Alsaeed, M., Hadjri, K., & Nawratek, K. (2023, March). Mode 2 Science: Exploring a common ground of knowledge production in the fields of housing and sustainability. In Diaconu, A. (Ed.) Proceedings of the RE-DWELL Grenoble Conference (pp. 9-14). Pacte Social Sciences Research Centre, University Grenoble Alpes, Grenoble, France.
https://www.re-dwell.eu/activities/conferences/grenoble
Posted on 20-06-2022
The field of housing research is very diverse, theoretically reliant and intertwined with politics, economics, social and, more recently, environmental studies. Sustainability research, on the other hand, is often perceived as a complicated, practice-oriented field that examines the interactions between the economic, social and environmental pillars of society. The links between housing and sustainability research are often described as ambiguous and thorny topics, and many scholars refer to them as bifurcated areas of study. As a result, researchers have developed and adapted different approaches to the way knowledge on these two critical areas is perceived and generated. The 'Mode II' science is a relatively new concept that calls for the production of context-oriented, scientifically reliable and robust social knowledge and is most notable for its tendency towards a transdisciplinary approach.
The concern of this paper is with the methodological issues in how housing and sustainability research and knowledge is presented and produced by those who engage with it. An literature focused exploratory investigation was used to identify the most common methodological issues of both fields. In the end, a reasoned claim was made that the 'Mode II' of knowledge production is one of the appropriate approaches to address the methodological challenges of dealing with sustainability and housing. Yet, the claim requires further in-depth investigation leading to a better understanding of the true extent of the problem and the possibility to design an innovative framework for sustainable housing knowledge production.
Related vocabulary
Sustainability Built Environment
Area: Design, planning and building
Sustainability of the built environment
The emergence of the contemporary environmental movement between the 1960s and 1970s and its proposals to remedy the consequences of pollution can be seen as one of the first steps in addressing environmental problems (Scoones, 2007). However, the term “sustainable” only gained wider currency when it was introduced into political discourse by the Club of Rome with its 1972 report “The Limits to Growth”, in which the proposal to change growth trends to be sustainable in the far future was put forward (Grober, 2007; Kopnina & Shoreman-Ouimet, 2015a; Meadows et al., 1972). Since then, the use of the term has grown rapidly, especially after the publication of the 1978 report “Our Common Future”, which became a cornerstone of debates on sustainability and sustainable development (Brundtland et al., 1987; Kopnina & Shoreman-Ouimet, 2015a). Although the two terms are often used indistinctively, the former refers to managing resources without depleting them for future generations, while the latter aims to improve long-term economic well-being and quality of life without compromising the ability of future generations to meet their needs (Kopnina & Shoreman-Ouimet, 2015b; UNESCO, 2015). The Brundtland Report paved the way for the 1992 Earth Summit, which concluded that an effective balance must be found between consumption and conservation of natural resources (Scoones, 2007). In 2000, the United Nations General Assembly published the 8 Millennium Development Goals (UN, 2000), which led to the 17 Sustainable Development Goals (SDGs) published in 2016 (UN, 2016). The 17 SDGs call on all countries to mobilise their efforts to end all forms of poverty, tackle inequalities and combat climate change (UN, 2020; UNDP, 2018).
Despite the rapidly growing literature on sustainability, the term remains ambiguous and lacks a clear conceptual foundation (Grober, 2007; Purvis et al., 2019). Murphy (2012) suggests that when defining sustainability, the question should be: Sustainability, of what? However, one of the most prominent interpretations of sustainability is the three pillars concept, which describes the interaction between the social, economic and environmental components of society (Purvis et al., 2019). The environmental pillar aims to improve human well-being by protecting natural capital -e.g. land, air and water- (Morelli, 2011). The economic sustainability pillar focuses on maintaining stable economic growth without damaging natural resources (Dunphy et al., 2000). Social sustainability, on the other hand, aims to preserve social capital and create a practical social framework that provides a comprehensive view of people's needs, communities and culture (Diesendorf, 2000). This latter pillar paved the way for the creation of a fourth pillar that includes human and culture as a focal point in sustainability objectives (RMIT, 2017).
Jabareen (2006) describes environmental sustainability as a dynamic, inclusive and multidisciplinary concept that overlaps with other concepts such as resilience, durability and renewability. Morelli (2011) adds that it can be applied at different levels and includes tangible and intangible issues. Portney (2015) takes Morelli's explanation further and advocates that environmental sustainability should also promote industrial efficiency without compromising society's ability to develop (Morelli, 2011; Portney, 2015).
