RE-DWELL A toolbox to support transdisciplinary knowledge construction

Lead Bene icia y: ISCTE – Ins i u o Uni e si á io de Lisboa
Submission da e: Sep embe 30, 2024 (mon h 48)
Submission da e: No embe 22, 2024
Ve sion: 1 .2
Dissemina ion le el: Public
www. e-dwell.eu
RE-DWELL “Deli e ing a o dable and sus ainable housing in Eu ope” has ecei ed
unding om he Eu opean Union’s Ho izon 2020 esea ch and inno a ion p og amme
unde he Ma ie Skłodowska-Cu ie g an ag eemen No 956082
The Eu opean Commission's suppo o he p oduc ion o his publica ion does no cons i u e an
endo semen o he con en s, which e lec he iews only o he au ho s, and he Commission canno
be held esponsible o any use which may be made o he in o ma ion con ained he ein.
A oolbox o suppo
ansdisciplina y knowledge
cons uc ion
Deli e able 4.7
RE-DWELL
Deli e able 4.7 A oolbox o suppo ansdisciplina y knowledge cons uc ion
Ve sion 1.2
Au ho s:
Alexand a Paio (ISCTE)
Ma alda Casais (ISCTE)
Ma ja Elsinga (TU Del )
Ge a d an Bo el (TU Del )
Lucia Chaloin (UGA)
And eas Panagidis (UCY)
Leona do Ricau e (UREAD)
Elano Wa wick (Cla ion)
Ve sion Da e Au ho s
0.1 Decembe 3, 2023 E alua ion o TEASH oolbox, Ge a d an Bo el (TUD)
0.2 June 6, 2023 E alua ion o TEASH oolbox, Ge a d an Bo el (TUD)
0.3 Sep embe 6, 2023 E alua ion o TEASH oolbox, Ge a d an Bo el (TUD),
wi h inpu om Ma alda Casais (ISCTE)
0.4 Feb ua y 14, 2024 Repo on local implemen a ion Lisbon, Lucia Chaloin
(UGA)
0.5 Feb ua y 20, 2024 Repo on local implemen a ion Nicosia, And eas
Panagidis (UCY)
0.6 May 30, 2024 Repo local on implemen a ion London, Leona do
Ricau e (UREAD) & Elano Wa wick (Cla ion)
0.7 June 5, 2024 Alexand a Paio (ISCTE), Ma alda Casais (ISCTE)
0.8 June 17, 2024 Ma alda Casais (ISCTE), Alexand a Paio (ISCTE), Ma ja
Elsinga (TUD)
0.9 Sep embe 23, 2024 Ma alda Casais (ISCTE), Ma ja Elsinga (TUD), Alexand a
Paio (ISCTE)
1.0 No embe 13, 2024 Leand o Mad azo (La Salle-URL) – e iew and edi ing
1.1 No embe 20, 2024 Alexand a Paio (ISCTE), Ma ja Elsinga (TUD)
1.2 No embe 21, 2024 Leand o Mad azo (La Salle-URL) – e iew and edi ing
Table o con en
Execu i e summa y ............................................................................................................... 5
1. Pu pose and s uc u e o he epo ..............................................................................6
2. Building he TEASH pa icipa o y oolbox ..................................................................... 7
2.1. In oduc ion ................................................................................................................................ 7
2.2. The p ocess o building he TEASH oolbox ....................................................................... 8
2.3. Insigh s leading o he TEASH oolbox .............................................................................. 10
2.4. The elemen s o he TEASH oolbox .................................................................................. 12
2.5. B inging i all oge he in a pa icipa o y oolbox ............................................................ 14
3. De eloping he TEASH oolbox ..................................................................................... 15
3.1. In oduc ion .............................................................................................................................. 15
3.2. Reading summe school ........................................................................................................ 17
3.3. Del plena y mee ing ............................................................................................................. 27
3.4. Ba celona con e ence ........................................................................................................... 34
3.5 Conclusions ................................................................................................................................ 42
4. Implemen a ion and e alua ion in local se ings ....................................................... 44
4.1. Lisbon ocus g oup session ................................................................................................. 44
4.2. London ocus g oup session ............................................................................................... 53
4.3. Nicosia ocus g oup session ................................................................................................. 61
4.4. Takeaway om he local implemen a ions ...................................................................... 69
5. Final e lec ions .............................................................................................................. 71
6. Bibliog aphy .................................................................................................................... 72
Annex 1 – Ca d con igu a ions Reading session ................................................................ 1
Annex 2 – E alua ion Reading session .............................................................................. 12
Annex 3 – Case s udies Del session ................................................................................ 14
Annex 4 – E alua ion Del session ................................................................................... 16
Annex 5 – E alua ion Ba celona session ........................................................................... 21
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 5
Execu i e summa y
Following he wo k p esen ed in Deli e able 4.6, his epo ocuses on he de elopmen
and applica ion o a oolbox designed o os e collabo a i e knowledge cons uc ion
among s akeholde s add essing a o dable and sus ainable housing p ocu emen in a
local con ex .
A concep ual s uc u e based on a ipa i e knowledge axonomy—sys ems, a ge , and
ans o ma ion knowledge—was in oduced o guide he de elopmen o he oolbox (as
ou lined in Deli e able 4.6). This oolbox aims o acili a e collabo a ion among a ious
s akeholde s in de ining p oblems and de eloping s a egies o speci ic housing
ini ia i es.
The TEASH oolbox was de eloped o ope a ionalize he p inciples o ansdisciplina i y in
add essing he challenge o a o dable and sus ainable housing. I s objec i es we e o:
1. Unde s and he complexi y o he housing challenge.
2. In eg a e di e se pe spec i es om bo h academic and non-academic
s akeholde s on housing p oblems, goals, and s a egies.
3. B idge abs ac and speci ic knowledge ac oss academic expe s and p ac ice
expe s.
4. Fos e sha ed unde s anding and p ac ices ha con ibu e o sol ing he socie al
issue o inadequa e housing.
The oolbox was de eloped h ough collabo a i e e o s wi hin he RE-DWELL ne wo k,
in ol ing ESRs, supe iso s, and pa ne o ganiza ions. I was es ed in se e al ne wo k
ac i i ies, including sessions a he In e na ional Social Housing Fes i al in Helsinki (June
2022), he summe school a he Uni e si y o Reading (July 2023), a ne wo k mee ing a
TU Del (Oc obe 2023), and he inal con e ence in Ba celona (May 2024).
Subsequen ly, he ools de eloped wi hin he ne wo k we e adap ed and applied in ocus
g oups held in Lisbon, London, and Nicosia, wi h pa icipa ion om bo h ne wo k
membe s and ex e nal s akeholde s. These sessions consolida ed he knowledge
p oduced by he ne wo k on a o dable and sus ainable housing and in i ed pa icipan s
o collabo a i ely con ibu e o i s de elopmen .
The ac i e in ol emen o ESRs and pa ne o ganiza ions in he implemen a ion o he
oolbox signi ican ly enhanced i s e ec i eness. Thei eal-wo ld pa icipa ion
con ibu ed p ac ical, ac ionable solu ions and en iched academic discou se. The
inclusion o non-academic o ganiza ions in he assessmen phase p o ided aluable
insigh s in o he oolbox's applica ion, pa icula ly highligh ing he impo ance o local
con ex s and he speci ic challenges and s akeholde s in ol ed.

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 6
1. Pu pose and s uc u e o he epo
This epo ocuses on he de elopmen and applica ion o a oolbox designed o
p omo e collabo a i e knowledge cons uc ion among s akeholde s in ol ed in a o dable
and sus ainable housing p ocu emen wi hin local con ex s.
Chap e 2 ou lines he de elopmen o he oolbox, d awing on li e a u e ela ed o
ansdisciplina y pa icipa o y ac i i ies, oolki s, and he componen s o a
ansdisciplina y en i onmen as desc ibed in Deli e able 4.6.
Chap e 3 de ails he de elopmen and es ing o he i s e sions o he RE-DWELL
TEASH oolbox, including expe iences and e alua ions om mee ings in Reading and
Del .
Chap e 4 p esen s an adap a ion o he oolbox applied o h ee local con ex s in Lisbon,
London, and Nicosia. These con ex -speci ic applica ions we e used o assess whe he
he TEASH oolbox can acili a e s akeholde in e ac ions and he c oss-pollina ion o
knowledge.
Finally, Chap e 5 p o ides a e lec ion on he p ocess o de eloping and implemen ing
he TEASH pa icipa o y oolbox.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 7
2. Building he TEASH pa icipa o y oolbox
2.1. In oduc ion
The RE-DWELL T ansdisciplina y En i onmen o A o dable and Sus ainable Housing
(TEASH) p o ides a concep ual s uc u e o add ess a o dable and sus ainable housing
challenges, wi h he pa icipa ion o he s akeholde s in ol ed, academic expe s and
p ac ice expe s.
Figu e. 2.1. T ansdisciplina y En i onmen o A o dable and Sus ainable Housing (TEASH)
The TEASH b ings oge he he componen s o he ansdisciplina y lea ning and esea ch
en i onmen collabo a i ely de eloped h oughou he h ee-yea p ojec ac i i ies. I is
o ganised in ou laye s (Figu e 2.1):
1. C ossing disciplines, necessa y o unde s and he challenges and ade-o s a
s ake, o iden i y s a egies ac oss disciplines and ields (see Deli e ables 4.1, 4,2
and 4.3).
2. Linking academia and socie y, o collabo a i ely cons uc knowledge a ound
speci ic housing p oblems, based on a ipa i e s uc u e: a ge , sys ems, and
ans o ma ion knowledge.
3. Exchanging knowledge, by means o ools and me hods aimed a os e ing he
collabo a ion o he di e se s akeholde s in ol ed, academic expe s and p ac ice
expe s.
4. Building impac , c ea ing ou pu s -whi e pape s, guidelines, policy
ecommenda ions, academic publica ions- ha acili a e a be e unde s anding
o he speci ic challenges ha he a ious s akeholde in ol ed a e acing.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 8
The pu pose o he TEASH oolbox is o acili a e communica ion be ween esea che s,
p ac i ione s, and policy make s, an unde s anding o he socie al challenge, and he
disco e y o new angles and new solu ions in he combina ion o s a egies. Th ough i s
applica ion in local con ex s, he aim is o acili a e a common unde s anding o he
challenges, esponsibili ies, p ac ices, and possibili ies o imp o emen o a sys em (e.g.,
a p ojec , an o ganisa ion) in he con ex o a o dable and sus ainable housing.
2.2. The p ocess o building he TEASH oolbox
The de elopmen o a oolbox o suppo knowledge cons uc ion and exchange ac oss
s akeholde s in ol ed in housing p o ision was collabo a i ely ca ied ou h oughou he
p ojec wi h he ollowing objec i es:
1. Fos e ing communica ion and co-c ea ion o a sha ed unde s anding ha
in eg a es and in e ela es he indings o i een ESRs’ esea ch p ojec s,
p ima ily consis ing o academic knowledge.
2. Facili a ing collabo a ion among esea che s, policy-make s, designe s, planne s,
and inancial expe s o ensu e a ansdisciplina y app oach o a o dable and
sus ainable housing.
3. Applying esea ch ou comes in eal-wo ld scena ios h ough in e ac i e sessions
and p ac ical engagemen s.
4. P omo ing he exchange o ideas and bes p ac ices be ween academic and non-
academic s akeholde s, ensu ing he T ansdisciplina y En i onmen ’s ele ance
and adap abili y.
5. Suppo ing he con inuous de elopmen and e inemen o s a egies o add ess
complex housing challenges, le e aging insigh s om bo h heo e ical and
p ac ical pe spec i es.
