Experiencing complex stakeholder dynamics around emerging technologies: a role-play simulation

Figures & data

Table 1. Comparison of CTA and TTA.

	CTA	TTA
Purpose	Enabling societal stakeholders to steer the development of emerging technologies towards desirable futures	Preparing (engineering) students to deal withsocietal complexities and uncertainties of emerging technologies in their future work
Learning focus	Anticipatory learning and reduction of trial-and-error learning	Understanding complex stakeholder dynamics and developing strategies to deal with them
Participants	Selected representatives of relevant stakeholders groups	Students
Format	Stakeholder workshop as one-off bridging event	Role-play simulation, using improvisational theatre
Analysis of dynamics	Observing researchers	Participating students

Table 2. Implementation of educational role-play design guidelines.

Design guidelines	Where implemented?
Create verisimilitude	Underlying student research, role descriptions, factsheets
Provide focus	Student questions, teacher moderation
Allow for agency	Improvisation, role descriptions
Provide structure	Teacher moderation, role descriptions
Stage confrontations	Stakeholder selection, teacher moderation
Allow for fun	Improvisation, warming up exercise
Prepare	Student questions, role and case descriptions, warming up, try-out
Debrief	Reflection, assignment
Involve players and observers	Dual set-up, assignment
Create safe atmosphere	Teacher moderation, warming up exercise

Table

CEO Twente Energy Company Role description As the Chief Executive Officer (CEO) of the Twente Energy Company (TEC), you lead a private company that produces and buys grey and green energy (from coal, gas, wind and solar energy sources) and supplies this to over two million companies and households. The energy market is competitive, and the company has a large market share in several regions within the Netherlands. You are eager to keep this market position. A sustainable image is important for companies these days, but a low price and high reliability are also crucial. As CEO, you are responsible for strategy and major investments. You have a keen interest in new energy technologies, in particular when these help to better satisfy customer needs, but within boundaries of what is economically feasible, of course. You aim to build a balanced portfolio of renewable energy sources and compare new technologies with alternative options. Most shareholders of this company are interested in long-term growth, but also want a decent and stable profit in the short run. Interests: Stronger market position, short-term profits, sustainable energy system.Irritated by: Lack of clarity, indecisiveness, having to pay for other people’s hobby horses.Habits: No-nonsense attitude, tough negotiator, visibly annoyed when irritated by others. Fact-sheet TEC’s revenues from energy sales and related activities exceed 4 billion euro. The yearly profit is about 140 mln euro. The company has 3000 employees and is active in the Netherlands, Belgium, the UK, and Germany.Drilling geothermal wells for the purpose of creating electricity is not currently economically feasible due to the depth that is required for the electricity to be produced efficiently (compared to other energy sources), etc …

Table 3. Workshop protocol.

Before the workshop
Preparation		Student observers prepare role-descriptions and factsheets, based on research of an emerging technology and stakeholder context Student observers and teacher and pre-discuss questions, expectations, and contentious issues Student players study role descriptions and factsheets
During the workshop
Introduction	5 min	Teacher explains aim and set-up of the workshop
Warming-up	15 min	Teacher leads an improvisational theatre exercise
Session 1 ‘CTA workshop’	25 min	Student players discuss pros and cons, problems, preferences Student players question and confront each other, exploring conflicts, compromises, next steps Teacher moderates the discussion
Reflection 1	15 min	Student players and observers articulate observed stakeholder dynamics Teacher moderates the reflection
Break and Preparation	15 min	Student players take a break Teacher and student observers decide on changing the setting after a time-lapse of 5 years.
Session 2 ‘Pressure cooker’	15 min	Teacher introduces student players to changed circumstances. Teacher provides the task to make a concrete plan on a short notice and leaves the table Student players discuss and carry out their task without moderation
Reflection 2	15 min	Student players and observers articulate observed stakeholder dynamics Student players reflect on their role Student players and observers evaluation of the role-play Teacher moderates the reflection
After the workshop
Written Assignment		Student players and observers articulate (new) insights

Table 4. Overview TTA role-plays.

	Technology	Focal region	Selected stakeholders
0	Piezoelectric roads	City of Enschede, Netherlands	University Established energy company Local government National infrastructural government agency
1	Enhanced geothermal systems	Twente region, Netherlands	University Established energy company Provincial government Concerned citizens
2	Nuclear fusion	Europe	Research institute Established energy company European Commission Concerned citizens
3	Algal biofuels	Netherlands	University Established oil company Transport industry association NGO sustainable fuel
4	Photovoltaic windows	City of Enschede, Netherlands	Research institute Established energy company Local government Architectural agency
5	Microalgal biofuels	New-Zealand	University Established oil company National government Farmers association
6	Space-based solar energy systems	USA	Entrepreneurial aerospace firm Established energy company National government United Nations
7	Blockchain grids	Netherlands	Entrepreneurial blockchain firm Established energy company National government agency Local energy initiative

Table 5. Coding scheme.

2nd order categories	1st order codes
Student learning about societal embedding emerging technologies
Dealing with uncertainties of emerging technologies	Uncertainty vs clarity about technology Uncertainty vs clarity about benefits Perceived risks Scepticism vs enthusiasm
Developing stakeholder strategies	Collaborating and forming alliances Finding consensus and compromises Getting stakeholder support Persuasive vs transparent communication Providing guarantees or subsidies Investing vs not investing Taking control vs being marginalised
Understanding complex stakeholder dynamics	Innovation races Waiting games Deadlocks Pilots and stepping-stones Niche vs large scale implementation Power games Precautionary principle
Student evaluation of role-play simulation
Role-play outcomes and design	Novel and useful insights Quality of the discussions Quality of the acting Fun Stakeholder selection Workshop structure and moderation Verisimilitude and factsheets Involving audience and time-lapse Online and technical issues