Hoewel het probleemoplossen in het wiskundecurriculum is opgenomen, hebben docenten vaak behoefte aan meer praktische ondersteuning bij het onderwijzen ervan. De recent in het Nederlands gepubliceerde didactiek ”Building Thinking Classrooms” van Peter Liljedahl met daarin veertien praktisch beschreven principes kan daarbij van betekenis zijn.

Het doel van dit onderzoek is om meer inzicht te verkrijgen in de effectiviteit van twee van de veertien principes ten aanzien van de beoogde leeropbrengst binnen de specifieke lespraktijk. Hierbij gaat het om het maken van aantekeningen met behulp van een ontworpen werkblad en het consolideren van een les door ontworpen lesactiviteiten waarin leerlingen zelfstandig reflecteren. De specifieke lespraktijk waarin dit onderzoek wordt uitgevoerd bestaat uit zes onafhankelijke lessen in ”Thinking Classrooms”. Deze lessen staan in het teken van het onderwijs van het oplossen van algemene wiskundige problemen. De bijbehorende leerdoelen zijn gerelateerd aan het ontwikkelen van metacognitieve vaardigheden en een geschikte wiskundige houding, wat volgens Alan Schoenfeld behoren tot twee van de vier essentiële bekwaamheden voor het wiskundig probleemoplossen. Om het doel van dit onderzoek te bereiken is de volgende hoofdvraag opgesteld.

Welke leerlingactiviteiten binnen de principes “note-taking” en het “consolideren” in een “Thinking Classroom”, ontwikkeld door Peter Liljedahl, dragen bij aan een verhoogde leeropbrengst met betrekking tot het oplossen van algemene wiskundige problemen door leerlingen een gemengde havo/vwo bovenbouwklas?

Dit onderzoek is uitgevoerd door middel van het cyclische ”Design-Based research”. Deze onderwijsbenadering richt zich richt op het ontwerpen, implementeren en evalueren van onderwijsinterventies in echte leeromgevingen. Naar aanleiding van de verschillende iteraties kunnen er patronen worden ontdekt in het leergedrag van de leerlingen. Zo blijkt er dat een individueel werkblad, na het gezamenlijk oplossen van het probleem, een passende niveauverhogende activiteit kan zijn. Dit is het geval wanneer er op het werkblad gevraagd wordt om de stappen voor het vinden van de oplossing van een probleem individueel volledig uit te werken en daarop te reflecteren. Om meer uitgebreide betekenisvolle reflecties van leerlingen te stimuleren blijkt dat het afhankelijk is van de vordering van een groep leerlingen binnen het proces van het probleemoplossen of een docentgestuurd klassengesprek of een leerlinggestuurd groepsgesprek relevanter is. Een bijzonder resultaat hierbij is dat wanneer leerlingen het centrale probleem uit een les al snel hadden opgelost, zij in sommige gevallen uit zichzelf met elkaar gaan discussiëren over hoe de gevonden oplossing toegepast of geoptimaliseerd kan worden en dit vervolgens gaan uitvoeren.

Vervolgonderzoek zou zich kunnen richten op de invloed van deze lessen op de leerprestaties van de deelnemende leerlingen binnen het curriculum. Hierbij krijgen namelijk wiskundige kennis en onderwerpspecifieke heuristieken, de overige twee essentiële bekwaamheden die Alan Schoenfeld beschrijft voor het wiskundig probleemoplossen, meer de nadruk.

