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Market Introduction of SustainableEnergy Innovations as Processesof Social Learning
Harald RohracherInter-University Research Centre for Technology,Work and Culture, Graz
Michael OrnetzederCentre for Social Innovation, Vienna
STRATEGIES FOR SUSTAINABLE ENERGY TECHNOLOGYWORKSHOP TRONDHEIM 2003
What is the problem?
How to manage the transformation of the existing energy system?
Market introduction of sustainable innovations is a process of social learning, but often these learning processes are inefficient and full of frictions
Learning processes need organisational frameworks to be successful
How to organise and support such learning processes?
What is market introduction?
Dissemination of an innovation to (end-)users for the first time on a broader basis
Two models of innovation Linear model (innovation - diffusion) Evolutionary or circular model (Innofusion)
Market introduction is always a starting point for social learning processes How to organise such learning processes to be
More efficient Transparent Reflexive
What is social learning?
Social learning can be characterised as a combinedact of discovery and analysis, of understanding and giving meaning, and of tinkering and the develop-ment of routines. In order to make an artefact work,it has to be placed, spatially, temporally, andconceptually. It has to be fitted into the existing,heterogeneous networks of machines, systems,routines, and culture. (Sørensen 1996)
Some basic concepts of social learning
Learning-by -doing (Arrow 1962) -using (Rosenberg 1982) -testing and modifying
Appropriation, domestication,and possibly re-invention on the user-side
Learning-by -interacting (Andersen and Lundvall 1988) -regulating (Sørensen 1996)
Substance of social learning processes
First order learning Effectiveness of a technology User friendliness Cost reduction Intended and unintended consequences
Second order learning Assumptions and scripts User needs and experiences Alternative options Changes on the organisational or system level
Market introduction of solar systems by self-building groups
Total installed solar collectors per inhabitant in Europe
0
50
100
150
200
250
300G
ree
ce
Au
str
ia
De
nm
ark
Ge
rma
ny
Po
rtu
ga
l
Sw
ed
en
Sp
ain
Ita
ly
Fra
nc
e
Fin
lan
d
UK
EU
15
Co
llec
tor
Su
rfa
ce
pe
r 1
,00
0 C
ap
ita
Source: SOLTHERM EUROPE - European Market Report 2003
A short history of the Austrianself-building groups
1983: the first self-building group was established 1986: more than 50% of all solar systems were installed by self-builders 1988: foundation of the Association for Renewable Energy (AEE) 1997: more than 40.000 solar systems had been installed with this strategy Positive effects for commercial producers
reliable self-built collector, improved reputation better visability of solar collectors users of self-built collectors were satisfied promotors information about solar technology was spread by self-building groups
Organisational framework
Intermediary organisation(Association for Renewable Energy)
Autonomus self-building groups(Prospective and actual users)
Research institutes
Funding agencies Policy makers
SuppliersManufacturers Producers/Designers
Regulators
AEE
Results of social learning in the solar case
First order learning Understanding of technology Adapted technology:
special type of self-built collector new roof-integrated type of collector
Second order learning Self-building and assembling method for groups New appliances:
Solar combisystem for space-heating Accessory device for washing machines
Institutionalisation of the movement Know-how transfer: lectures, seminars, conferences Broadening the activities to other renewables
Transformation of energy systems
Liberalisation of energy markets New technologies: Information technologies,
decentralised production; new services Example: micro CHP
cogeneration of heat and electricity even at household level – ‘emerging technology’ with high potential
fuel cells, Stirling engines e.g. in combination with biomass boilers: ‘radical’ decentralisation
integration into virtual utility based on IT solutions Other examples: Smart metering; green electricity Resulting in
new role of customers (user-producers) and other groups new governance structures; regulatory challenges changes at system level; new socio-technical configurations
Energy technologies as part of a socio-technical system in transition
Predevelopment
Stabilization
time
Societal development
Acceleration
Take-off
Macro-level
(landscape, trends)
Meso-level (regimes, institutions)
Micro-level (Niches,
individuals)
From: Rotmans et al, 2000 From: Geels and Kemp, 2001
Core concepts: niches, regimes and landscapes
Organisational frameworks for social learning: Strategies and tools
Social learning needs a specific organisational environment to work properly
Example: The role of intermediary organisations Organise user-producer networks Develop and propose rules Provide users with technology and information Stimulate communication between users Link user's experiences to producers and research units
Increasing societal complexity and uncertainty requires new ways of thinking as well as new types of governance Shared problem perception and visions Participatory approach New strategies and tools
Strategy 1: Socio-technical experiments; Strategic niche management
Creation / modulation of protected spaces and experimental settings for desirable technologies needs good understanding of barriers to market introduction
of technologies Makes required changes at a technological and
institutional level visible, which would be needed to make technology economically successful
Gaining experiences with the usage of these technologies learning about design, user requirements, cultural and
political acceptance, etc. (second order learning) Example: Car-sharing, CH; Lightweight vehicles
Strategy 2: User involvement / Self-building groups
User involvement covers broad range of activities “Tool” 1: Lead user method (von Hippel) “Tool” 2: Supporting self-building activities / diversity of
innovations Favourable conditions for self-building groups
Technical characteristics– Not too complex– No need for specialised tools and skills– Potential for self-building
Lifecycle of the products– Early stages of development and dissemination
Specific motivation of users– Demand and interested in DIY– Cost reduction and linked to a “mission”
Specific socio-cultural milieu– Tradition of co-operation
Examples: Biomass boilers, Smart home technologies
Strategy 3: Interactive scenario building
Creating ‘best-case images of the future’; back-casting process to define pathways how to get there
Example: Consumer Constructive Technology Assessment integrating various actor groups into design process
joint vision building
3 consecutive workshops with ‘smart home’ producers and suppliers; architects; energy experts; consumer associations: guiding visions; product specifications
platform for learning and interaction within project
Design and implementation of (policy) actions should be monitored and adjusted continuously with respect to visions and goals
Illustration: The case of micro CHP
As described earlier: radical decentralisation of electricity generation could ultimately result in a transformation of the electricity system
How could the introduction of these technologies be supported by organising learning processes? Socio-technical mapping: what are the interests and
visions of different relevant actor groups? Joint vision building: how could a possible future with
micro CHP look like and how could we get there? Bounded socio-technical experiments: applying
technology in certain niches (e.g. model communities) and learning about practices of using micro CHP (e.g. matching heat and electricity demand); required regulatory changes
Self-building groups? Sensitivity to user initiatives during stage of early diffusion
Summing up
Introducing new energy technologies / innovations always requires learning processes and often involves innovations at system level
Improving such learning processes needs conscious organisational efforts
Additional perspectives for energy policy New culture of experiments and pilot projects
User involvement at different stages
Strengthening socio-technical systems
Providing spaces for learning and interaction
Keeping options open (avoiding early lock-in)