We have a long experience of evaluating change projects and processes in both the public, private, civil and academic sector.
1. Evaluating Transnational Private Public Collaboration
"Super exciting to hear about the ongoing evaluation of the project, and how we can improve our processes going forward."
How do we make partners collaborate across different sectors and national borders?
How do we build a Living Lab that keeps innovation going to create long term impact?
Lighting Metropolis was an Interreg-ÖKS funded cross-border project leading the Greater Copenhagen Region to a position as a world-leading Living Lab for human-centric smart urban lighting. ASKing evaluated the project focusing on lasting collaboration between the public, private and academic partners involved from both Sweden and Denmark.
Lighting Metropolis' vision was to bring knowledge from academia, technology from private companies, and local governing in municipalities together, to use LED-lighting to ease everyday life for citizens. For example, through lighting in hospitals for better health or urban lighting for safer neighbourhoods.
Many innovative solutions were created and presented in the Living Lab. However, the long-term impact of a cross-border project comes when lasting collaborations between partners across different sectors and countries are established. ASKing's evaluation lifted recommendations on how to build on the foundation created in the project to enable long term transnational collaboration through:
- support structures built into the partner organizations
- processes of building innovation competencies in the organizations
- the values of working transnationally in a region
2. Evaluating the Development of an Innovative School Organization
"The evaluation was sometimes a painful process for us leaders - we were realizing why the teachers were not always working the way we wanted. Fx we arranged training activities for the teachers in traditional forms to build their knowledge of the subject. But we learned from the evaluation that they need to train to work in innovative change processes where they collaborate with each other and with external partners."
How can we build competencies that support pedagogical innovation in a Swedish school?
How can we bring learnings from a project into everyday practice?
Is it possible to build a school that teaches students how to develop a sustainable society? The Swedish school system is not built for this type of learning and teachers are not educated to teach this way. Therefore, a school in Malmö was chosen as a “model school” to develop and implement new ways of working with education for sustainable development. The Swedish Society for Nature Conservation initiated and led the project, while teachers and management carried out the implementing part at the school. Researchers from Malmö university were supporting the teachers in doing research on their pedagogical methods.
ASKing did an ongoing evaluation throughout the project. The role was to study, document and support the implementation and learning processes to make sustainability a “forever given way of working” for both teachers, management and students at the school.
A key finding was the importance of involving partners with varying competencies and ideas from civil society, academia and the public sector – all working together to explore new ways of teaching young people to act for a sustainable society. Following the project closely, ASKing was able to make the project partners see challenges and possibilities in this collaboration. ASKing gave recommendations on how to make the changes that helped the ways of working become durable beyond the three-year project period.
Read our report and find more information about the project here:
Sweden (postal address)
S:t Johannesgatan 2, 4th floor
SE-211 46 Malmo
Tel: +46 (0) 732687580
Robert Jacobsens Vej 36D
Tel: +45 24400580