Train drivers are challenged to stay alert during train driving, for a big part due to the limited amount of tasks, and monotony of tasks. Driver condition monitoring (DCM) is a technology that involves measuring the driver’s alertness state in real-time, in which use of eye-based measurements is considered. Since DCM’s are upcoming in car and truck industry, train operators are now also showing interest in this technology to improve alertness. New technologies however are often resisted in railway operator companies, shown by strikes and works council involvement, and currently, it is unknown how drivers recognize and deal with alertness in the first place. Also for implementing DCM’s in the future, it is unknown what is required for such DCM feedback designs for acceptance to be promoted. This research thus aims to investigate how acceptance of train drivers can be promoted in a DCM feedback system. Considering a DCM system that can measure eye-directions, blinking behavior and gaze fixations, theoretical insights propose that you can use these measurements to infer driver distraction, sleepiness and mind-wandering. Theoretical approaches towards acceptance of technologies are generally focused on influencing the in-tention to use a technology. Generally used is Technology Acceptance model for evaluating acceptance of various technologies, proposing that the perceived usefulness and perceived ease of use are important to model an intention to use, and actual use of such DCM technology.
An explorative, qualitative approach led to conducting focus groups with train drivers and office employees to investigate the sensitive topic of alertness. In total, four train drivers and four office employees participated. To analyze the results qualitatively, thematic analysis was performed by coding iteratively. For current alertness strategies, the results showed that drivers recognize sleepiness the most, while fatigue and mind-wandering (task-related tiredness) are perceived as similar to sleepiness. Distraction was not recognized, as they are occupied more with a ’distributing’ and ’prioritizing’ their attention. Designing DCM feedback in a way that promotes acceptance is proposed to consider how drivers find a device useful, how their perceptions of autonomy and competence are influenced, and how to foster the trust towards the organization with respect to data use. The conclusions call for considering both rational factors (perceived usefulness) and affective factors (as a feeling of competence and autonomy might be related to intrinsic motivation) in the design of alertness feedback systems for train drivers.

This study examines which factors in the behaviour of math teachers in their contact with high school students contribute to the developing, worsening or alleviating of math anxiety during mathematics activities.
The study was conducted in the form of a survey involving $888$ high school students during their math lesson. The survey included several scenarios corresponding to the behaviour of math teachers to which the students could indicate their level of stress. Results show that students indicated to feel significantly higher levels of stress in a scenario where a teacher shows her belief in the growth mindset by forcing a student to try an exercise again after failing once, in comparison with a teacher who shows her belief in the fixed mindset by stating that some students remain to have difficulties with math. In addition, the students indicated to feel significantly lower levels of stress when the teacher writes down the correct answer in their book immediately. The effect sizes of these differences are small and moderate, respectively. Furthermore, it was found that students indicated to feel significantly lower levels of stress, with moderate effect sizes, when a teacher evaluates their work by writing down hints, instead of drawing lines through their mistakes or grading their work in a formative manner. Another important finding of this study was the significantly higher levels of stress students indicated in a scenario where the teacher shows her belief in the fixed mindset by concluding after a few mistakes that a student finds mathematics difficult in general, in comparison with a teacher showing her belief in the growth mindset by emphasizing the learning goal. In conclusion, this study suggests that students might not be experienced in handling exercises alone and feel higher levels of stress when they are forced to do so, even though the teacher shows her belief in the growth mindset.

Dit onderzoek beoogt de veelal overheersende productgerichte focus van leerlingen in het wiskundeonderwijs te verschuiven naar een procesgerichte focus. Hiertoe is een Hypothetical Teaching and Learning Trajectory (HTLT) ontworpen waarin volgens een iteratief proces onderzocht is hoe docenten leerlingen kunnen helpen om uitwerkingen te noteren zodat deze voldoen aan succescriteria en leerdoelen. Allereerst is verduidelijkt aan leerlingen wat succescriteria zijn met betrekking tot het oplossen van wiskundige problemen aan de hand van voorbeelduitwerkingen. Vervolgens is van een aantal doceerstrategieën de effectiviteit onderzocht in het trainen van leerlingen in het toepassen van deze succescriteria en leerdoelen. Deze strategieën zijn het trainen van leerlingen een complete schets te maken, het toepassen van scaffolding in een vlekopgave en het toepassen van de goal free strategie. Deze interventies dragen bij aan het verduidelijken, delen en laten toepassen van succescriteria in het werk van leerlingen.

Peer assessment (PA) is a process that involves students assessing each other’s work and providing their peers with (elaborated) feedback. This thesis investigates how an elaborated form of formative PA can be implemented in the mathematics class to promote students’ achievement in mathematics. A mixed methods investigation at a third-grade mathematics class was conducted. For this investigation, a teacher’s guide and a student guideline were developed. The teacher’s guide helps the mathematics teacher in implementing PA in the class. The students’ guideline was developed to guide students doing online PA during distance learning due to the COVID-19 pandemic. Using this student guideline can require more effort for the teacher to monitor students’ participation and more effort for students to do elaborated online PA. Students were trained with the technique “two stars and a wish” for providing peer feedback. With this feedback technique, students could provide their peers with two reinforcing feedback and one suggestive feedback. The feedback has to first be written in their peer’s work and later be elaborated when the work is being returned. As a result of this investigation, implementing PA promoted students to interact and learn from one another during online distance learning. Evidence was found that by implementing PA, students were more involved in their learning process, and students’ achievement increased. PA can be used as an effective learning method for students. However, it is preferably for PA to be implemented during physical class, especially when it is implemented the first time.