Measuring the built environment sustainability level is a complex process that deploys quantitative methods, including (1) indexes (e.g. energy efficiency rate), (2) indicators (e.g. carbon emissions and carbon footprint), (3) benchmarks (e.g. water consumption per capita) and (4) audits (e.g. building management system efficiency) (Arjen, 2015; Berardi, 2012; James, 2014; Kubba, 2012). In recent years, several rating or certification systems and practical guides have been created and developed to measure sustainability, most notably the Building Research Establishment Environmental Assessment Method (BREEAM) introduced in the UK in 1990 (BRE, 2016) and the Leadership in Energy and Environmental Design (LEED) established in the US in 2000 (USGBC, 2018). In addition, other overlapping methodologies and certification frameworks have emerged, such as the European Performance of Buildings Directive (EPBD) in 2002 (EPB, 2003) and the European Framework for Sustainable Buildings, also known as Level(s) in 2020 (EU, 2020), amongst others.
The sustainability of the built environment aims to reduce human consumption of natural resources and the production of waste while improving the health and comfort of inhabitants and thus the performance of the built environment elements such as buildings and spaces, and the infrastructure that supports human activities (Berardi, 2012; McLennan, 2004). This aim requires an effective theoretical and practical framework that encompasses at least six domains, including land, water, energy, indoor and outdoor environments, and economic and cultural preservation (Ferwati et al., 2019). More recently, other domains have been added, such as health and comfort, resource use, environmental performance, and cost-benefit and risk (EU, 2020). Sustainability of the built environment also requires comprehensive coordination between the architectural, structural, mechanical, electrical and environmental systems of buildings in the design, construction and operation phases to improve performance and avoid unnecessary resource consumption (Yates & Castro-Lacouture, 2018).
Created on 24-06-2022
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The case study decoder
Posted on 28-10-2021
Case study analysis. These are the three most confusing words – at least for me. Although being an architect has taught me the meaning and principles of case study selection and analysis, I still face difficulties with grasping the true benefits of the case study, specifically from the social sciences point of view. Therefore, in this blog post, I aim to clarify what the case study is, the history of the case study, and the different methodologies for investigating the case study.
The ‘case study’ as a case study
‘There are two ways to learn about a subject: One may study many examples at once, focussing on a few dimensions, or one may study particular examples in greater depth.’ Gerring, 2016
Let’s start with the basics and ask, ‘How does one define case study?’ Let’s break this concept up into its relevant pieces. Firstly, case means, ‘A particular situation or example of something.’ This situation may be comprised of states or state-like entities (regions or municipalities), organisations (firms or schools), social groups (race or age), events (revolutions or crises), or individuals (a biography or profile). Secondly, study, means, ‘The activity of examining a subject in detail to discover new information.’ By merging both of these meanings, a broad definition of case study is reached: A comprehensive investigation of a particular case (or cases) within a specific context, both of which are determined by the investigation interests (Gerring, 2016).
When investigating the meaning of a case study, several associated terminologies arise, such as argument, observation and sample. An argument denotes the focal point of study and is defined as the theory, proposition or hypothesis driving the analysis. As observations govern the behaviour and use of variables in a case study, an observation can be said to define the strict boundaries of the units of analysis. Lastly, a sample is the data that are subject to analysis, which can either be singular or a collection of data (Gerring, 2016).
The origin of the case study
The debate around the origin of the case study continues. One school of thought suggests that the case study as a form of research is an ancient concept and has been used throughout recorded history. Another theory states that the case study as a method of education was invented in the 1880s by Christopher Columbus Langdell, who was the Dean of Harvard Law School between 1870 and 1895. Yet another group suggests that the case study as a methodology originated from French economist, engineer and sociologist Pierre Guillaume Frédéric Le Play around 1829, when he used this methodology to test his theories before publication. I am sure you have noticed the differences within these groups: the case study as a form of research; the case study as a method of education; and the case study as a methodology (Harrison et al., 2017).
Even though there are different uses for case studies in these designations, all of these groups agree that, by the mid-to-late nineteenth century, case studies had become the norm as teaching tools for developing new theories and hypotheses. By the start of the twentieth century, industrialists began looking at using the case study to develop their own theories on efficiency, manufacturing, supply lines and so forth (Carter, 2018, Gerring, 2016, Harvard, 2016).
