DOI
10.1007/s11625-020-00873-z

Summary
This article is concerned with the use of the participatory multi-modelling process in the Windmaster project in the Rotterdam Port industrial cluster. The authors use this model to explore the creation of a boundary object ecology. They state that the participatory process of modelling can act as a leverage point by encouraging dialogue between stakeholders.

Cuppen et al introduce the topic by discussing leverage points, models and simulations, and earlier studies on modelling similar circumstances. They then go on to discuss participatory modelling as a process of boundary object ecology creation. The boundary object concept is described here as being regularly utilised in interdisciplinary and transdisciplinary collaboration studies and that they can be physical (e.g. map or digital interface) as well as conceptual (a frame or concept, such as ‘leverage point’). Boundary objects provide ground for bridging different social worlds, enabling collaboration between stakeholders within different institutional fields, from different organisations, and with different backgrounds, expertise and rationalities. Here, an organisation is said to be embedded into an institutional field. An institutional field is “a recognised area of institutional life: key suppliers, resource and product consumers, regulatory agencies, and other organisations that produce similar services or products”.  A basic systems map is provided in figure 1 – 3 with more detailed graphic representations following that.

The participatory modelling process used in the Windmaster project consisted of four key stages (1) pre-project proposal, (2) qualitative modelling – involving participatory visioning, backcasting, and system decomposition in three workshops of half a day, (3) quantitative modelling – this started with the participator conceptualisation and evaluation pf the multi-model, followed by the conceptual exploration, and a closing session, and (4) a sense making phase. Table 1 depicts the steps of the modelling phase also. Campos & Soares describe each stage of the process in further detail following this introduction of the project. Table 6 presents the boundary objects as per each phase mentioned above for the Windmaster project.

Relevance for Complex Systems Knowledge
This article is relevant to the energy systems topic. It offers a method of mapping and facilitation of discussion between stakeholders to develop a systems understanding of a desired project. Here, the authors use the Windmaster project in Rotterdam to demonstrate the model. The model or at least the concept could be used a method of teaching systems thinking and developing leverage point understanding.

The participatory multi-modelling process acts as useful tool for stakeholder dialogue and enhances broad systems thinking. The authors state that “when dealing with wicked problems, the process of modelling is more important than the results of the problem” and “multi-modelling and multi-model ecologies have been suggested to support planning and decision-making on large scale industrial transformation”.

Point of Strength
The method opens up the possibility to realigned with other similar projects. There could be an opportunity for further using the method. The process outlined above could utilised in a classroom basis to develop student understanding of systems thinking and leverage points.  

The mapping concept along with its easily understood graphic representations answers other authors calls for better visual representations of systems analysis. These are seen in figures 1 – 3.