Our world is becoming increasingly more digital, but its security has not catched up yet. Therefore, cyber security is becoming ever more important and needs to be improved. This improvement can be made by increasing collaboration and knowledge exchange. A Community of Practice (CoP) is a concept often deemed an appropriate tool to manage knowledge within organizations and between knowledge partners. A better understanding on how to create and implement CoPs for cyber security-related topics could further improve cyber security. This research aims to achieve two objectives. The first objective is to gain insights in the establishment of Communities of Practice on cyber security in order to contribute the current scientific literature. The second is to use these insights to provide a possible solution to create a Community of Practice on cyber security for the FERM case in the Rotterdam port area.

Decision-makers in low-lying coastal zones are confronted with uncertain developments around flood risk.These drivers are surrounded by large uncertainties, which requires delta management to be adaptive. This research offers insights about adaptive delta management for the Rhine-Meuse estuary from three perspectives: a physical, a socio-political and a integrated perspective. In the physical perspective, the effect of pump capacity on the water system of the Rhine-Meuse estuary is quantified; one of the adaptation options against sea level rise. To assess the adaptation potential of pumps, the case study Delta21 is used; a plan to construct an artificial lake with an area of 35 km2 next to the Maasvlakte 2 in combination with a pump capacity of 10 000 m3/s. The Rhine-Meuse estuary is divided into four sub-areas depending on the
dominant hydrodynamic process: storm surge dominant area, flood storage dominant area, discharge dominant area and transition area. For each sub-area, the effects of Delta21 are computed on 1) water flows, 2) hydraulic loads and 3) failure probabilities. Delta21 succeeds in lowering the hydraulic loads and corresponding failure probabilities. At the same time, reductions are disproportionately over the Rhine-Meuse estuary leading to low reductions in some sub-areas. In the socio-political perspective, the focus is on decision-making and learning processes in management in delta management. The Rhine-Meuse estuary is characterized by a network structure, which means that knowledge and decisions do not belong to one single actor, but those decisions come about during interactions between various groups of actors. Not only the decisions need to be adaptive to cope with uncertain circumstances, but the learning process itself must also become adaptive. To achieve this aim, a conceptual mode is developed. Two case studies are used; the Delta Program and Knowledge Program Sea Level Rise. A longitudinal analysis of the Delta Program resulted in different narratives over time and various learning types. Subsequently, the Knowledge Program Sea Level Rise is analyzed with semi-structured interviews, process-tracing and the conceptual model. Observations and challenges are translated into a roadmap of learning activities. Moreover, the DEALTa learning handbook is developed, to support actors in designing learning activities. The physical and socio-political perspective are united in the integrated perspective. On the level of technical studies, insights are shared about the relation between both aspects and how the integration can be improved in the future.

This project has researched the consequences of blockchain technology on the
expected future role of banks. And furthermore, how banks can respond to these effects to improve the innovation strategy and remain their future relevance.

Algorithms are all around us. Based on large amounts of data and through automated decision-making processes, they increasingly exercise power over us. As a way of governing this power, we should be able to hold these algorithms and those responsible for implementing them accountable. This research posed the following research question: How can algorithmic accountability be implemented by design?

A literature review of the theory related to algorithmic accountability was executed, which led to a framework of five aspects that are required for achieving it: responsibility, explainability, debatability, auditability and sanctionability. Within a design case study, the implementation of these five aspects was investigated.

Based on the insights from research and design activities in this research, I conclude that the following guidelines will structure the process of designing accountability mechanisms:

(1) Understand the context in which the algorithm is created and employed;
(2) anticipate unwanted developments or effects of the system;
(3) design context-specific accountability mechanisms based on these findings.

Patients are becoming more involved in scientific projects, as evaluators, advisors or partners of academic researchers. From a science communication perspective, these experiences are a fascinating laboratory about the challenges of knowledge sharing and exchange between stakeholders with very different perspectives. Little is known about those who facilitate the blending of the experiential knowledge of patients and the scientific knowledge of researchers within these initiatives.