Despite the different opinions on its origin, the use of the case study spiked in the 1970s and has only continued to grow since (figure 1). This is mainly because of the increase in attention to its approaches, including the development of several new approaches. This is in conjunction with a noticeable increase in the use of case studies in publications, both in the social and applied sciences, as case study research is considered a primary methodology in testing and proving new theories and hypotheses (Gerring, 2016).
The types
Case study as a form of research has many different forms, with each dictating different approaches and deploying different instruments. Discussing all of the types would result in a very dense list, so the main four types are discussed below (Harrison et al., 2017):
- Descriptive (illustrative) case study: used to examine a familiar case in order to help others understand it. Its primary method is the description of the variables.
- Exploratory case study: used to identify research questions within real-life contexts and situations. It is often deployed before large-scale investigations, making it is very popular in the social sciences, particularly political science.
- Cumulative case study: used to gather information on the topic at hand at different times. This type is widely used for qualitative research.
- Critical instance case study: used to determine the causes and consequences of an event, and investigates one or more phenomena. A critical instance case study can also be used to test a universal assertion.
So far!
In summary, it is safe to say that the case study is a method of analysis that is no longer confined to just developing theories and hypotheses. It is a technique of research that also makes a case for coming up with solutions for given problems. It is worth noting that, unlike most of the statistically-based studies, the main goal of creating a case study is to look for some new variables while you are conducting research. Simply put, the case study looks to the characteristics of the past and present to make sense of the future.
Choosing which case study to analyse is usually the most important and difficult task in this research process. Therefore, a systematic framework that defines the research problems, questions and objectives needs to be created so as to make it easier to find the relevant case study that can address the research needs of the project.
References
CARTER, A. 2018. The History of the Case Study – Why It’s Important [Online]. Available: https://www.improveyourwebcontent.com/the-history-of-the-case-study-why-its-important/ [Accessed].
GERRING, J. 2016. Case study research: Principles and practices, Cambridge University Press.
HARRISON, H., BIRKS, M., FRANKLIN, R. & MILLS, J. Case study research: Foundations and methodological orientations. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 2017.
HARVARD. 2016. The Case Study Teaching Method [Online]. Harvard Law school Available: https://casestudies.law.harvard.edu/the-case-study-teaching-method/ [Accessed].
Reflections
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Sustainable developments in social housing, a secondment at South Yorkshire Housing Association.
Posted on 18-08-2022
It's been a few months now since I completed my secondment with South Yorkshire Housing Association (SYHA) and writing this post is more difficult than I expected. However, before I continue, I need to clarify some of the key terms mentioned so far. Firstly, a secondment is a defined period of time during which an employee is sent to another organisation to gain experience, increase the workforce or share knowledge (Cambridge, n.d.). A housing association is broadly defined as a society, trust or company that provides, builds, improves or manages housing, or facilitates or promotes the construction of housing, and operates on a not-for-profit basis (HMSO, 1985). Its role has recently expanded to include other social services that focus on vulnerable at-risk groups. Against this background, my work at SYHA has been to research and identify the process of developing sustainable social housing and to participate in real projects to measure housing sustainability and to work with housing associations.
Background.
The story of South Yorkshire Housing Association begins when founder John Belcher set up Sheffield Family Housing Association to help young homeless families after watching the BBC drama 'Cathy Come Home' in 1972. Almost 50 years later, South Yorkshire Housing Association still builds and manages a range of services, including social housing, affordable rented housing, shared ownership housing and other social support services (SYHA, 2021a). In recent years, SYHA has changed its business model to the concept of "The business is more than housing", focusing on and prioritising other important challenges such as the wellbeing and social needs of its tenants and environmental challenges, in particular climate change, energy efficiency and carbon emissions (SYHA, 2021b).
Unlike the conventional 'departmental organisational structure' that follows a strict service typology or structures tailored to role descriptions. SYHA has a unique and dynamic organisational structure guided by the principles of goal setting and services defined as continuous strengthening of resources and improvement of staff performance (SYHA, 2021b, Jacobides, 2007). According to SYHA's latest annual report, total assets owned, managed or under construction amount to more than 6,000 housing units. These include flats, terraced houses, detached houses, semi-detached houses and residential communities (SYHA, 2021c).
From strategic plan to theory.