The TEASH oolbox was s uc u ed and designed o be lexible and adap able, enabling
i s applica ion in di e se scena ios o impac housing p oblem-sol ing p ojec s, policies,
and pa ne ships. F om i s incep ion in Helsinki ISHF, in July 2022, and h ough
subsequen in e ac i e sessions in Reading, Del , and Ba celona, wi h he pa icipa ion o
ESRs, supe iso s and pa ne o ganisa ions, di e en me hods and echniques we e
de ised and es ed h ough a lea ning-by-doing app oach in syne gy wi h o he p ojec
ac i i ies Figu e 2.2.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 9
Figu e 2.2. S uc u e o WP4 asks
The de elopmen and es ing o he TEASH oolbox in ol ed ou eam de elopmen
sessions (Helsinki, Reading, Del , and Ba celona) and h ee local implemen a ions
(Lisbon, London, and Nicosia).
− 2022, Helsinki: A he In e na ional Social Housing Fes i al, he RE-DWELL eam
in oduced he idea o a oolki o acili a e collabo a ion be ween RE-DWELL
membe s and ex e nal s akeholde s. This ini ial concep laid he ounda ion o
he TEASH oolbox.
− July 2023, Reading: A game ool was launched du ing he summe school o make
RE-DWELL’s esea ch ou pu s mo e accessible and engaging. This ool aimed o
p omo e collabo a ion, explo a ion, and unde s anding be ween esea che s and
indus y pa ne s, helping gene a e p ac ical solu ions.
− Oc obe 2023, Del : The game ool was u he de eloped and es ed on ene gy
po e y and e o i ing p ojec s wi h he suppo o pa ne o ganisa ions EFL
and SYHA. A ca d se and boa d ailo ed o each eal-wo ld scena io we e used o
explo e solu ions in hese con ex s.
− May 2024, Ba celona: A e ined e sion o he game ool was showcased a he
con e ence, ea u ing upda ed boa ds and ca d se s s uc u ed a ound dynamic,
scena io-based decision-making o enhance collabo a ion.
In 2024, he ools we e applied in wo kshops in Lisbon, London, and Nicosia, whe e local
s akeholde s wo ked on de ining housing p oblems and de eloping ailo ed s a egies.
These wo kshops demons a ed he adap abili y o he TEASH oolki o add ess speci ic
local challenges e ec i ely.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 16
Figu e 3.2. RE-DWELL ISHF 2022 wo kshop
Figu e 3.3. Boa d o he discussion ocusing on “Communi y Pa icipa ion”
Pa icipan s, o ganized in o eams, discussed housing issues and p oposals, wi h RE-
DWELL membe s ac ing as acili a o s (Figu e 3.4).

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 17
Figu e 3.4. Discussion g oup a ISHF Helsinki wo kshop
Each g oup used a specialized boa d ailo ed o one o he h ee ocus a eas,
inco po a ing key elemen s o acili a e a holis ic discussion o housing challenges ac oss
mul iple dimensions and scales, in line wi h RE-DWELL’s ansdisciplina y app oach.
Du ing he discussions, pos -i s we e used o iden i y in e ela ed issues wi hin each o
he h ee key esea ch a eas (Figu e 3.5).
Figu e 3.5. Ou pu s o he g oup discussions
3.2. Reading summe school
The nex signi ican s ep in he de elopmen o he TEASH oolbox ook place a he
Uni e si y o Reading, in July 2022 (see Deli e able 3.6). A game was p epa ed o he
pa icipan s in he mee ing - ESRs, supe iso s and pa ne o ganisa ions - o es i s
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 18
easibili y as ool o acili a e knowledge exchange in a ansdisciplina y con ex . The
game was de eloped by supe iso Alexand a Paio, as leade o he ask leade , wi h he
collabo a ion o ESR And oniki Pappa, ollowing an analysis o se e al ools and games
wi h simila goals.
3.2.1. Game ool design
The i s TEASH oolbox con ained an ac i i y me iculously designed wi h in eg a ed
guidelines ha de ined goals and p ocedu es. These guidelines we e complemen ed by
na a i es ha p o ide a speci ic con ex o he ac i i y, making he scena ios mo e
engaging and ele an . The ac i i y was de eloped wi h ca e ully c a ed mechanisms o
acili a e complex decision-making, ensu ing ha pa icipan s we e able o explo e
a ious ou comes and s a egies. Fu he mo e, he ac i i y de ined acili a o s, helping
pa icipan s h ough i and ensu ing ha hey could ully unde s and he decisions, oles,
and in e ac ions he ein. This guidance was essen ial du ing he in oduc ion and
deb ie ing s ages, helping pa icipan s e ec i ely comp ehend he b oade implica ions
o hei ac ions du ing he sessions.
Figu e 3.6. O e iew o he ca ds used in he Reading summe school ac i i y
The game consis ed o a se s o ca ds (Figu e 3.6 and 3.7), each one co esponding o he
h ee ypes o knowledge ha can be p oduced in a ansdisciplina y con ex (see
Deli e able 4.6):
− Sys ems knowledge: 15 ca ds (o ange) con aining “Resea ch Ques ions” ha
ela e o a o dable and sus ainable housing, de ined by he ESRs’ esea ch
p ojec s.
− Ta ge knowledge: 50 ca ds (g een), ha include possible me hods, ools, and
ac o s, based on he ESRs’ “ ocabula y” and “case-s udies” lib a ies, a ailable on
he RE-DWELL websi e.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 19
− T ans o ma ion knowledge: 22 ca ds (blue) wi h policies, p ojec s and
pa ne ships based on he su ey o pa ne o ganisa ions and hei dialogue wi h
ESRs in he supe iso y boa d mee ing on May 2023.
The indica o s on he back o he ca ds de i ed om he RE-DWELL esea ch a eas.
Figu e 3.7. De ails o he ca ds used in he Reading summe school ac i i y
The game was played du ing he Reading mee ing in wo ounds (Figu e 3.8) o es he
s eng hs and limi a ions and o e i y o which ex en acili a ed he c ea ion o a sha ed
language based on he ou pu s p oduced by he ne wo k so a ( ocabula y en ies, cases,
secondmen s).
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 20
Figu e 3.8. S eps in he ac i i y a he Reading summe school
3.2.2. Pa icipa o y session
The game was played a he Uni e si y o Reading, on Wednesday, July 5, 2023, du ing a
h ee-hou session. The e we e 31 pa icipan s, including one online pa icipan , ele en
supe iso s, one communica ion manage , six ep esen a i es om pa ne o ganisa ions,
and 13 ESRs (Table 3.1).
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 21
Table 3.1. Teams in he Reading session
Team Resea ch a ea
ocus ESRs Pa ne o ganisa ions Supe iso s
1 Design, Planning
& Building
Anna Ma in,
Aya
Elghandou ,
Zoe Tzika
Elano Wa wick,
(Cla ion Housing G oup)
Leand o Mad azo,
Ge a d an Bo el
2 Design, Planning
& Building
And eas
Panagidis,
Anne e Da is,
Alex
Fe nández
(online)
Cha alambos Iaco ou,
(Cyp us Land De elopmen
Co po a ion)
Nadia
Cha alambous,
Lo aine Fa elly
3 Communi y
Pa icipa ion
And oniki
Pappa,
Ca olina
Ma ín,
Tijn C oon
Ma ia An ónia Vi ó ia,
(Lisbon Municipali y)
Ad ienne Csizmady,
Ka im Hadj i
4 Policy &
Financing
Saskia
Fu man,
E osyni
Roussou
Ma ghe i a Ma inelli,
(Housing Eu ope),
Na alie Newman (Sou h
Yo kshi e Housing
Associa ion) (online)
Ma ja Elsinga,
Ad iana Diaconu
5 Policy &
Financing
Mahmoud
Alsaeed,
Ma ko Ho a ,
Leona do
Ricau e
Ma ga ida Mau ício,
(Lisbon Municipali y)
Gojko Bezo an,
Ca la Sen ie i
The objec i e o his in e ac i e session, acili a ed by Alexand a Paio (ISCTE), was o
engage pa icipan s, cla i y doub s and de ine he imes o in e ac in he wo ounds
(Figu e 3.9). A e an in oduc ion o he game and he p ocess, pa icipan s s a ed he
ac i i y di ided in o i e g oups, each wi h a speci ic heme. These hemes we e
o ganized a ound he h ee key RE-DWELL esea ch a eas: 1. Design, Planning & Building
(2 eams); 2. Communi y Planning (1 eam); and 3. Policy & Financing (2 eams) (Table 3.1).

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 22
Figu e 3.9. S a o he session in Reading
The discussion de eloped in wo ounds, each las ing app oxima ely one hou . In he i s
ound, he g oups s a ed wi h a “Resea ch ques ions” ca ds (o ange) and in he second
hey s a ed wi h “Policies, p ac ices and pa ne ships” ca ds (blue). Following he
guidelines, pa icipan s i s had o ag ee on he ca ds hey would use and hen discuss
how o pu hem oge he . Du ing his discussion, he knowledge each pa icipan
possessed, de i ed om hei unique pe spec i e, esea ch, o p ac ice, was e balized.
The po en ial connec ions be ween esea ch ques ions; me hods, ools, ac o s; and
p ojec s, policies, and pa ne ships we e discussed.
Th oughou he discussion, a ious a angemen s o he ca ds we e laid ou on a able
(Figu e 3.10, see Annex 1 - Ca d con igu a ions Reading session o he ull compila ion).
A he end o he session, each eam illed ou an e alua ion o m desc ibing he selec ed
ca ds and he a ionale o hei choices (see Annex 2 – E alua ion Reading session). To
conclude he session, a ep esen a i e om each eam sha ed and explained he p ocess
and ou come wi h he whole g oup.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 23
Figu e 3.10. One o he a angemen s c ea ed du ing he session
3.2.3. Assessmen o he ool
The assessmen o his ool ook in o conside a ion no es om he obse e (Ge a d an
Bo el, TUD), he eams’ p esen a ions a e each ound, he ca d con igu a ions om
each eam, as well as he eedback o m comple ed a e he session. Due o ime
cons ain s, no all pa icipan s we e able o ill he o m.
The dynamic na u e o he ac i i y encou aged discussions among pa icipan s abou he
need o a sha ed language o ame housing issues and challenges, leading o
sugges ions o new ca ds (Table 3.2). Addi ionally, eedback on he selec ed ca ds and
he a ionale behind hei choices o e ed aluable insigh s o imp o ing he ac i i y’s
mechanics and ca d design.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 24
Table 3.2. Sugges ions o new ca ds
G oup 1 G oup 2 G oup 3
G een Ca ds
• Cons uc ion company +
supply chain
• Use beha iou ( eal o
pe cei ed)
• Ca o and/o s ick
incen i es (One idea: axes
example om he Ne he lands
e alua ing housing
associa ions)
• EU, na ional e local
go e nmen
all housing P o ide s
G een ca ds
• U ban Room me hod
• Digi al mapping ool
• Fa ou able inancial
ehicles (EiB, CEB, EBRD)
• Fa ou able loans
Blue Ca ds
• End – open sou ce
• Au ho i y gi ing planning
pe mission o hink o heal h
o people & heal h o plane
• Lib a y o LLC de ails
• Sus ainable cons uc ion
egula ion + policy
• Ou come – mass – scaling-
up capaci y
Blue Ca ds
• Ad ocacy
• Public-p i a e pa ne ship
(pic u e)
• Public-ci ic pa ne ship
(pic u e)
• Assembly co-go e nance
(pic u e)
• CLTs Communi y Land
T us s;
• Pa icipa o y diagnosis
The session was ecognized as a good s a o u he de elopmen , and he oolbox was
desc ibed as essen ial and e y use ul. The ollowing sugges ions we e ga he ed om he
pa icipan s esponses and o ganized hema ically:
Alignmen wi h RE-DWELL’s co e objec i es
ESRs sugges ed ha u u e i e a ions o he oolbox should emain aligned wi h RE-
DWELL’s co e esea ch objec i es o main ain con inui y. They p oposed ha ools like
his should be a p ima y ou pu o RE-DWELL, ocusing he conso ium's e o s on
c ea ing a lexible and adap able oolbox ha uses accessible language and inclusi e
ules. This app oach would help a oid excluding he gene al public wi h ja gon-hea y
epo s, which could unde mine he conso ium’s ansdisciplina y goals.
