research and the teachers’ practise. There is a need to operationalise sustainability competences: to describe direct links with everyday tasks, such as curriculum development, pedagogical design, and assessment. This need calls for an urgent operationalisation of educators’ sustainability competences – to support the goals with sustainability actions and to transfer this understanding to their students.Benefit to society: EduSTA builds a community, “Academy of Educators for Sustainable Future”, and creates open digital badge-driven learning pathways for teachers’ sustainability competences supported by multimodal learning modules. The aim is to achieve close cooperation with training schools to actively engage in-service teachers.Our consortium is a catalyst for leading and empowering profound change in the present and for the future to educate teachers ready to meet the challenges and act as active change agents for sustainable future. Emphasizing teachers’ essential role as a part of the green transition also adds to the attractiveness of teachers’ work.
The livability of the cities and attractiveness of our environment can be improved by smarter choices for mobility products and travel modes. A change from current car-dependent lifestyles towards the use of healthier and less polluted transport modes, such as cycling, is needed. With awareness campaigns, cycling facilities and cycle infrastructure, the use of the bicycle will be stimulated. But which campaigns are effective? Can we stimulate cycling by adding cycling facilities along the cycle path? How can we design the best cycle infrastructure for a region? And what impact does good cycle infrastructure have on the increase of cycling?To find answers for these questions and come up with a future approach to stimulate bicycle use, BUas is participating in the InterReg V NWE-project CHIPS; Cycle Highways Innovation for smarter People transport and Spatial planning. Together with the city of Tilburg and other partners from The Netherlands, Belgium, Germany and United Kingdom we explore and demonstrate infrastructural improvements and tackle crucial elements related to engaging users and successful promotion of cycle highways. BUas is responsible for the monitoring and evaluation of the project. To measure the impact and effectiveness of cycle highway innovations we use Cyclespex and Cycleprint.With Cyclespex a virtual living lab is created which we will use to test several readability and wayfinding measures for cycle infrastructure. Cyclespex gives us the opportunity to test different scenario’s in virtual reality that will help us to make decisions about the final solution that will be realized on the cycle highway. Cycleprint will be used to develop a monitoring dashboard where municipalities of cities can easily monitor and evaluate the local bicycle use.
The energy transition is a highly complex technical and societal challenge, coping with e.g. existing ownership situations, intrusive retrofit measures, slow decision-making processes and uneven value distribution. Large scale retrofitting activities insulating multiple buildings at once is urgently needed to reach the climate targets but the decision-making of retrofitting in buildings with shared ownership is challenging. Each owner is accountable for his own energy bill (and footprint), giving a limited action scope. This has led to a fragmented response to the energy retrofitting challenge with negligible levels of building energy efficiency improvements conducted by multiple actors. Aggregating the energy design process on a building level would allow more systemic decisions to happen and offer the access to alternative types of funding for owners. “Collect Your Retrofits” intends to design a generic and collective retrofit approach in the challenging context of monumental areas. As there are no standardised approaches to conduct historical building energy retrofits, solutions are tailor-made, making the process expensive and unattractive for owners. The project will develop this approach under real conditions of two communities: a self-organised “woongroep” and a “VvE” in the historic centre of Amsterdam. Retrofit designs will be identified based on energy performance, carbon emissions, comfort and costs so that a prioritisation strategy can be drawn. Instead of each owner investing into their own energy retrofitting, the neighbourhood will invest into the most impactful measures and ensure that the generated economic value is retained locally in order to make further sustainable investments and thus accelerating the transition of the area to a CO2-neutral environment.