Housing is a big part of the climate change problem, accounting for 27 per cent of UK carbon emissions and consuming up to 30 per cent of inland generated energy (DBEIS, 2020). In response, SYHA has developed a strategic plan to achieve the UK's 2050 zero carbon target and help mitigate the impact of climate change on people's health, wellbeing and access to housing (SYHA, 2020). The strategic plan is to (1) identify and calculate the current carbon footprint (2) improve the management of asset data, (3) identify the necessary behavioural changes and engage with end users to reduce their impact on the natural and built environment (read Andreas Panagidis post on participation in planning), (4) improve the energy efficiency of existing homes and tackle fuel poverty (read Tijn Croon post on energy poverty), (5) build new homes to high environmental standards and develop future-proof changes to our current design standard, as well as test new approaches, (6) reduce fossil fuel use across all business areas, (7) update the business plan to respond to various challenges.
From theory to practice.
In analysing several projects, I have found that SYHA has successfully translated strategic plans into practical guidelines for 'best practice', creating several award-winning projects such as the North Wingfield social housing complex. The guidelines include:
(1) Spatial requirements by creating a meeting point between building regulations and actual needs and recognising the different lifestyle preferences of end users,
(2) The design of residential neighbourhoods taking into account cultural and natural elements,
(3) The connectivity and accessibility of projects and maximising the use of existing infrastructure without depleting resources,
(4) Sustainable landscaping and drainage to reduce the impact of artificial landscapes and integrate native components into projects,
(5) Modern construction methods that enable safe and fast construction with minimal waste generation..
From practice to research.
The main aim of the secondment is to engage the researcher in real projects to measure environmental sustainability and develop a framework for affordable, low-carbon homes. To achieve this goal, I was expected to (1) conduct quantitative and qualitative research and engage with local and international partners and stakeholders, and (2) accurately record and analyse data to provide useful insights for other academics, funders, policy makers and practitioners. I used a variety of research methods such as systematic content analysis, informal interviews and observation. The data collected was analysed from an intervention research perspective.
From research to practice.
The outcome of the secondment was the development of an online platform that overcomes the challenges and risks identified in the analysis; the platform includes, among other functions, the following.
(1) Sustainability practices, by clarifying the principles, tools and structure of environmental sustainability that enhance the existing SYHA project flow chart and overall development processes.
(2) Reduce misunderstandings about sustainability and social housing by creating a top-down glossary of terminologies that unifies the language within housing association practices.
From SYHA to RE-DWELL.
At the end of the secondment, I was able to list and explain the processes used by SYHA and other housing associations in the UK to develop sustainable social housing. The process is complicated and requires extensive analysis of building regulations, policy development and project flow charts. More importantly, I have tested and validated my research gaps to ultimately create valid research questions that respond to real-life challenges. The analysis of SYAH practices provided valuable input for my PhD thesis and helped in the selection of exploratory case studies. All in all, the secondment was an important tool that RE-DWELL used to guide and support my research project.
Acknowledgement.
The three months I spent at SYHA provided me with great theoretical data, but what was really interesting was meeting the people of SYHA. I received tremendous support from all the team members, and so I have to thank everyone at SYHA and especially Jon Walker, Natalie Newman, Eira Capelan and Robert Milne.
References
CAMBRIDGE n.d. Secondment definition In: UNIVERSITY, C. (ed.) Cambridge dictionary. United Kingdom.
DBEIS 2020. Energy Consumption in the UK (ECUK) 1970 to 2019 In: (ONS), O. O. N. S. (ed.) National Statistics. London: Department for Business, Energy & Industrial Strategy.
HMSO 1985. The Housing Associations Act 1985: Chapter 69. London: Her Majesty's Stationery Office.
JACOBIDES, M. G. 2007. The inherent limits of organizational structure and the unfulfilled role of hierarchy: Lessons from a near-war. Organization Science, 18, 455-477.
SYHA. 2020. Our Strategic Plan 2020-2023 [Online]. UK: South Yorkshire Housing Association. Available: https://www.syha.co.uk/who-we-are/what-we-do/our-strategic-plan/ [Accessed 2021].
SYHA. 2021a. Our history [Online]. UK. Available: https://www.syha.co.uk/who-we-are/our-history/ [Accessed].
SYHA. 2021b. Our purpose [Online]. UK: South Yorkshire Housing Association. Available: https://www.syha.co.uk/who-we-are/what-we-do/our-purpose/ [Accessed].
SYHA. 2021c. Who we are [Online]. UK: South Yorkshire Housing Association. Available: https://www.syha.co.uk/who-we-are/ [Accessed].
Secondments
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