Inno a ion and engagemen
The session was ecognized as a good s a ing poin o u he de elopmen , wi h he
expe ience o he game being desc ibed as essen ial and highly use ul. Posi ioning he
oolbox as a p ima y ou pu o RE-DWELL was seen as a po en ial way o enhance
inno a ion and engagemen wi hin he conso ium.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 25
Re lec ion and knowledge co-c ea ion
Pa icipan s emphasized he impo ance o using ools like he game o e lec ion and
knowledge co-c ea ion, a he han simply eplica ing ca d placemen s. The game
e ec i ely s imula ed dialogue among pa icipan s abou he connec ions be ween
p oblems in a o dable and sus ainable housing, mo ing beyond jus p oblem
iden i ica ion and solu ion- inding.
Imp o emen sugges ions o he game
• Guidelines and ime o discussion: To ensu e he inal selec ion o ca ds
e lec ed a sha ed unde s anding a he han indi idual iewpoin s, pa icipan s
sugges ed clea e guidelines and mo e ime o pa icipan s o explain hei ca d
placemen s. Allowing mo e ime o discussion and e lec ion was seen as a way
o deepen he collabo a i e lea ning p ocess and ensu e a mo e e ec i e
ou come.
• Ac i i y dynamics: The dynamics o he ac i i y and ime cons ain s we e no ed
o some imes limi discussions, leading o unce ain y abou whe he he inal se
o ca ds ep esen ed consensus, comp omise, o con lic ing opinions. Cla i ying
he ac i i y’s p ocess and adjus ing he pacing could help achie e a mo e obus
sha ed unde s anding among pa icipan s.
Round s uc u e
Pa icipan s ound he i s ound o he ac i i y mo e engaging, while he second ound
was pe cei ed as less e ec i e due o pa icipan a igue. A small b eak o eam swap
be ween ounds was sugges ed o imp o e he expe ience and main ain engagemen .
Cla i y o ools and con en
• Tools and Me hods Con usion: Pa icipan s no ed con usion be ween he ools
and me hods, pa icula ly he g een ca ds ep esen ing sys em knowledge. Some
indica o s on he esea ch ques ions ca ds we e conside ed oo gene al, and i
was sugges ed ha clea e de ini ions and mo e speci ic con en would imp o e
he game’s usabili y and unde s anding as a oolbox.
• Resea ch Ques ions: Some esea ch ques ions we e conside ed oo na ow, and
he game expe ience was no ed o be somewha disconnec ed om eal-wo ld
scena ios. ESRs el ha mo e cons ain s we e needed o e lec ac ual
si ua ions, and cla i ied he scope o he oolbox (such as ocusing on new
cons uc ion e sus eno a ions) would enhance i s ealism and p ac ical
applicabili y.
Visual a angemen and in e ac ion
The isual a angemen o he ca ds was app ecia ed, wi h sugges ions o in eg a e
clea e concep s and mo e in e ac i e isual ools o u he enhance he educa ional and
engagemen alue o he oolbox.
Socie al challenges s. esea ch ques ions
The o ange ca ds, which con ained esea ch ques ions ela ed o he PhD p ojec s o he
ESRs, we e ound o be oo academic and di icul o pa ne o ganiza ions o engage
wi h. I was decided o eplace hese esea ch ques ions wi h socie al challenges ( a ge
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 32
Figu e 3.15. Teams discussions using he game ca ds
3.3.3. Assessmen o he ool
The e alua ion o he Del ac i i y was done h ough an online su ey comple ed by 18
pa icipan s du ing o sho ly a e he mo ning session ( ull su ey and esul s a e
de ailed in Annex 4 - E alua ion Del session). In he a e noon, each eam sha ed hei
indings, while he obse e s explained he issues hey had iden i ied. Below is a e lec ion
on he main lessons d awn om he su ey esul s. The con en s o he online e alua ion
o ms we e analysed by Ge a d an Bo el om TUD and Ma alda Casais om ISCTE.
The ollowing sugges ions we e ga he ed om he pa icipan s esponses:
− ESRs exp essed con usion ega ding he meaning and need o ce ain
componen s o he ca ds, such as he le els and dimensions. Addi ionally, hey
indica ed eeling ambigui y abou dis inguishing be ween in luence s and
decision-make s wi hin he “ac o s” ca ego y. Clea e de ini ions and
ca ego iza ions a e necessa y o esol e hese unce ain ies.
− Feedback sugges s ha he ca ds we e s ill oo academic and mainly sui ed o
expe s. To make hem mo e accessible o non-academic s akeholde s, he
con en needs o be adap ed, especially by p o iding con ex du ing ac i i ies.
This would allow he game o emain gene al enough o a ious p oblems bu s ill
be ailo ed o speci ic con ex s du ing pa icipa o y sessions. Addi ionally, he
challenges desc ibed by indi idual esea che s need o be e iewed o c ea e a
sha ed unde s anding and clea ca ego ies.
− Feedback on he ca ds indica es ha hey a e pe cei ed as oo academic and
p ima ily ailo ed o expe s. To inc ease accessibili y o non-academic
s akeholde s, he con en equi es adap a ion, pa icula ly h ough
con ex ualiza ion wi hin an ac i i y.
− Pa icipa ion in ac i i ies using he game as conside ed as c ea ing oppo uni ies
o sel - e lec ion, which can lead o he e o mula ion o he p oblems a hand. In
ha sense, he oolbox was conside ed an impo an lea ning means o bo h
esea che s and non-academic ac o s. Including examples o bes p ac ices om

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 33
case s udies on he ca ds was indica ed as a way o signi ican ly enhance he
oolbox’s u ili y.
− Ano he poin o highligh o imp o e he e ec i eness o he ool is in eg a ing
ins uc ions on how o engage wi h he ac i i y in o i s in oduc ion. The p esence
o a mode a o o guide pa icipan s h ough he p ocess, along wi h he use o a
boa d o s uc u ing he ac i i y, was ecommended in he e alua ion. Role play
and scena io-based con ex -se ing a e sugges ed as addi ional elemen s ha
can enhance he expe ience.
− An impo an ou come o he e alua ion is ealising his kind o ools, when
combined wi h a pa icipa o y ac i i y, does no aim o p o ide di ec solu ions o
p oblems. Ins ead, i os e s a deepe unde s anding o complex issues, acili a es
dialogue, and helps de elop s a egies and p ocesses o engaging wi h di e en
ac o s. Th ough hese pa icipa o y ac i i ies, housing challenges can be
collabo a i ely de ined using he knowledge gene a ed du ing hese sessions.
− The e is a ecip ocal ela ionship be ween he ools and localized pa icipa o y
ac i i ies: while he game p o ides a sha ed language o discussion, insigh s om
hese discussions help o e ine and expand he knowledge o bo h academic
expe s and p ac ice expe s. Pa icipan s a e encou aged o s a by ede ining
he p oblem om hei own pe spec i es, using he knowledge embedded in he
game as a ounda ion. To b oaden he app oach, al e na i e me hods like
sequen ial ole-playing we e sugges ed. This way collabo a ion and collec i e
knowledge-building is ein o ced, empowe ing pa icipan s o eel like expe s in
he discussion.
3.3.4. Conclusion
The e alua ion o he game in Del highligh ed bo h i s s eng hs and a eas o
imp o emen . The game session was success ul in os e ing a ansdisciplina y exchange
by p o iding a common language o s uc u ing knowledge ac oss disciplines. Howe e ,
he need o clea e de ini ions and a mo e accessible app oach o non-academic
s akeholde s became appa en . Pa icipan s exp essed con usion abou ce ain
componen s o he game, such as he dis inc ion be ween in luence s and decision-
make s, and he academic na u e o he ca ds was seen as a ba ie o b oade
engagemen . Adap a ions, including clea e ins uc ions, ole play, and con ex -speci ic
examples, we e sugges ed o make he oolbox mo e ele an and use - iendly ac oss
di e se se ings.
The sessions highligh ed ha hese ools, when combined wi h pa icipa o y ac i i ies,
a e no in ended o p o ide di ec solu ions bu a he o deepen unde s anding o
complex issues, os e dialogue, and suppo s a egic hinking. To enhance i s
e ec i eness, he ools should be cus omised based on he speci ic needs o
s akeholde s, balancing complexi y wi h p ac ical applicabili y. By simpli ying e minology,
e ining con en , and ailo ing sessions o con ex , he TEASH oolbox can be e os e
coope a ion, gene a e ideas, and se e as a aluable ool o ackling challenges in
a o dable and sus ainable housing.
The main akeaway o he sessions is he need o ESRs, oge he wi h non-academic
pa ne o ganisa ions o ailo he oolbox based on hei own needs, ensu ing a balance
be ween complexi y and e ec i eness, wi h speci ic ecommenda ions and s a egies o
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 34
con ex -speci ic cases. This cus omiza ion should aim o cla i y he oolbox’s pu pose,
simpli y i s e minology, e ine i s s uc u e and con en o be e cla i y and ocus, and
enhance he in e ac ion and con en o he ca ds o ensu e angible ou comes. By
adap ing he sessions o i di e en con ex s and s akeholde s’ needs, he TEASH
oolbox can be e se e as a means o os e ing coope a ion, acili a ing dialogue, and
collec i ely building knowledge o add ess complex challenges in a o dable and
sus ainable housing.
3.4. Ba celona con e ence
The inal s age o he oolbox's de elopmen ook place a he Ba celona Final
Con e ence, Spain, ea u ing a pa icipa o y session cen ed on he TEASH oolbox. In
p epa a ion o his session, ESRs we e asked wi h de ining issues and objec i es o he
cus omised pa ne o ganisa ions' game boa d, d awing on insigh s om ESRs'
secondmen epo s and he May RE-DWELL non-academic pa ne o ganisa ions su ey.
This p ocess acili a ed he e inemen o he boa ds, which we e upda ed and s uc u ed
as dynamic, scena io-based ools o encou age collabo a i e dialogue be ween pa ne
o ganisa ions, supe iso s, ESRs, and ex e nal pa icipan s. The connec ion be ween he
h ee ypes o knowledge ou lined in he li e a u e was explici ly embedded in he session
(Deli e able 4.6).
3.4.1. Game ool e-design
The upda ed e sion o he game in eg a ed insigh s gained om he Reading and Del
sessions, along wi h he mos ecen ad ancemen s om he collec i e esea ch e o s.
Fo his session, he oolbox included h ee ypes o ca ds:
− Ta ge knowledge 24 ca ds (yellow), meaning he “Dimensions”, “Le els”, and
“Challenges” o de ine he p oblem a hand
− Sys ems knowledge 70 ca ds (g een), co esponding o “Ac o s”, “Me hods”, and
“Tools” ha a e able o ope a e wi hin he sys em
− T ans o ma ion knowledge 60 ca ds (blue), including “Policies”, “P ojec s”, and
“Pa ne ships” which become ins umen al in applying measu es ha impac he
gi en eali y (Figu e 3.16)
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 35
Figu e 3.16. Ca d ypes used in he Ba celona session
In addi ion o he ca ds, he TEASH oolbox o he Ba celona session included a boa d
cus omized o i he non-academic pa ne o ganisa ions ha pa icipa ed, ailo ed o
add ess he issues and objec i es iden i ied in he May 2023 su eys and ESRs'
secondmen inpu s (Table 3.3). The boa d simula es he design p ocess o c ea ing
impac ul solu ions, p o iding a hands-on, in e ac i e way o explo e and de elop
s a egies (Figu e 3.17).