This thesis explores the professional profile of practitioners within patient organizations that are responsible for patient participation in research projects. Their position is analyzed from the perspective of the theory of knowledge brokering, which puts them at the center of the flow of science communication between the stakeholders. While existing literature has studied the emerging role of knowledge brokers in the transfer of scientific knowledge to decision-makers in healthcare, this thesis offers an original perspective on the context of patient participation, and compares the activities, professional knowledge, skills and personal attributes of the practitioners with that of knowledge brokers in healthcare. The needs that the practitioners express in terms of improvement of both their own profession as well as the process of patient participation have been analyzed using the concept of professionalization, which puts the focus on the development of new professional profiles.

A predominantly qualitative approach was chosen to gather reflections of nine practitioners on their current and desired professional profiles. They were selected after identifying Dutch patient organizations involved in participatory research projects. The methodology included semi-structured interviews and a card-sorting exercise inspired by Q methodology in which they were invited to rank skills and personal attributes related to knowledge brokering. The practitioners emerge as “enthusiastic connectors,” who put an emphasis on knowledge brokering activities and skills that foster the interaction between stakeholders, rather than on knowledge management. Many of the aspects they report as being part of their professional profile are consistent with those reported about knowledge brokers in the healthcare sector. However, the particular context of patient participation shapes their specific characteristics mainly related to their closest stakeholder, the patient. The practitioners confirm that academia, policy makers and funding organizations are increasingly interested in patient participation, and call for organizational changes in order to face this demand: increased recognition as a partner by external stakeholders, further internal recognition within their organization, as well as adequate human and financial resources.

The thesis serves to gain both academic insight, useful for developing measures of effectivity of knowledge brokering and further study, as well as practical insight, useful for recruitment of knowledge brokers and further professionalization of knowledge brokering and patient participation processes.

Building with Nature (BwN) is a relatively novel way of thinking for flood protection. Unlike traditional flood protection solutions that are poised to bring forces of nature to a halt, the BwN’s philosophy is to use natural dynamic processes for engineering advantage as a protection against natural disasters and events. Yet, the BwN design philosophy faces obstacles in terms of technical efficacy and evaluating added benefits when compared to traditional flood defence solutions.

This research sets out to understand how these obstacles faced by the BwN design philosophy play a role in the consideration of a BwN flood defence solution during project development. This is done by relating the assessment of the added benefits to five discussion fields, namely Costs, Function, Policy, Responsibility and Support. In doing so it can be determined which discussion fields play an important part in embracing a BwN design based on its added benefits while considering its technical uncertainties. This research limits itself to a case study of the Houtribdijk reinforcement project where both traditional and BwN flood defence solutions were employed. Furthermore, this research limits itself to the project phase where flood defence options are still considered.

This research found that although BwN flood defence project face technical uncertainties and discussions on efficacy, there is willingness to embrace a BwN solution when involved parties can agree on shared responsibilities. The curators of a flood defence project were found to be least willing to accept a technically uncertain design as they are accountable should it fail. The curators’ concern regarding their responsibilities can be mitigated and they can be more open to alternative solution if they are ensured of proper research and shared accountability when other values are destroyed in favour of flood protection. It was also found that the effect on stakeholders in financing and taking share of the responsibilities also have a positive effect on embracement of a BwN solution when the discussions on efficacy have not yet been settled.

The study is the first to describe and model the dynamics and characteristics of communication during midstream modulation. A meta-model of seven communication traditions is deployed to frame the nature of communication. The study also validates the effectiveness of midstream modulation in the field of medical device technology.

