Urban Living Labs (ULL) are considered spaces to facilitate experimentation about sustainability solutions. ULL represent sites that allow different urban actors to design, test and learn from socio-technical innovations. However, despite their recent proliferation in the European policy sphere, the underlying processes through which ULL might be able to generate and diffuse new socio-technical configurations beyond their immediate boundaries have been largely disregarded and it remains to be examined how they contribute to urban sustainability transitions. With this study, we contribute to a better understanding of the diffusion mechanisms and strategies through which ULL (seek to) create a wider impact using the conceptual lens of transition studies. The mechanisms of diffusion are investigated in four distinct ULL in Rotterdam, the Netherlands and Malmö, Sweden. The empirical results indicate six specific strategies that aim to support the diffusion of innovations and know-how developed within ULL to a broader context: transformative place-making, activating network partners, replication of lab structure, education and training, stimulating entrepreneurial growth and narratives of impact.

Citizens and urban policy makers are experimenting with collaborative ways to tackle wicked urban issues, such as today’s sustainability challenges. In this article, we consider one particular way of collaboration in an experimental setting: Urban Living Labs (ULLs). ULLs are understood as spatially embedded sites for the co-creation of knowledge and solutions by conducting local experiments. As such, ULLs are supposed to offer an arena for reflexive, adaptive, and multi-actor learning environments, where new practices of self-organization and novel (infra-) structures can be tested within their real-world context. Yet, it remains understudied how the co-creation of knowledge and practices actually takes place within ULLs, and how co-creation unfolds their impacts. Hence, this paper focuses on co-creation dynamics in urban living labs, its associated learning and knowledge generation, and how these possibly contribute to urban sustainability transitions. We analyzed empirical data from a series of in-depth interviews and were actively involved with ULLs in the Rotterdam-The Hague region in the Netherlands. Our findings show five distinct types of co-creation elements that relate to specific dynamics of participation, facilitation, and organization. We conclude with a discussion on the ambivalent role of contextualized knowledge and the implications for sustainability transitions.

Sustainability transition research seeks to understand the patterns and dynamics of structural societal change as well as unearth strategies for governance. However, existing frameworks emphasize innovation and build-up over exnovation and break-down. This limits their potential in making sense of the turbulent and chaotic dynamics of current transition-in-the-making. Addressing this gap, our paper elaborates on the development and use of the X-curve framework. The X-curve provides a simplified depiction of transitions that explicitly captures the patterns of build-up, breakdown, and their interactions. Using three cases, we illustrate the X-curve’s main strength as a framework that can support groups of people to develop a shared understanding of the dynamics in transitions-in-the-making. This helps them reflect upon their roles, potential influence, and the needed capacities for desired transitions. We discuss some challenges in using the X-curve framework, such as participants’ grasp of ‘chaos’, and provide suggestions on how to address these challenges and strengthen the frameworks’ ability to support understanding and navigation of transition dynamics. We conclude by summarizing its main strength and invite the reader to use it, reflect on it, build on it, and judge its value for action research on sustainability transitions themselves.

In the light of increasing urban challenges, municipalities are developing and advancing new forms of governing. One such example is ‘urban experimentation’, a process where city-based innovation processes are initiated to test solutions that – if deemed successful – are intended to be scaled up with the ambition to leverage a broader urban sustainability transition. Research on experimental governance has shown that municipalities can play various roles in these processes, including the role as enabler. The article contributes to the literature on the roles of public actors in urban experimentation on sustainability challenges by advancing understanding of the less studied ‘enabler’ role. We probe the politics of enabling by focusing on the policy instruments employed by municipalities. Our aim is to provide deeper insights into the everyday work of urban administrations when they act in the ‘enabler’ role. One particular approach of urban experimentation is Urban Living Labs (ULL), and this paper analyses ULL that address sustainability challenges. Along the four dimensions of nodality, authority, treasury, and organisation, we identify the politics of enabling in four ULL examples from Sweden and the Netherlands.

Companies play a central role in the quest for sustainable development. Organizational learning theories have been utilized to explain sustainability‐related change processes in firms. However, implications from studies at the nexus of business sustainability and organizational learning are highly dependent on varying conceptualizations. The objective of this study is to provide clarity on the plurality of conceptual underpinnings in research and to uncover principles that are associated with deeper organizational change processes, that is, business transformation. Building on insights from a systematic literature review, we develop a sustainability learning typology, from which we distill three learning principles for business transformation: (1) the deutero learning mode, (2) the societal learning scope, and (3) the cooperative advantage objective. We formulate needs for future research to further elaborate on the learning principles associated with business transformation and suggest implications for practice.