Table 3.3. Issues and co esponding objec i es om he Housing Eu ope g oup’s boa d
Issues Objec i es
P omo ing policies and ini ia i es ha inc ease
access o a o dable housing, ensu ing ha
e e yone has a place o call home wi hou
acing inancial ha dship
Fi wi h inancial means o he people in need
P omo ing ene gy-e icien building p ac ices,
e o i ing exis ing housing s ock, and
inco po a ing p inciples o uni e sal design o
ensu e accessibili y o all esiden s
Building homes, wi hin limi s o he na u al
esou ces
C ea ing inclusi e communi ies whe e e e yone
has he oppo uni y o h i e
In luencing policy changes a local, na ional,
and in e na ional le els o p io i ize a o dable
housing and add ess sys emic ba ie s o
accessibili y
In addi ion o speci ying he challenges being discussed, he boa d p o ided s uc u e o
he in e ac i e session, based on h ee s ages —1. P epa a ion, 2. Co-c ea ion, and 3.
impac —, which we e suppo ed by key-ques ions and ips ha ga e di ec ions o
add ess hem (Figu e 3.18).
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 36
Figu e 3.17. Boa d used by he Housing Eu ope g oup
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 37
Figu e 3.18. A eam engaging wi h he boa d in he Ba celona session

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 38
Table 3.4. The h ee s ages de ined in he boa d
S age Ca ds Tips
S age 1:
P epa a ion
1. Challenge (yellow)
Looking a he issues desc ibed
by he pa ne o ganisa ion,
selec one Challenge Ca d ha
ela es o one o mo e o hose.
I he e is no good ma ch, w i e
a new Challenge and place i
he e!
2. Who should be in ol ed in
a success ul p epa a ion
phase? (g een)
Think abou di e en ypes o
knowledge/ expe ience ha
each ac o can b ing
3. Wha ools and me hods
can acili a e he p epa a ion
phase? (g een)
Think abou he ac i i ies ha
need o happen and he way o
suppo hem; e.g., how can he
selec ed ac o s coope a e?
4. Wha a e he expec ed
ou comes o he p epa a ion
phase? (g ey)
They can be p ac ical,
echnical, social, ope a ional,
e c.
S age 2:
Co-c ea ion
5. Who should be in ol ed in
a success ul co-c ea ion
phase? (g een)
You can add o he ac o s
indica ed on he ca ds o use
he ma ke s o link o hose
de ined in s age 1.
6. Wha ools and me hods
can acili a e he co-c ea ion
phase? (g een)
You can add o he ool ca ds
and me hods indica ed on he
g een ca ds o use he ma ke s
o link o hose de ined in s age
1.
7. Wha a e he expec ed
ou comes o he co-c ea ion
phase? (g ey)
They can be p ac ical,
echnical, social, ope a ional,
e c.
S age 3:
Impac
8. Wha needs o happen o
achie e long e m impac ?
(blue)
The impac may be ela ed o
changes in policy/
pa ne ships/ p ojec s, e c.
3.4.2. Pa icipa o y session
The session was ca ied ou in six eams, wi h one eam ocusing on Design, Planning, and
Building, wo eams dedica ed o Policy and Financing, and h ee eams concen a ing on
Communi y Pa icipa ion, acili a ed by Alexand a Paio (ISCTE). The di ision o he eam
membe s was based on he ESRs' secondmen s and he expe ise o supe iso s, who
ha e a deep unde s anding o he con ex , issues, and challenges aced by he speci ic
non-academic pa ne o ganisa ions (Table 3.5). This s uc u e ensu ed ha each eam
could le e age speci ic knowledge and skills o add ess ele an opics e ec i ely.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 39
Table 3.5. Teams and ocus a eas o he Ba celona session
Team Pa ne
O ganiza ion
Resea ch
a ea ESRs Ex e nal Supe iso s
1
Elano Wa wick
(Cla ion Housing
G oup)
Design,
Planning &
Building
Leona do
Ricau e,
Ca olina
Ma ín
Ma gaux
Lespagna d
Lo aine Fa elly,
Nú ia Ma í
2
Cha alambos
Iaco ou (Cyp us
Land De .
Co po a ion)
Communi y
Pa icipa ion
And eas
Panagidis
Lo enzo
S e ano
Iannizzo o,
Fabio
Lep a o,
Michelle
No is
Nadia
Cha alambous
3
Ma ghe i a
Ma inelli (Housing
Eu ope)
Policy &
Financing
Tijn C oon,
Mahmoud
Alsaeed
Ma ja Elsinga,
K zysz o
Naw a ek,
Ignacio Guillén
4 Jose Téllez
(Sos e Cí ic)
Communi y
Pa icipa ion
And oniki
Pappa,
Zoe Tzika
Newsha Sala i
Ca la Sen ie i,
Leand o Mad azo
5 Ana Zadelj Ko ač,
(Ce aneo)
Policy &
Financing
Ma ko
Ho a ,
Anna Ma in
Aboli
Mangi e,
Giuliana
Miglie ina,
Adi ane Cal o
Gojko Bezo an,
Ad ienne
Csizmady
6 Jo di Se ano-
Codina (Incasòl)
Communi y
Pa icipa ion
Saskia
Fu man,
Lucia
Chaloin
Noémi
Gyá ás
Ka im Hadj i,
Ad iana Diaconu,
Ana Vaz Milhei o
(Ex e nal
Ad iso y Boa d)
The s uc u e o he session ollowed a clea p og ession, o ganized in o he ollowing
s ages:
1. Team o ma ion: Pa icipan s we e di ided in o eams, ensu ing a mix o
expe ise and pe spec i es;
2. P oblem iden i ica ion: Each eam iden i ied key issues and challenges ele an
o hei ocus a ea, d awing on he speci ic knowledge and expe ise o eam
membe s;
3. S a egy de elopmen : Teams b ains o med and de eloped s a egies o
add ess he iden i ied p oblems, in eg a ing insigh s om hei ields and he
p ac ical expe iences o non-academic pa ne s (Figu e 3.19);
4. Final p esen a ion: Each eam p esen ed hei e ined solu ions, highligh ing
an icipa ed bene i s and implemen a ion s a egies, ensu ing a comp ehensi e
app oach o he issues;
5. Feedback and i e a ion: A e he p esen a ions, each eam illed ou an online
o m o p o ide eedback and e lec on he session.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 40
Figu e 3.19. A nea ly comple ed boa d a he Ba celona session
3.4.3. Assessmen o an example
The Ba celona e sion o he TEASH oolbox was used in a discussion ha exempli ies
his connec ion: he case b ough o wa d by Housing Eu ope.
Ini ially, he eam ocused on he lack o housing, hinking in economic e ms o demand
and supply and in e ms o land and p oduc ion o new dwellings. Howe e , while
explo ing he p oblem de ini ion wi h he oolbox and inpu om di e en disciplines and
policy, a new de ini ion was co-c ea ed: a lack o dwelling space. This new p oblem
de ini ion opened a wide scope o s a egies o ackle he p oblem: no only he
p oduc ion o new dwellings, bu also mo e e icien ly use acan and unde occupied
dwellings.
Wha happened while ollowing he ou e on he boa d is ha he a ge knowledge
became mo e abs ac —i was no only abou housing p oduc ion, bu abou dwelling—
leading o a b ains o ming abou mo e e icien use o he housing s ock a a ious le els
(Figu e 3.20). Me ging hese pe spec i es means ha he sys ems knowledge o conside
was di e en , opening he way: he eam was able o d aw om di e en disciplines, and
iden i y new solu ions and s a egies ( ans o ma ion knowledge), such as axing
unde occupied o acan houses, egula ing he use o dwelling spaces, and o ganizing
new li ing concep s, like coope a i es o collabo a i e housing.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 41
Figu e 3.20. Rede ini ion o he p oblem
(in whi e he o iginal de ini ions, in yellow he e amed issues and solu ion space)
P oblem de ini ion is a c i ical i s s ep in add essing complex issues. B inging oge he
di e se expe ise o unde s and he issue a an abs ac le el and p oduce a join
de ini ion o en leads o new p oblem de ini ions, which, in u n, open pa hways o
inno a i e s a egies.
Abs ac ion is a co ne s one o ansdisciplina i y, and pa icipa o y ools plays a pi o al
ole in his p ocess. By dis illing complex issues o hei essen ial cha ac e is ics and
omi ing less ele an de ails, he oolbox os e s b oade unde s anding and enhances
communica ion among di e se s akeholde s. This is pa icula ly aluable in housing
p o ision, whe e i b idges di ides be ween indi iduals wi h a ying expe ise, needs, and
in e es s. Fo example, abs ac ing he co e elemen s o sus ainable housing design can
help u ban planne s, a chi ec s, and policymake s align hei objec i es, esul ing in mo e
inclusi e and e ec i e solu ions.
As a ool o ansdisciplina y knowledge exchange, he TEASH oolbox acili a es
collabo a ion among disciplines and suppo s engagemen wi h bo h academic and non-
academic pa ne s, including expe s and non-expe s. The e is signi ican po en ial o
u he cus omiza ion o he oolbox, such as inco po a ing conc e e examples o
c ea ing ailo ed e sions o speci ic con ex s. By in eg a ing di e se knowledge and
balancing abs ac concep s wi h p ac ical issues, he oolbox helps build sha ed
unde s anding and enables he de elopmen o a ge ed s a egies.
Ou assessmen o he TEASH oolbox highligh s i s e ec i eness in suppo ing
collabo a ion among s akeholde s in housing p ojec s. By p omo ing abs ac ion,
s uc u ing discussions, and aiding in decision-making, he oolbox add esses complex
ac o s such as echnical de ails and egula ions. This app oach os e s common g ound,
inc eases he po en ial o consensus, and guides s akeholde s owa d b oade , mo e
accessible concep s, ul ima ely enhancing decision-making and p ojec ou comes.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 48
Figu e 4.2. Boa d de eloped o he Lisbon ocus g oup session

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 49
Table 4.3 S uc u e o he Lisbon ocus g oup session
S ages o he
ac i i y S age 1: P epa a ion S age 2: Co-c ea ion S age 3: Impac
Ques ions
• Wha is Vila Romão
o you?
• Who should be
in ol ed in he
p epa a ion o a
success ul e o i
p ojec ?
• Wha ools and
me hods can acili a e
he p epa a ion o a
e o i p ojec ?
• Wha a e he
expec ed ou comes o
he p epa a ion phase
o a e o i p ojec ?
• Who should be
in ol ed in he
implemen a ion o a
success ul e o i
p ojec ?
• Wha ools and
me hods can acili a e
he implemen a ion o
a e o i p ojec ?
• Wha a e he
expec ed ou comes o
he implemen a ion
phase o a e o i
p ojec ?
• Wha needs o
happen o achie e
long- e m impac ?
• Change policy o
include esiden s in
e o i p ojec s?
Focus
Discussing concep ion
phase o Vila Romão,
ocusing on in ol ed
ac o s, me hodologies,
esou ces, and ools
used.
Add essing
implemen a ion phase
by ecomposing he
ne wo k o cu en
ac o s, me hodologies,
and ools.