“Heating and cooling remain neglected areas of energy policy and technology, but their decarbonisation is a fundamental element of a low-carbon economy.” (IEA, 2012). In The Netherlands the total heat demand needs to be reduced and the heat provision needs to become more sustainable (Kamp, 2015). By 2021, municipalities therefore need to have formulate plans on how they will realize the phase-out of natural gas in all districts in which the phase-out will take-place before 2030. In South Holland, district heating is considered a cost-effective alternative for the current gas based system. However, the Netherlands Environmental Assessment Agency (PBL) and the Province of South Holland (PZH) think differently about how district heating should be implemented and it is currently unclear what these differences exactly are and how they influence municipal policy for the phase-out of natural gas. In this thesis, we have therefore researched what the relevant differences between the two regional transition approaches are with regard to the implementation of district heating at a municipal level for realizing cost-efficient CO2 abatement.
In consultation with the PBL and the PZH, we have developed four scenarios for the development of district heating. To analyse these scenarios, we have adapted an existing model of CE Delft, which can calculate the investment costs and fixed costs of district heating infrastructure. Furthermore, we have developed a dispatch model that can calculate the performance of a district heating system in terms of CO2 abatement and marginal costs of heat production.
Based on this comparison of the approaches, a trade-off appears between cost-effective CO2 abatement, and maximizing the overall reduction of CO2 emissions. In which the scenarios of the PZH in general result in higher levels of CO2 abatement and the scenario of the PBL is more cost-effective. Additionally, in the light of the full phase-out of natural gas the approach of the PZH appears to suffer from higher initial investment risks but also provides better opportunities to realize large-scale district heating. However, the research has also pointed out that there are many uncertainties regarding the development of demand and supply that can average out the relatively small differences between the scenarios.
One of these uncertainties is the willingness and ability of residents to participate in district heating. The decision-mandate lies with the consumer; however, current forecasts and policy processes are not sensitive to this mandate. Therefore, we have researched if Q-methodology can support municipalities in developing communication-and-decision making processes that fit with the need of heat consumers in this transition. The case study and focus group have indicated that Q-methodology can provide relevant and unique insights. However, to truly test the method it is necessary to run a larger case study in which the resulting perspectives are used to design a policy process and where this process is re-evaluated by the participants of the study.

In the Netherlands a task-force, supported by the institute of curriculum development, Stichting Leerplan Ontwikkeling (SLO), has been assembled to define core objectives and learning goals for digital literacy that are to be finalized by 2019. The SLO defined digital literacy with the following four elements: ICT basic skills, computational thinking, information skills and media awareness. Computational thinking, frequently taught through programming lessons, is often considered to be the most challenging component of digital literacy. Despite all the work around planning and curriculum building, it is important that teachers’ perspective, their involvement and professional development is thoroughly investigated and prepared to let them teach the concepts of computational thinking (CT) with confidence. With a limited amount of research focusing on teachers, this study aimed at identifying the needs for teachers who are getting started teaching the concepts of CT. In the first part of the study examination of teachers’ TPACK took place via semi-structured interviews. Assessment of learning was identified as a major challenge/need. Teachers expressed not being able to measure how much and what a pupil has learned about CT-concepts and primarily used computer-based practical assignments as an assessment tool in a formative way. In the second part of the study a lead-up survey was created to gain more insight about the used CT assessment tools and teachers’ attitude towards CT assessment. To test whether attitude towards assessment and assessment tool suitability was different for programming lessons, respondents were asked to rate statements and assessment tool suitability within three different contexts (i.e. education in general, their own subject and programming lessons). Despite a noticeable decrease in summative score and an increase in formative score for programming lessons, no statistically significant difference was found across the three contexts when measuring latent variables for formative and summative assessment. However, several statistically significant differences were found measuring the suitability of assessment tools. In terms of programming lessons, teachers rated not practical and not computer-based assessment tools significantly lower in suitability while a set of small practical computer-based assignments were rated significantly higher in suitability. Future research can focus on examining teachers’ arguments with regard to the suitability scores that they have given and measuring attitude towards assessment for programming in general.

Following the perspective of the European Horizon 2020 project ‘NUCLEUS’, Responsible Research and Innovation (RRI) should be brought to life in universities and scientific institutions. This study acts as one of the mobile nuclei of the NUCLEUS project, with the goal to operationalize RRI instead of building theories. The aim of this research is to stimulate reflexivity, one of the dimensions of RRI, amongst scientists in fundamental research within the TU Delft, using a simple tool or method. This is done using a self-developed co-design approach, based on design-based research. This research is the first attempt to create a tool together with the end-users, the fundamental scientists, to stimulate RRI.

In this study, the mirror tool is designed and tested. On micro-ethics level (first order) reflexivity was stimulated using the tool. Especially first year’s students mentioned that the mirror form would help guiding them when reflecting on large projects or when being stuck. However, macro-ethics (second order reflexivity) was not considered using the tool, and thus the socio-ethical and socio-economic aspects were not taken into account yet. Therefore, changes to the design are proposed assuring also macro-ethics will be considered.

Using the tool, not only reflexivity is stimulated, but also responsiveness is encouraged, due to the last question ‘So what?’. In this way, not only learning and thinking will change, but also adjustments can be made to the current way of working.

