Learning experiences through the living lab approach: a descriptive case study

Abstract

The Living Lab approach is a method that is still fairly new in South Africa. It encourages cooperative learning that involves stakeholders from diverse backgrounds and disciplines and is aimed at addressing complex societal problems to develop sustainability in the South African society. However, little is known about learning experiences when a Living Lab approach is applied through higher education institutions, particularly in the case of the Well-being Innovation Network (WIN) platform of the North-West University (NWU) where the respective stakeholders' learning experiences are neither identified nor documented. Hence, it is unknown whether stakeholders fully engage with or benefit from the innovations derived from the Living Lab approach in the WIN platform. There is a dire need for qualitative research revealing the effectiveness of cooperative learning approaches utilising methods that promote active engagement of learners in an effort to ensure that learning is translated into practice. The aim of this research was to engage with the WIN platform stakeholders, namely North-West University, Vaalharts Water, Department of Health and officials and community members from Phokwane and the Greater Taung Municipality in order to explore and describe their learning experiences through the Living Lab approach. The study was a qualitative case study, where purposive sampling was used to gather 21 stakeholders. Data was collected qualitatively using case records and semi-structured interviews. Digital voice-recorded interviews were transcribed verbatim with a view to data analysis. The latter was done manually by means of Creswell's generic (ATLAS-ti) qualitative analysis approach, which was thematically focused. It was revealed that the majority of stakeholders perceived information dissemination as the main function of the WIN platform. Despite the specific roles played by stakeholders from different disciplines and professions, stakeholders were involved in the co-creation of innovation to promote primary healthcare using a sustainable livelihood approach. Stakeholders had different experiences encompassing social learning, teamwork, good stakeholder relationships, logistical arrangements for the research processes, transdisciplinary professionalism and community mobilisation. Through these experiences, all participants reported to have learnt something, for instance management skills for transdisciplinary research, information sharing and community participation. The WIN platform impacted the learning experiences of the stakeholders involved as is evident from the change in perception, empowerment of community members and self-actualisation. When stakeholders were asked whether they would recommend someone to become involved in the WIN platform, most said they would because it is ideal for solving complex societal problems and empowerment. However, some were of the opinion that the research processes could have been carried out in a different setting because they had to travel long hours to Vaalharts. It was concluded that stakeholders fully engage with and benefit from the innovations derived from the Living Lab approach in the WIN platform. The transdisciplinary learning approach is effective and can promote active engagement of learners to ensure that learning is translated into practice. The growth and multiplication of Living Labs in South Africa can increasingly benefit users and communities by meaningfully involving them in the co-creation process and addressing health disparities in the country.