Imagining he u u e
o ehabili a ion
p ocesses beyond
hei cu en p ojec
expe ience.
The hemes guiding he discussion we e based on some o he p essing issues ha he
ehabili a ion p ojec poses, namely: 1. balancing he in e en ion p ocesses and daily
li ing; 2. enhancing unde s anding among municipali y, esiden s, and echnicians; and 3.
imp o ing day- o-day in e ac ions among all in ol ed in he p ojec .
Pa icipan s we e di ided in wo g oups and ealized he ac i i y in h ee ounds, each
las ing app oxima ely 90 minu es.
4.1.4. Key insigh s
This ocus g oup highligh ed he complexi y o e o i ing p ojec s ha aim o in ol e
esiden s wi h di e se app oaches and in e es s. Table 4.4 summa ises he main insigh s
ha eme ged om he ocus g oup session.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 50
Table 4.4. Key insigh s om he Lisbon ocus g oup session
Themes Key insigh s
T ansdisciplina y
En i onmen as a acili a o
• Facili a ion ools allowed o mul i-pe spec i e dialogue
• Allowed people whose pa hs would usually no c oss o
in e ac
• Opened possibili ies o s akeholde s o communica e and
ac
• P omo ed a sha ed willingness o collabo a e and lis en
• Helped pa icipan s sha e hei knowledge beyond adi ional
discussion me hods
• Pos i exe cise helped b ing esiden s’ opinions and
sugges ions in o he discussion
Added alue o he
challenge
• Combining echnical and social o ien a ions
• Highligh ing complemen a i y o conce ns and in e es s
• Suppo ing he decision-making p ocess by conside ing mo e
bo om-up inpu s
The ac i i y b ough oge he s akeholde s who ypically would no engage di ec ly,
o e ing hem a aluable oppo uni y o collabo a e. This expe ience p o ided pa icipan s
wi h a comp ehensi e iew o he en i e p ocess, which some may no ha e had he
chance o lea n abou o access o he wise.
The ocus g oup session emphasized he impo ance o mul i-pe spec i e dialogue
acili a ed by a ious ools, enabling pa icipan s o le e age hei expe ise and sha e
hei knowledge and expe iences beyond adi ional discussion me hods. The game
os e ed communica ion among policymake s, echnicians, wo ke s, and esiden s,
helping hem build a sha ed unde s anding o he issues impac ing hei communi y. In
addi ion, he use o pos -i s (as “cus omizable ca ds”) played a c ucial ole in suppo ing
bo om-up inpu , allowing esiden s’ knowledge o su ace h ough p ac ical, e e yday
insigh s.
The in e iews e ealed some po en ial dissonance be ween esiden s’ bo om-up inpu
and a e ical decision-making app oach based on p o essional compe encies, meaning
ha a imes he e is a con lic be ween wha esiden s wan and need, and wha is
conside ed bes acco ding o a op-down assessmen ( om he Municipali y and o he
high-le el s akeholde s).
Despi e hese issues, he ocus g oup session p omo ed a collabo a i e and incen i ising
a mosphe e ha mi iga ed hose ba ie s. The high pa icipa ion in he ac i i y sugges s
ha he ma e ials and p ocesses used suppo ed a gene a i e and e ec i e collabo a ion
en i onmen (Figu e 4.3). The session showed ha esiden s we e he leas engaged—in
spi e o he e o s o o he pa icipan s in s imula ing he discussion o all.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 51
Figu e 4.3. The boa d a e he discussion
Vila Romão’s con ex -speci ic challenges and bene i s unde sco e he complexi ies o
keeping esiden s in hei homes du ing eno a ions o a oid displacemen . While his
app oach o e s p ac ical and social suppo , i also leads o delays due o he need o
empo a y u ili y connec ions and con inuous communica ion e o s. The g oup session
highligh ed he in icacies o s akeholde collabo a ion in pa icipa o y eno a ion
p ojec s and unde sco ed he po en ial o combining echnical and social app oaches in
pa icipa o y e o i ing. I also emphasized he impo ance o mul i-pe spec i e
dialogue and di e se acili a ion ools o imp o e collabo a ion and decision-making
h oughou he p ocess.
4.1.5. E alua ion
Following he ocus g oup session, a ques ionnai e e alua ing he expe ience was
p o ided o he pa icipan s.
In he analysis o he esponses some mode a ion- ela ed issues we e iden i ied, such as
he need o b ie ing and deb ie ing momen s, he need o be e ime managemen , and
sa egua ding ha all he s akeholde s we e hea d. O he ques ions men ioned in he
e alua ion ela e o he di icul y o some pa icipan s (mos ly esiden s) in unde s anding
ce ain concep s on he ca ds—e.g., ma e ials po olio, pa icipan obse a ion. This was
jus i ied by he sho ime o unde s anding he concep s and due o social, cul u al, and
powe ba ie s, which cons i u ed signi ican challenges. As a esul , some pa icipan s,
mainly esiden s, conside ed i ha d o exp ess di e en posi ions in he g oup
in e ac ion.
Some pa icipan s poin ed ou he need o simple and mo e dynamic ma e ials, be e
adap ed o suppo esiden s’ unde s anding (like be e eadabili y, mo e colou s,
explana ions)—some hing ha should be conside ed and de eloped aking a case-by-
case app oach.
The me hodology o combining indi idual and g oup da a collec ion highligh ed he
challenges pa icipan s aced in exp essing di e ing iewpoin s. I became clea ha
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 52
g oup in e ac ions made i easie o indi iduals o oice hei pe spec i es compa ed o
one-on-one in e iews. Pa icipan s also no ed he posi i e, willing a i udes o o he s,
which, while no inhe en ly ep oducible, may ha e been encou aged by he collabo a i e
en i onmen o he ac i i y.
In addi ion o he e alua ion ques ionnai e, a b ie pos -session su ey was conduc ed o
ga he a mo e comp ehensi e unde s anding o he pa icipan s' imp essions and he
insigh s hey gained om he ac i i y. The su ey esponses emphasized he need o
clea e and mo e accessible ma e ials and p ocesses, including a be e in oduc ion o
he ac i i y’s objec i es. Pa icipan s also sugges ed enhancing he expe ience by
inco po a ing addi ional ac i i ies o si e isi s. To imp o e g oup dynamics, hey
ecommended o ming smalle , mo e di e se g oups in e ms o pa icipan s'
backg ounds.
Despi e he di icul ies, pa icipan s indica ed high le els o sa is ac ion, pa icula ly
abou he dynamics o he ac i i y ha p omo ed spon aneous opinions and he a e
in e sec ion o s akeholde s’ iewpoin s, as well as he o e iew o he whole p ocess, o
which some migh o he wise no ha e access.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 53
4.2. London ocus g oup session
On May 22, 2024, a eam led by ESR Leona do Ricau e, suppo ed by Cla ion Housing
G oup ep esen a i e Elano Wa wick, o ganized a ocus g oup session en i led “Beyond
S anda disa ion: social alue inno a ion and con ex ual adap a ion” a Cla ion's o ices in
London, UK (Figu e 4.4). The session ook place in he con ex o Leona do’s secondmen
a Cla ion Housing G oup—a UK-based Housing Associa ion. The aim was o explo e
oppo uni ies and ba ie s o de eloping a Pos -Occupancy E alua ion (POE) p ocess ha
can elucida e he quan i a i e and quali a i e impac s o Cla ion’s ac i i ies ha connec
POE and Social Value.
Figu e 4.4. London ocus g oup session
Housing associa ions (HAs) play a c ucial ole in c ea ing long- e m social alue in he
housing sec o . Wi h hei wide- anging in e ac ions and in e es in communi y wellbeing,
HAs a e in a unique posi ion o implemen inno a i e s a egies ha d i e egene a ion,
de elopmen and e o i ini ia i es.
4.2.1. P epa a ion
In p epa a ion o he ocus g oup session, Leona do conduc ed a se ies o in e iews wi h
Cla ion s a o explo e he en i onmen and a i ude o pa icipan s, abou hei
app oach o c ea ing, moni o ing and e alua ing social alue. This was a undamen al
s ep in p epa ing o he session, no only because i sensi ised pa icipan s abou he
opics being discussed, bu because i ga e he esea che in o ma ion ha would be
used o guide he ocus g oup session.
This da a collec ion p ocess ed in o Leona do’s PhD esea ch, which seeks o un eil he
links be ween social alue c ea ion, he design o he housing block and he expansion o
esiden s’ capabili ies as a me ic o assess hei quali y o li e. The in en ion was o
p o ide eedback and show p elimina y indings o he i s s age o da a collec ion o
pa icipan s and o he ele an Cla ion s a .

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 54
4.2.2. Pa icipan s
To p epa e he ocus g oup session, i was necessa y o selec and ec ui pa icipan s
based on hei in e es and ele ance o he social alue chain wi hin he o ganisa ion,
aiming a co e ing he ange o esponsibili ies comp ehensi ely. An in i a ion was sen
in oducing he objec i es o he ac i i y and ou lining ques ions and a challenge o be
add essed based on he analysis o he da a collec ed (Table 4.5). In addi ion, a epo was
sen oge he wi h he in i a ion, con aining an in oduc ion o he collabo a ion be ween
Cla ion and he RE-DWELL p og amme. This se ed o ge hei a en ion and show ha
he pa icipa ion could be aluable o hem as well.
Table 4.5. Rec ui men message explaining he ac i i y
Leona do is p oposing a 90 min wo-pa session as below:
Session p oposal
1. Cla ion’s social alue es imonies: The i s pa o he session will e ol e a ound he main
akeaways and indings om he in e iews conduc ed o e he las yea wi h Cla ion s a .
P esen a ion by Leona do ollowed by discussion.
Key hemes o he discussion a e:
• How can we ge an accu a e pic u e o he ou comes and impac s ha ou in e en ion has
on ou esiden s?
• A e all ou ou pu s e lec ed and ai ly accoun ed o on cu en social alue igu es?
• How can we ge access o a ue pic u e o he local scale o need and oppo uni ies?
2. F om Social Value o POE: Collec ing he da a sys ema ically and accu a ely is c ucial o
de eloping a obus social alue s a egy ac oss he g oup. POE can help o engage wi h
esiden s a a local le el and be e unde s and he impac o in e en ions, local alues and
inc ease empowe men and sense o agency.
• Wha a e Cla ion’s nex s eps o p og ess and ein o ce he bene i s om bo h p ocesses?
P oblem case
This session will be ocused on he oppo uni ies and ba ie s o de eloping a POE p ocess
ha can help shed ligh on he quan i a i e and quali a i e impac s o Cla ion’s ac i i ies.
Focusing on he con ex o he Neighbou hood S anda d and he wo k done wi h he Quali y
o Li e Founda ion, i will add ess he p ac ical challenges o implemen ing he heo e ical
capabili ies app oach which connec s POE and Social Value.
Cla ion ope a es ac oss he UK and some pa icipan s a e no based in London o wo k in
he o ices whe e he ac i i y ook place ( his is pa icula ly ue o he esiden
in ol emen s a ). To maximise a endance, i was he e o e necessa y o o e he
op ion o a hyb id mee ing (online and in-pe son) o include hose who could no be a he
o ganisa ion’s o ices in cen al London, bu whose a endance was e y impo an o he
pu poses o he ac i i y.
When selec ing pa icipan s, emphasis was placed on ensu ing ep esen a i eness and
ele ance wi hin he social alue chain. To achie e his, a wide ange o depa men s and
disciplines was included in he selec ion p ocess (Table 4.6).
