A Closer Look at Living Labs and Higher Education using a Scoping Review

Abstract

As society changes rapidly, there is a need to educate professionals who contribute to innovation and complex adaptations in organizations. As part of this education, companies, governmental bodies and other stakeholders have sought collaboration on complex issues in “living labs”. Living labs are recognized as educational environments to prepare students in higher education for future roles. The aim of this article is to explore the nature and extent of the scientific literature about living labs in which actors in higher education actively participate. In total, 21 articles were included in this scoping review. Research into this topic appears to be relatively new. Definitions of “living labs” are mostly in line with the definition used by the European Network of Living Labs (ENoLL), with its large variation of lab locations. Few results about organization and governance were identified. Different lessons learned regarding processes, interaction and requirements for successful living labs were found. The design of learning is mostly described by learning activities. Learning outcomes are described in generic and specific competences and assessments in living labs are rarely described. The authors recommend more detailed studies into aspects of the successful participation of higher education to gain knowledge about enhancing learning outcomes, and the effects of educational activities within living lab environments.