Implementation of the tool at the BN department of the TU Delft could be done via two ways: either via the graduate school or via the principle investigators. Furthermore, quantitative tests should be performed to statistically prove the effect of the tool, increasing its reliability. Besides, the tool could be more functional when digitalizing the mirror form, such that users are not limited by the amount of writing space and such that supplementary elements could be implemented.

Apart from using the mirror tool in their universities, the NUCLEUS consortium can additionally benefit from the new methodology to create a tool for RRI with and for scientists. Using the one page guideline (appendix 17), consortium members can conveniently create a tool for RRI for their specific target group and in their context.

The transfer of a patient's medical data between healthcare professionals is sometimes needed to take relevant aspects of the patient's health into account to offer fitting care for the specific patient. A patient's medical data is stored in the systems of the different healthcare professionals that treat or have treated the patient, thus explaining the need for transfer of medical data. In the Netherlands, it is required by law that the patient gives permission for the transfer both to the healthcare professional requesting the medical data and the one providing it before transfer can take place. The law went into effect partially on July 1st, 2017, and has to be fully implemented in three years' time. However, the transfer infrastructure is still in development, resulting in varying and even conflicting communication about the system. This makes it difficult for patients to understand and make the decision about access to their medical data. The aim of this thesis is to facilitate and support patients in making this decision. The patients' decision is influenced by numerous factors, such as their health, their previous experiences with healthcare, their values and their preferences regarding their medical data. The patients' perspective is therefore the focus of this thesis. The research question answered in this thesis is 'How can patients make an informed decision that fits their wishes regarding the accessibility of their medical data?' Contextmapping techniques such as sensitizing packages and personas helped revealing the patients' wishes regarding their medical data and their current experiences with (the transfer of) medical data. Through literature research, decision-making in healthcare was explored, leading to the identification of a combination of informed consent and shared decision making as a fitting approach for communication about the patient's decision.

Following the analysis, a solution was designed, consisting of necessary steps for creating the right context to enable patients to make a decision that fits their wishes about access to their medical data. This included a patient decision aid to concretely facilitate and support the patient during the decision-making process. Previous to consultation, the decision aid prepares patients for a conversation with the healthcare professional. It informs patients about the subject, makes them aware of the fact that the choice is theirs, and encourages them to think about their personal values and preferences. The decision aid enables patients to fit the decision about access to their medical data to their health situations and personal preferences. The design was then evaluated by discussing the patient decision aid with experts from practice, by testing the tool with patients and by using patient decision aid criteria identified in literature.

Much is still unknown about the cause of migraine attacks in the brain. Similarly, a lot is unclear about the influence of patient-physician communication on migraine outcomes. An analogy between the migraine brain and the migraine patient by means of network analysis was therefore carried out in this research to search for new insights into both systems.

The energy system is a complex socio-technical system, characterised by a multitude of stakeholders, different goals, long-term investments, and large scale sub systems with long lifetimes. The government of the Netherlands aims to support the transition of the energy system of the Netherlands towards a sustainable system by implementing policy measures. Recently, companies have voiced their concerns on the fluctuating effects of policy measures in the Netherlands and have asked for a more long term vision of policy measures. This long term vision can be (partly) provided by analysing the interference in the energy system. Another component of a policy strategy is that to develop and implement a long term policy strategy, multiple governmental organisation have to collaborate. The policy measures are designed by different ministries within the Netherlands. In order to implement the coherent policy strategy, collaboration between these ministries is essential.

This research proposes a methodology to identify five types of interference and to analyse the effects of the identified interference on the Dutch energy system. This categorization of interference allows for a discussion on the unavoidable nature of interference. Moreover, it shows which types of interference can prove to be beneficial at certain times.

A conceptual theoretical framework for factors that influence interorganizational collaboration between public parties has been constructed based on literature, and is tested and validated within the case study. The research into interorganizational collaboration also includes a focus on the relations between the identified factors. The relations can provide insight into the more complex system view of the factors that influence interorganizational collaboration between public parties.

Both researches are based on a view of the world in systems, and for both is searched for links between sub-systems. Finding the link between the technical energy system and the collaborations required in policy making was based on this system perspective. These two topics are invariably linked together. The integrations in the energy system increases the need for collaboration, whereas collaboration can increase (the effectiveness of) the integrations in the energy system.