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 55
Table 4.6. Lis o pa icipan s including ole and o m o pa icipa ion
Type o ac o
Pa icipa ion
In pe son Online
Di ec o o S a egic Asse Managemen x
Di ec o o Regene a ion x
Regene a ion P ojec Manage x
Pa ne ships & P ojec s Manage x
Communi y & Social Impac Lead x
Po olio Analys x
Head o Asse S a egy x
Head o S a egic Pa ne ships x
Regional Residen In ol emen & Sc u iny Manage x
Residen In ol emen & Sc u iny Manage (2) x
The session aimed o be ele an o a wide ange o s a . An ideal lis o pa icipan s
included indi iduals om a ious le els o he business hie a chy: a ew di ec o s, some
s a egic decision-make s and, c ucially, on -line s a deli e ing p og ammes and
di ec ly engaging wi h esiden s. Fo his session, Leona do conside ed including
esiden s, as he simpli ied e sion o he ac i i y on a opic mo e ele an o social
housing enan s would ha e wo ked well; howe e , due o logis ic limi a ions, i was no
possible.
4.2.3. Pa icipa o y session
The ac i i y needed o be bo h g ounded and easible, ye concep ually s imula ing,
p o iding space o e lexi e and specula i e in e ac ions ha a e o en a e in a highly
ac ion-o ien ed o ganiza ion. Fo he in e ac i e session, he RE-DWELL ansdisciplina y
knowledge axonomy— a ge , sys ems, and ans o ma ion knowledge—was employed
o guide he discussion and acili a e he de elopmen o common g ound among
ep esen a i es om di e en depa men s wi hin he company. A boa d was designed o
s uc u e he con e sa ion in o h ee phases (Figu e 4.5), co esponding o he h ee
ypes o knowledge. Each phase ollowed he same o de and used he same p omp
ques ions om he RE-DWELL ca ds. This o ma enabled he discussion o ocus quickly
on key issues, le e aging pa icipan s’ exis ing expe ise and add essing he challenge o
limi ed ime o he ac i i y.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 56
Figu e 4.5. Boa d de eloped o he London ocus g oup session
The ocus g oup session began wi h Leona do explaining he p elimina y indings o his
secondmen and in oducing he RE-DWELL p og amme. A e Leona do p esen ed
indings om he i s phase o he in e iews and ieldwo k, he ac i i y was in oduced.
Fo ha , a diag am wi h he ele an concep s and he key ypes o knowledge was
p esen ed (as desc ibed in Deli e able 4.6).
In addi ion o he p in ed on-si e e sion, he Mi o online pla o m was used o include he
online and in-pe son pa icipan s. The hyb id o ma implied a p e- egis a ion on Mi o,
which ensu ed ha people became amilia wi h he boa d s uc u e and we e cu ious o
see how i would be used i .
A e in oducing he s uc u e o he ac i i y and he o e all objec i es, he po en ial
bene i s o open discussion among s a we e highligh ed, who a ely ha e he
oppo uni y o discuss issues impac ing hei oles. Each phase o he ocus g oup
session was hen explained in de ail. Table 4.7 summa ises he ques ions o each ype o
knowledge.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 57
Table 4.7. S uc u e o he London ocus g oup session
Type o
knowledge 1. Ta ge Knowledge 2. Sys ems Knowledge 3. T ans o ma ion
Knowledge
Time alloca ed 15 minu es 10 minu es 15 minu es
Ques ions
Wha a e he expec ed
ou comes?
• G oup-wide social
alue s a egy
• Connec ing he op-
down wi h he bo om-
up
• F om Social Value o
POE. Es ablishing
lea ning-loops
Who should be in ol ed
and wha ools and
me hods can acili a e
he p ocess?
Wha needs o happen
o achie e long- e m
impac ?
( ans o m exis ing
p ac ices and in oduce
desi ed ones)
Focus
Discussing concep ion
phase o Vila Romão,
ocusing on in ol ed
ac o s, me hodologies,
esou ces, and ools
used.
• Ac o s
• Me hods
• Tools
• P ojec s
• Policies
• Pa ne ships
The pa icipan s we e amilia wi h each o he ’s oles and esponsibili ies, which sa ed
ime on in oduc ions, bu had li le expe ience in collabo a ing oge he . This mean ha
he e was enough us o alk openly and ankly abou di icul si ua ions and ba ie s,
while also ha ing an in e es in hea ing esh opinions and occasionally opposing
iewpoin s.
Following a ious i e a ions o he RE-DWELL game ca ds, p esen ing a simpli ied o ma
wi h he boa d—mo ing di ec ly o ou comes wi hou an ini ial p epa a ion phase— el
jus i ied. This was due o he p e-wo k selec ing he session opic and pa icipan s
sha ing amilia o ganisa ional objec i es and a ge s. Cla ion’s longs anding p ac ice in
measu ing social alue and ma u ing Pos -Occupancy E alua ion (POE) app oaches we e
e e enced, bu much o he discussion cen ed on wha he o ganisa ion is no ye doing.
These sha ed co e aims, which could be deemed as he es ablishing common g ound
phase, led o apid swi ching be ween subjec s and examples, wi h minimal ime spen on
explana ion. This eliance on a common o ganisa ional language wi h c yp ic e e ences
o in e nal challenges, pe sonnel, o exis ing p og ammes made connec ions ha migh
ha e been less ob ious o an ex e nal obse e . Howe e , his sligh obscu i y was o se
by a deepe le el o discussion.
The elabo a ion o speci ic, opic- ela ed ques ions o each knowledge le el ( a ge ,
sys ems, and ans o ma ion) helped o quickly embed he concep s in pa icipan s' minds.
Ne e heless, i was essen ial o ha e wo acili a o s — one o s ee he discussion as he
ocus g oup lead and one o ac as a sc ibe.
4.2.4.Key insigh s
This local implemen a ion highligh s he complexi y o conside ing a la ge o ganisa ion
like Cla ion ha ope a es ac oss ields o knowledge and p ac ice wi h di e se
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 64
Figu e 4.8. Boa d de eloped o he Nicosia ocus g oup session
The boa d guiding he ac i i y consis ed o h ee s ages: “P epa a ion”, “Co-c ea ion”, and
“Impac ”. Table 4.11 below de ails he h ee s ages and he ques ions in each.

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 65
Table 4.11. S uc u e o he Nicosia ocus g oup session
S ages o he
ac i i y S age 1: P epa a ion S age 2: Co-c ea ion S age 3: Impac
Ques ions
• Wha a e he speci ic
p oblems expe ienced in
he Da ni
neighbou hood?
• Which ac o s can be
in ol ed in planning a
neighbou hood wi h
a o dable housing?
• How does he Da ni
p ojec e eal he
communica ion gaps
be ween ac o s?
• Which me hods o
collabo a ion can be
used in ol ing he scale
o he neighbou hood?
• Which opics ela ed o
housing and public
space can be
add essed?
• Wha ools can
acili a e be e
communica ion be ween
p e ious ac o s?
• Which new
pa ne ships could help
add ess some o he
ba ie s o collabo a ion?
• Which policies could be
changed wi h he aim o
sol e communica ion
p oblems? How?
• How do go e nmen
ins i u ions in luence
di e en ac o s’
decisions?
• Wha a e he expec ed
ou comes o a new
app oach a
neighbou hood le el?
• How do hese ideas
and po en ial solu ions
impac you way o
wo king/ li ing?
The ocus g oup session p omp ed a discussion abou ways o sha ing in o ma ion and
knowledge om he ini ial s age o he implemen a ion o a p ojec , including pla o ms o
c oss-lea ning and o de eloping policy and p ac ice ecommenda ions. Ano he key opic o
discussion was he p o ision o a o dable housing op ions—bo h o pu chasing and
en ing—speci ically o indi iduals who ace di icul ies accessing housing h ough he
p i a e sec o , while s ill mee ing inancial c i e ia.
The ac i i y was ca ied ou in wo ounds, each las ing app oxima ely one hou .
4.3.4.Key insigh s
Table 4.12 below summa ises he key insigh s om he ocus g oup session and he added
alue o he challenge.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 66
Table 4.12. Key insigh s om he Nicosia ocus g oup session
Themes Key insigh s
G oup session
• Func ioned as a pla o m o exchanging opinions, mee ing people,
and discussing p oblems
• Allowed a ied pe spec i es and solu ions ha migh no ha e
eme ged in a mo e homogenous g oup
• P o ided a s uc u ed ye open o um
Added alue o he
challenge
• The ac i i y os e ed he in ol emen o di e en people om
go e nmen , local au ho i ies, and esiden s
• I allowed mo ing he discussion om he scale o he municipali y
o he scale o he neighbou hood
• Using o pho os and maps acili a e a neighbou hood- ocused
app oach, b idging he gap be ween abs ac discussions and he
angible eali ies o he con ex
• Including all s akeholde s in a ho izon al discussion leads o mo e
sus ainable and con ex ually app op ia e solu ions
Pa icipan s exp essed ha b oade pa icipa ion would ha e en iched he discussions and
ou comes. While hey acknowledged he alue o he session, pa icula ly in p o iding an
oppo uni y o mee and in e ac wi h o he s, he e was a s ong consensus ha he
e ec i eness o he ocus g oup session could be enhanced by in ol ing a wide ange o
oices.
Many pa icipan s unde sco ed he impo ance o egula and sus ained in ol emen om a
mo e di e se c oss-sec ion o s akeholde s, including bo h go e nmen ep esen a i es and
esiden s in he e o s o plan and manage a o dable housing neighbou hoods. They no ed
ha he inclusion o hese g oups is c ucial o os e ing a mo e comp ehensi e dialogue and
ensu ing ha he discussions a e no only e lec i e o a a ie y o pe spec i es bu also
g ounded in he eali ies and needs o he b oade communi y. The pa icipan s el ha he
p esence o go e nmen o icials would p o ide a di ec link o policy-making p ocesses,
while he pa icipa ion o ci izens would ensu e ha he communi y’s conce ns and
aspi a ions a e adequa ely ep esen ed.
Fu he mo e, pa icipan s emphasized he impo ance o di e si y wi hin he g oup,
pa icula ly no ing he p esence o communi y membe s. They poin ed ou ha he mix o
backg ounds, expe iences, and iewpoin s among he g oup was one o he session’s mos
aluable aspec s. The inclusion o communi y membe s was especially signi ican , as i
ensu ed ha he discussions we e oo ed in he li ed expe iences o hose who a e di ec ly
a ec ed by he issues being add essed. This di e si y allowed o a iche and mo e nuanced
explo a ion o he opics a hand, enabling pa icipan s o conside di e en pe spec i es
and solu ions ha migh no ha e eme ged in a mo e homogenous g oup.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 67
The g oup ag eed ha he app oach aken o discuss neighbou hood p oblems was bo h
inno a i e and engaging. They ound he pa icipa o y me hodology o be a e eshing and
e ec i e way o b ing a en ion o he a ious issues acing hei communi y. The
pa icipan s app ecia ed he oppo uni y o engage wi h one ano he in a s uc u ed ye open
o um, whe e hey could oice hei conce ns, sha e hei insigh s, and collabo a i ely explo e
po en ial solu ions.
Howe e , despi e he o e all posi i e esponse, he pa icipan s highligh ed he need o
mo e ime o ho oughly explo e and add ess he complex issues ha we e b ough o he
able. They no ed ha many o he opics discussed, such as u ban planning, social
inequali y, and a o dable housing, a e deeply in ica e and in e connec ed, equi ing hus a
mo e ex ensi e discussion.
Mo eo e , he pa icipan s acknowledged he inhe en challenges in add essing such
complex issues wi hin hei communi y. They poin ed ou ha hese p oblems o en in ol e
long-s anding p ac ices and es ablished a i udes, making i di icul o con ince people o
adop new ways o hinking and doing hings.
