The aim of this study is to determine the contribution of student interventions to urban greening processes. In two Dutch cities action research was conducted, including reflexive interviews a year after the first intervention, to assess factors causing change in the socio-ecological system. Results show that students and network actors were mutually learning, causing the empowerment of actors in that network by adding contextualized knowledge, enlarging the social network, expanding the amount of interactions in the socio-ecological system and speeding up the process. Students brought unique qualities to the process: time, access to stakeholders who tend to distrust the municipality and a certain open-mindedness. Their mere presence made a difference and started a process of change. However, university staff needed to keep the focus on long-term effects and empowerment, because students did not oversee that. After a year, many new green elements had been developed or were in the planning phase. In Enschede, the municipality district managers were part of the learning network, which made it easier to cause changes in the main ecological network. In Haarlem however, no change took place in the main ecological network managed by the municipality, because no political empowerment of the civil society group had developed yet.

中文翻译：

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学生干预对城市绿化过程的影响

本研究的目的是确定学生干预对城市绿化过程的贡献。在荷兰的两个城市进行了行动研究，包括第一次干预一年后的反思性访谈，以评估导致社会生态系统变化的因素。结果表明，学生和网络参与者相互学习，通过添加情境化知识、扩大社交网络、扩大社会生态系统中的互动量并加快进程，从而增强了该网络中的参与者的能力。学生们为这个过程带来了独特的品质：时间、接触倾向于不信任市政当局的利益相关者和一定的开放态度。他们的存在就产生了影响，并开始了改变的过程。然而，大学工作人员需要将重点放在长期影响和赋权上，因为学生没有监督。一年后，许多新的绿色元素已经开发或处于规划阶段。在恩斯赫德，市辖区经理是学习网络的一部分，这使得更容易引起主要生态网络的变化。然而，在哈勒姆，市政府管理的主要生态网络没有发生变化，因为民间社会团体的政治授权尚未发展。