- NSF-PAR ID:
- 10316758
- Date Published:
- Journal Name:
- Frontiers in Sustainable Cities
- Volume:
- 4
- ISSN:
- 2624-9634
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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null (Ed.)Transitioning infrastructure governance for accelerating, increasingly uncertain, and increasingly complex environments is paramount for ensuring that critical and basic services are met during times of stability and instability. Yet the bureaucratic structures that dominate infrastructure organizations and their capacity to respond to increasing complexity remain poorly understood. To change infrastructure governance, it is critical to understand current conditions, the barriers to change, and the strategies needed to shift priorities and leadership strategy. The emergence of modern infrastructure bureaucratic and organizational structure is first explored. The need to rethink infrastructure as knowledge enterprises capable of making sense of changing conditions, and not simply as basic service providers, is discussed. Next, transformation of infrastructure governance is presented as both a challenge of organizational change as identity and power and leadership capacity to shift between stable and unstable conditions. Infrastructure bureaucracies should create capabilities to shift between periods of stability and instability, emphasizing flexibility where ad hoc teams are given power to make sense of changing conditions and steer the organization appropriately. Additionally, several critical factors must be addressed within organizational power structures, identities, and processes to facilitate change. Allowing infrastructure governance to persist in its current form is likely increasingly problematic for the future and may result in an increasing inability to maintain relevance.more » « less
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Abstract Infrastructure systems must change to match the growing complexity of the environments they operate in. Yet the models of governance and the core technologies they rely on are structured around models of relative long-term stability that appear increasingly insufficient and even problematic. As the environments in which infrastructure function become more complex, infrastructure systems must adapt to develop a repertoire of responses sufficient to respond to the increasing variety of conditions and challenges. Whereas in the past infrastructure leadership and system design has emphasized organization strategies that primarily focus on exploitation (e.g., efficiency and production, amenable to conditions of stability), in the future they must create space for exploration, the innovation of what the organization is and does. They will need to create the abilities to maintain themselves in the face of growing complexity by creating the knowledge, processes, and technologies necessary to engage environment complexity. We refer to this capacity as
infrastructure autopoiesis . In doing so infrastructure organizations should focus on four key tenets. First, a shift to sustained adaptation—perpetual change in the face of destabilizing conditions often marked by uncertainty—and away from rigid processes and technologies is necessary. Second, infrastructure organizations should pursue restructuring their bureaucracies to distribute more resources and decisionmaking capacity horizontally, across the organization’s hierarchy. Third, they should build capacity for horizon scanning, the process of systematically searching the environment for opportunities and threats. Fourth, they should emphasize loose fit design, the flexibility of assets to pivot function as the environment changes. The inability to engage with complexity can be expected to result in a decoupling between what our infrastructure systems can do and what we need them to do, and autopoietic capabilities may help close this gap by creating the conditions for a sufficient repertoire to emerge. -
Broadening participation in the skilled technical workforce is a national priority given strong evidence of growing critical vacancies in engineering coupled with the urgent need for this workforce to better reflect the rich diversity of the nation. Scholars and activists often call for increased focus on education access, quality, and workforce development among rural Appalachian communities, noting that students from these communities are under-represented in higher education generally, and engineering careers specifically. Investing in preK-12 education, engaging youth as valued members of their communities, and cultivating workforce opportunities such as in advanced manufacturing have all been highlighted by the Appalachian Regional Commission as vital to strengthening economic resilience. However, scaffolding engineering and technical career pathways for Appalachian youth at scale in the context of broader systemic issues is challenging. Past research on the career choices of Appalachian youth show that sparked interest alone was not sufficient to consider engineering careers. Research on the sustained development of interest in engineering highlights rich networks of formal and informal experiences as catalysts or supportive infrastructure. Yet, access to such opportunities varies greatly. School systems often lack the necessary personnel, money, or space to offer these experiences, and, even if opportunities are available, often only a small subset of students may be able to participate. Further, common views of what engineering work is and who can do it are narrow, biased, and exclusive. This CAREER project has focused on three areas of research. The first area, focused on school-industry partnerships through COVID-19 in the region, highlighted the importance of rich partnerships, resilient stakeholders, and innovative contexts to persist throughout the COVID-19 pandemic. This is particularly pertinent to partnerships and collaboration, sustainability of these collaborations, and programming in the context of STEM skilled technical workforce development programs in rural places. The second area of research, focused on developing a conceptual framework for engineering education research and engagement in rural places, highlighted the importance of place, individual student and community assets, and leveraging these things to provide context and meaning in a decontextualized K-12 curriculum. Finally, the third research area, focused on systematically reviewing literature related to the assessment of systems thinking in K-12 education, highlighted the lack of comprehensive assessment tools that can apply across many educational disciplines but particularly in areas as it relates to socio-technical problems. Together, these three research areas ultimately seek to inform broader aspects of K-12 education, such as career and technical education, issues related to rural education, and ultimately focusing on students’ ability to handle complex problems in their communities or other contexts with systems thinking.more » « less
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Broadening participation in the skilled technical workforce is a national priority given strong evidence of growing critical vacancies in engineering coupled with the urgent need for this workforce to better reflect the rich diversity of the nation. Scholars and activists often call for increased focus on education access, quality, and workforce development among rural Appalachian communities, noting that students from these communities are under-represented in higher education generally, and engineering careers specifically. Investing in preK-12 education, engaging youth as valued members of their communities, and cultivating workforce opportunities such as in advanced manufacturing have all been highlighted by the Appalachian Regional Commission as vital to strengthening economic resilience. However, scaffolding engineering and technical career pathways for Appalachian youth at scale in the context of broader systemic issues is challenging. Past research on the career choices of Appalachian youth show that sparked interest alone was not sufficient to consider engineering careers. Research on the sustained development of interest in engineering highlights rich networks of formal and informal experiences as catalysts or supportive infrastructure. Yet, access to such opportunities varies greatly. School systems often lack the necessary personnel, money, or space to offer these experiences, and, even if opportunities are available, often only a small subset of students may be able to participate. Further, common views of what engineering work is and who can do it are narrow, biased, and exclusive. This CAREER project has focused on three areas of research. The first area, focused on school-industry partnerships through COVID-19 in the region, highlighted the importance of rich partnerships, resilient stakeholders, and innovative contexts to persist throughout the COVID-19 pandemic. This is particularly pertinent to partnerships and collaboration, sustainability of these collaborations, and programming in the context of STEM skilled technical workforce development programs in rural places. The second area of research, focused on developing a conceptual framework for engineering education research and engagement in rural places, highlighted the importance of place, individual student and community assets, and leveraging these things to provide context and meaning in a decontextualized K-12 curriculum. Finally, the third research area, focused on systematically reviewing literature related to the assessment of systems thinking in K-12 education, highlighted the lack of comprehensive assessment tools that can apply across many educational disciplines but particularly in areas as it relates to socio-technical problems. Together, these three research areas ultimately seek to inform broader aspects of K-12 education, such as career and technical education, issues related to rural education, and ultimately focusing on students’ ability to handle complex problems in their communities or other contexts with systems thinking.more » « less
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Abstract As infrastructure confront rapidly changing environments, there is an immediate need to provide the flexibility to pivot resources and how infrastructures are prioritized. Yet infrastructures are often categorized based on static criticality framings. We describe
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