The g oup s essed ha one o he bigges challenges lies in building consensus a ound new
s a egies o ackling neighbou hood p oblems. This in ol es no only con incing indi iduals
bu also na iga ing he di e se and some imes con lic ing in e es s wi hin he communi y.
The pa icipan s u he ecognized he need o ongoing educa ion and dialogue o help
people unde s and he bene i s o al e na i e app oaches and o os e a willingness o
expe imen wi h new solu ions. As such, u u e discussions could bene i om a mo e
sus ained engagemen p ocess, whe e he communi y can e isi opics o e ime, allowing
o he g adual building o consensus and he co-c ea ion o new s a egies.
One o he key lessons ha eme ged was ecognising o he impo ance o shi ing he ocus
o discussions om he b oade scale o he municipali y o he mo e localised scale o he
neighbou hood. Pa icipan s ealized ha while municipal-le el planning and discussions a e
essen ial o o e a ching policy and in as uc u al amewo ks, hey o en o e look he
unique cha ac e is ics, needs, and dynamics o indi idual neighbou hoods. By concen a ing
on he neighbou hood scale, he discussion can become mo e ele an , a ge ed, and
impac ul, allowing o a deepe unde s anding o he speci ic issues ha a ec esiden s on
a day- o-day basis. In addi ion, he shi o a mo e speci ic scale like he neighbou hood was
seen as no only desi able bu necessa y, allowing o he iden i ica ion o speci ic needs and
challenges ha migh be o e looked in b oade municipal-le el planning.
The ma e ials employed du ing he ac i i y, which included pho os and maps, we e
pa icula ly e ec i e in acili a ing his neighbou hood- ocused app oach, b idging he gap
be ween abs ac discussions and he angible eali ies o he con ex . These isual elemen s
p o ided pa icipan s wi h a conc e e and de ailed unde s anding o he si e in ques ion,
allowing hem o engage mo e meaning ully wi h he space and i s challenges.
Du ing he discussion, pa icipan s emphasized he need o mo e ho izon al dialogue,
ad oca ing o less op-down communica ion be ween di e en le els o go e nance and he
communi y. T adi ional op-down app oaches we e seen as insu icien o add essing he
nuanced needs o indi idual con ex s. A mo e inclusi e p ocess would ensu e ha di e se
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 68
pe spec i es a e conside ed, leading o mo e sus ainable and con ex ually app op ia e
solu ions ha uly e lec he needs and desi es o he communi y.
Finally, pa icipan s s essed he impo ance o widening he scope o collabo a ion o
include a mo e di e si ied ange o s akeholde s. This includes local businesses, non-p o i
o ganisa ions, schools, and e en in o mal communi y g oups. This would ensu e mo e
comp ehensi e and inclusi e solu ions. Engaging a wide ange o s akeholde s would also
help o build s onge communi y ies and os e a sense o sha ed esponsibili y o he
neighbou hood’s u u e, making he implemen a ion o plans mo e e ec i e and sus ainable.
4.3.5. E alua ion
A e comple ing he session, pa icipan s we e asked o ill ou a sho ques ionnai e o
e alua e hei expe ience. The da a collec ed was hen analysed o p o ide an idea o
s eng hs and weaknesses o he ac i i y, he in e ac ions and ou comes.
One o he key s eng hs iden i ied was he session se ed as an e ec i e o um o he
exchange o ideas and opinions. Pa icipan s app ecia ed he oppo uni y o mee wi h
o he s om di e se backg ounds, which acili a ed ich discussions a ound he issues being
add essed. This collabo a i e en i onmen enabled he c oss-pollina ion o ideas, os e ing a
deepe unde s anding o he sys em, i s p oblems, and he s akeholde s in ol ed h ough he
sha ing o mul iple pe spec i es.
Howe e , he analysis also e ealed some a eas o imp o emen . A common conce n was
he need o mo e ime o add ess he complexi y adequa ely. Pa icipan s el ha , while he
ac i i y encou aged b oad discussions, he ime a ailable was insu icien o di ing deeply
in o mo e in ica e opics. This was seen as a limi a ion o ully explo ing he dimensions ha
he ocus g oup session aimed o add ess.
The ma e ials p o ided o suppo he discussion we e gene ally ega ded as use ul,
especially in aiding pa icipan s’ unde s anding o he si e, i s challenges, p ocesses, and
s akeholde s. Howe e , some pa icipan s sugges ed hese ma e ials could be imp o ed.
They ecommended a simple o ma and con en , pa icula ly a he ou se , o acili a e a
smoo he in oduc ion o issues a hand. A mo e s eamlined p esen a ion o he ma e ials
and he ac i i y could help pa icipan s engage mo e quickly and e ec i ely, allowing hem o
ocus on he subs an i e discussions a he han dealing wi h he ini ial e o .
O e all, he eedback con i med ha he ocus g oup session was o a aluable means o
os e ing dialogue and collabo a ion, al hough he e is oom o e inemen , pa icula ly in
e ms o ime managemen and he p esen a ion o ma e ials, o be e suppo pa icipan s
in na iga ing complex issues.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 69
4.4. Takeaway om he local implemen a ions
The local implemen a ions ook place in h ee con ex s: 1. in Lisbon, paying a en ion o
issues su ounding a housing complex unde a e o i ing p ocess, and pa icula ly on he
challenges o coexis ence be ween esiden s and cons uc ion pe sonnel; 2. in London,
discussing issues a ound he ope a ion o a la ge housing associa ion in ol ing a ious
depa men s and o ganisa ional le els and hei conce ns on connec ing pos -occupancy
e alua ion p ocesses o social alue c ea ion; 3. and in Nicosia, ocusing on he de icien
communica ion be ween he ac o s in ol ed in planning and main aining a o dable housing,
conside ing ma e s o u ban design, main enance o spaces, and municipal- esiden
coope a ion a he neighbou hood scale.
In o de o apply he TEASH oolbox in hese con ex -speci ic local cases, he s uc u e o he
pa icipa o y sessions and he ma e ial used was adap ed o i he unique challenges o
each loca ion. In common, he local implemen a ions ca ied ou a session in he o m o a
ocus g oup (con e sa ional session wi h a small g oup o indi iduals wi h ce ain needs and
in e es s abou a pa icula subjec ), using ca d se s based on he p e ious de elopmen o
he game wi hin he RE-DWELL ne wo k, adding and a boa d con aining ailo -made
ques ions o guide he pa icipa o y ac i i ies in discussing con ex ual issues a ound housing
p o ision.
The ipa i e knowledge acquisi ion ca ego iza ion di ec ly in o med he ques ions used in
he sessions. Sys ems knowledge shaped ques ions abou he s uc u es and in e ac ions
wi hin he con ex , ocusing on he o e all complexi y o he challenge. Ta ge knowledge
guided ques ions abou goals, alues, and he c i e ia o e alua ing he desi abili y o
accep abili y o po en ial solu ions o in e en ions, helping o de elop a sha ed ision
among pa icipan s. T ans o ma ion knowledge con ibu ed o ques ions abou he
s a egies and ac ions necessa y o achie e he desi ed ou comes iden i ied du ing he
discussions.
4.4.1. Adap a ions o di e en con ex s
All local implemen a ions bene i ed om a “Connec ing phase” in which ESRs ga he ed
s akeholde s ele an o he subsequen ocus g oup sessions. These ne wo ks we e
undamen al in he ec ui men o di e si ied g oups ep esen ing he di e en needs,
in e es s, and desi es o he people a ec ed by he challenges being p oposed o
discussion. In Lisbon and Nicosia, he sessions also bene i ed om an “Explo a o y phase”,
p io o he ocus g oup sessions. This addi ional s ep helped he ESRs o be e unde s and
he con ex s and hei challenges in p epa a ion o he discussions, and helped sensi ize he
pa icipan s o he opics being conside ed.
In Lisbon, he ools used acili a ed in e ac ions be ween di e en le els o s akeholde s ha
ypically do no engage wi h one ano he . In addi ion, i p o ided esiden s wi h an o e iew
o he en i e p ocess, a pe spec i e hey a ely gain. Howe e , as laypeople, esiden s
equi ed special adap a ions in me hods and language o ensu e hei ull in eg a ion and
pa icipa ion. I was no ed ha a be e in oduc ion o explain he p ocess would enhance
unde s anding and engagemen .

Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 70
In London, speci ically wi hin he Cla ion Housing Associa ion, he ocus g oup session was
ca ied ou in a hyb id o ma (online and in pe son), which was desi able o a la ge
o ganisa ion, a es ing o he oolbox's lexibili y. This adap abili y enabled he inclusion o
many ele an oices in he discussion o o e a ching implica ions o he o ganisa ion,
con e sa ions ha seldom occu wi hin such a s uc u ed en i onmen .
In Nicosia, he session enabled a shi in ocus om he ci y scale o he neighbou hood
scale, add essing speci ic local challenges. Like in Lisbon, he need o a be e in oduc o y
explana ion o he p ocess was iden i ied o ensu e pa icipan s ully g asped he objec i es
and p ocedu es.
4.4.2.Highligh s om he e alua ion
Ac oss he h ee local implemen a ions i is possible o obse e ha he e minology was
o en complex, pa icula ly o esiden s, and ha he ac i i ies equi ed mo e ime o be ully
e ec i e. Di e ences eme ged as well: in Lisbon and Nicosia, mos g oup membe s we e
un amilia wi h each o he , leading o a di e en g oup dynamic, while in London, colleagues
who al eady knew each o he expe ienced a new, mo e lexible way o wo king oge he
du ing he ac i i y, cha ac e ized by a ee- low app oach a he han ollowing a s ic
agenda. This p omp ed he use o a di e en boa d in London, suppo ing he easoning
behind his a ia ion.
In Lisbon and Nicosia, he ocus was p ima ily on geog aphical a eas and scales, while in
London, he emphasis was on he cul u e wi hin he o ganisa ion. These di e ences esul ed
in he expe ience wi h he ac i i y being di e en among he pa icipan s, wi h a ia ions in
how he o ma and ma e ials we e pe cei ed and u ilized. In Lisbon and Nicosia, whe e many
pa icipan s we e new o each o he , he ac i i y se ed as an in oduc ion o collabo a i e
p oblem-sol ing. In con as , in London, whe e pa icipan s we e colleagues, he ac i i y
p o ided a esh app oach o wo king oge he , p omo ing a mo e luid and lexible
discussion o ma . These insigh s unde sco e he impo ance o ailo ing he oolbox o i
he speci ic needs and dynamics o each local con ex .
Ac oss all sessions, he ac i i ies p o ided signi ican alue by os e ing a deepe
unde s anding o bo h he opic and he di e se pe spec i es in ol ed. Howe e , some
aspec s o he ac i i y we e pe cei ed as oo abs ac , sugges ing a need o simpli ica ion o
u he cla i ica ion in u u e i e a ions. The p esence and ole o expe acili a o s p o ed
c ucial in guiding he sessions, ensu ing ha discussions emained ocused and p oduc i e.
In conclusion, he me hods and ools applied in he pa icipa o y ha e p o en o be a aluable
and e sa ile means o engaging s akeholde s in a o dable and sus ainable housing
p ojec s, o e ing a s uc u ed ye adap able app oach ha can be ailo ed o he unique
dynamics o each local con ex . The di e ences in ocus, expe ience, and key insigh s in he
h ee session unde sco e he oolbox's adap abili y and i s po en ial o add ess he unique
needs o di e se local con ex s. The insigh s gained om hese implemen a ions a e help ul
in e ining he oolbox u he , ensu ing i mee s he di e se needs o s akeholde s while
con inuing o os e meaning ul dialogue and collabo a ion.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 71
5. Final e lec ions
The TEASH oolbox was de eloped and applied o ope a ionalize he p inciples o
ansdisciplina i y in add essing he challenge o p o iding a o dable and sus ainable
housing. I aimed o: 1. unde s and he complexi y o he housing challenge; 2. inco po a e
di e se pe spec i es—bo h academic and non-academic—on housing p oblems, goals, and
s a egies; 3. b idge abs ac and speci ic knowledge ac oss bo h academic expe s and
p ac ice expe s; and 4. de elop sha ed unde s anding and p ac ices ha con ibu e o he
common goal o sol ing he socie al issue o inadequa e housing.
The componen s o he TEASH oolbox we e designed o be adap able and cus omizable o
mee he speci ic needs o s akeholde g oups ackling a o dable and sus ainable housing
challenges in di e en con ex s. This adap a ion p ocess in ol ed p o iding pa icipa o y
ools o os e cons uc i e exchanges among s akeholde s. Th ough hese discussions,
pa icipan s we e able o collec i ely de ine he p oblem, se objec i es, explo e s a egies
o achie ing hem, and an icipa e he impac on he p e ailing condi ions.
The ac i e in ol emen o ESRs and pa ne o ganiza ions in implemen ing he TEASH
oolbox has g ea ly enhanced he e ec i eness o hese collabo a i e e o s. Thei
pa icipa ion in eal-wo ld se ings allowed hem o con ibu e no only o academic
discou se bu also o p o ide p ac ical, ac ionable solu ions ailo ed o add ess con ex -
speci ic challenges. The inclusion o non-academic pa ne o ganiza ions in he assessmen
phase u he en iched he oolbox's de elopmen , o e ing aluable insigh s in o i s
applica ion. Fo example, ollowing he assessmen sessions in Reading and Del , a key
insigh eme ged abou he c i ical ole o local con ex s and he speci ic challenges and
s akeholde s ha shape hem.
Deli e able 4.7 – A oolbox o suppo ansdisciplina y knowledge cons uc ion 72
6. Bibliog aphy
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Annex 1 – Ca d con igu a ions Reading session 7
A1.7 – Round 2: G oup 2

Annex 1 – Ca d con igu a ions Reading session 8
A1.8 – Round 2: G oup 3
Annex 1 – Ca d con igu a ions Reading session 9
A1.9 – Round 2: G oup 4
Annex 1 – Ca d con igu a ions Reading session 10
A1.10 – Round 2: G oup 5
Annex 1 – Ca d con igu a ions Reading session 11
A1.11 – Round 2: G oup 5
Annex 2 – E alua ion Reading session 12
Annex 2 – E alua ion Reading session
This Annex con ains he e alua ion o m and espec i e answe s om he pa icipa o y
ac i i y in Reading. The in o ma ion was ex ac ed om Deli e able 3.6.
Ques ion: Day 3 - Wednesday 5. Please e alua e "RE-DWELL Assessmen F amewo k"
session ( om 1-lowes o 5-highes )
Answe s Supe iso s ESRs A e age
16 4.0 4.0 4.0
Ques ion: Day 3 - Wednesday 5. B ie ly explain he easons o "RE-DWELL Assessmen
F amewo k" session e alua ion (Open answe )
I was a use ul session, I was jus wonde ing i ha could ha e been be e o ganised by he
h ee leade s gi ing Re-Dwell's con ex h ough s a e-o - he-a p esen a ions on he
h ee a eas be o e/ins ead o p esen ing ou esea ch ques ions. Also some mo e con ex
on wha a amewo k is acco ding o he so a esea ch would be help ul.
The simila i ies be ween he a ious PhD opics a e becoming a clea e - i would be
in e es ing o see whe e he ensions / con adic ions we e?
In e es ing examples, mo e heo e ical inpu on "social inno a ion" would ha e been use ul
o suppo he a gumen .
Ques ion: Day 3 - Wednesday 5. Please e alua e "Game session" session ( om 1-lowes
o 5- highes )
Answe s Supe iso s ESRs A e age
18 4.6 4.0 4.3
Ques ion: Day 3 - Wednesday 5. B ie ly explain he easons o "Game session" session
e alua ion (Open answe )
The kick-o o he game wi h i s posi i e and nega i e poin s was one o he mos
ansdisciplina y momen s o ou ne wo k.
I hink he i s ial o he se ious game was a o al success.
The 'Game Session' was an engaging and in e ac i e expe ience ha p o ided a unique
app oach o engage wi h he amewo k. The session e ec i ely combined educa ion and
en e ainmen , allowing pa icipan s o lea n h ough gameplay.

Annex 2 – E alua ion Reading session 13
Excellen case o inno a ion in eaching.
I would sugges ins ead o a second ound, lea e some mo e ime o he i s and a
eedback session igh a e so ha people's ques ions/doub s on he game a e esol ed.
I pe sonally enjoyed mo e he i s ound han he second one, as he whole eam was sligh ly
mo e i ed, and collabo a ion and inno a ion we e no ca ied ou wi h he same
en husiasm as in he i s one. A small b eak o a eam swap would ha e imp o ed his. As
men ioned in Reading, some o he ca ds we e di icul o unde s and, so i is necessa y
o ha e an expe on each o he ields on he able in o de o play he game o i s ulles .
No sui able o be played online. Don' unde s and why we' e playing a game i we' e sho on
ime and he deli e ables a e unning la e.
Annex 3 – Case s udies Del session 14
Annex 3 – Case s udies Del session
This Annex de ails he case s udies ha we e pa o he TEASH oolbox used in Del .
Case S udy #1 : Re o i o ou housing s ock
P esen ed by Na alie Newman, Sou h Yo kshi e Housing Associa ion
All social landlo ds in he UK mus imp o e he ene gy pe o mance o hei homes. The e a e
a ious unds a ailable o help owa ds he cos o his; howe e , he inancial ma ke s will be
elied on hea ily o loans. Due o unding cycles, he e is a boom bus e ec on he supply
chain. The housing a che ypes a y hugely, so he e o i solu ion is di e en o each, as is
he cos . The wo ks can a y in e ms o dis up ion o hose li ing in he homes.
Policies:
Ha ing no p ope ies less he Ene gy Pe o mance Ce i ica e (EPC) Band C, S anda d
Assessmen P ocedu e (SAP 69) by 2030. This a ec s oughly a i h o ou housing po olio
(~930 homes) as shown below, and aligns wi h Go e nmen ’s:
• ‘Sus ainable Wa m h’ s a egy (2021) – which se s ou he a ge o “ensu e ha as
many uel-poo homes as is easonably p ac icable achie e a minimum ene gy
e iciency a ing o Band C, by 2030”.
• Hea and Buildings S a egy (2021) – which iden i ies ha Go e nmen will conside
se ing a long- e m egula o y s anda d o imp o e social housing o EPC band C; his
may well be embodied in he ongoing e iew o he Decen Homes S anda d.
• The Social Housing Deca bonisa ion Fund which aims o imp o e sub EPC C
p ope ies o ha le el.
• Achie ing a ne ze o ca bon pe o mance o ou ~5000 homes by 2050 a he la es .
• This aligns wi h he UK’s legisla i e commi men unde he Clima e Change Ac
(2008) o educe g eenhouse gas emissions by a leas 100% o 1990 le els (ne ze o)
by 2050.
• Hea and Buildings S a egy (2021) – which iden i ies he need ha “ o mee Ne Ze o
i ually all hea in buildings will need o be deca bonized”, and also ha Go e nmen
will conside he case o se ing a da e o ensu e ha all homes mee a minimum
ene gy pe o mance s anda d be o e 2050.
P ojec s:
• P ocu emen o con ac o s
• Ci izen engagemen
• O ganisa ional buy in
Pa ne ships:
• Funde s- G an s and Loans
• Conso ia ( o agg ega e deli e y pipeline)
• O he landlo ds/ homeowne
Annex 3 – Case s udies Del session 15
Case S udy #2 : Lack o knowledge on a ge ed policy ins umen s o
alle ia e ene gy po e y
P esen ed by Ben Pluijme s, Eu opean Fede a ion o Li ing
How o align sho - and long- e m measu es by h ee le els o ac o s: Na ional Go e nmen ,
Local Au ho i ies and Housing Associa ions.
Ene gy po e y is mainly concen a ed in Social Housing, simply because Social Housing is
p o ided o low incomes. The main ac o s in his a ea a e he Na ional Go e nmen (income
subsidies, egula ions o Housing Associa ions, egula ions housing quali y), Local
Au ho i ies (Indi idual income aid, Ci y planning) and Housing Associa ions (p o iding good
quali y homes, a o dable en s). These ac o s ha e di e en means/ ools o alle ia e ene gy
po e y ha a e e y poo ly coo dina ed.
Policies:
Coo dina ion and uning o means/ ools by he h ee le els o ac o s o e ec i ely lowe
ene gy po e y, using an example p ojec .
P ojec s:
Design o an in eg a ed app oach owa ds an exis ing esiden ial a ea wi h (app oxima ely
250-500 homes) o a a he low housing quali y and a high le el o ene gy po e y.
Pa ne ships:
• Minis y o Housing
• Municipali y
• Housing Associa ion
• Uni e si y/ consul an s
Annex 4– E alua ion Del session 16
Annex 4 – E alua ion Del session
This Annex con ains he e alua ion o m and ep esen a i e answe s om he pa icipa o y
ac i i y in Del .
E alua ion ques ionnai e
Ques ion 1: A i s pu pose o he RE-DWELL Assessmen F amewo k is o aid
s akeholde s in ol ed in a o dable and sus ainable housing in inding s a egies and
solu ions o hei challenges in p ac ice.
The ques ions pu o wa d by me should ha e been mo e speci ic. Reali y is e en mo e
complica ed han assumed. I would like o u n he case in o a eal p ojec . In ol emen
will be complica ed, bu necessa y.
The b ie o he p ac i ione . A eal-li e case. A p oblem. I wonde ed i g ea e cla i y was
equi ed o gi e he pa icipan s wha hey needed. Bu o his g oup – ha was no he
case.
Complexi y o decision-making p ocess ha ing in mind in ol emen o espec i e
s akeholde s.
I would ha e liked o si wi h he g oup and lis ened in en ly. The con e sa ions I o e hea d
we e eally ascina ing. The ichness in his exe cise o me, was he e.
Opening doo s o ano he knowledge. Help na iga e solu ions.
Discussion ool. Ac i e pa icipa ion wi h a opic/p oblem. Hea ings o he s’ iews and a
imes misconcep ions (which was also ascina ing). Teasing hese ou wi h in e nal eam
o example would be in aluable.
Knowledge ans e : links. Case s udies. Examples om elsewhe e. Lea ning lessons.
Richness o discussions.
Help o ganise: alue in my eam using i , o hem o look up and make conside a ions du ing
p ojec incep ion. I ha e a eam o p ojec manage s who a e s eeped wi hin de ail.
Wasn' i a game – who wins? How do you know how you ha e inished? Wha 's he incen i e?
How engaging is i ?
The physical se ing o his pa icipa o y ac ion acili a ed he ac i i y
We need o unde s and he p oposed p ocess as seen on he boa d. The boa d could be
some hing else in ano he se ing, p in ed in a la ge pape .
The e could be a ule abou how many ca ds should be placed on he boa d o ocus he
con e sa ion. The emp y ca ds a e help ul, bu hei use could be limi ed.
A sho se o ins uc ions could be on he boa d as p omp .
We missed he p esence o he PO du ing he i s hal o he ac i i y. I is impossible o ca y
ou he ac i i y wi hou he PO.
The ac i i y is a bi complica ed and needs mo e ime o comple e.
Mo e ime is needed o he game.