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Overview of the Maker Movement in the European Union

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Abstract and Figures

Over the last decade, we witnessed an unprecedented booming of communities engaged in do-it-yourself (DIY) activities worldwide. FabLabs, Hackerspaces and Makerspaces can be seen as the physical representations of the maker movement. These unique spaces seek to provide communities, businesses and entrepreneurs the infrastructures and manufacturing equipment indispensable to turn their ideas and concepts into reality. The objective of this study is to assess and quantify the range of the maker movement across Europe, investigating the distribution and activity of FabLabs, Hackerspaces and Makerspaces as the physical spaces where the phenomenon takes place. Also, we explore tools and techniques employed within the spaces as well as community strategies with an aim to uncover the socio-technical and socio-economic impact of the initiatives.
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Overview of the Maker Movement
in the European Union
Paulo Rosa
Federico Ferretti
Ângela Guimarães Pereira
Francesco Panella
Maximilian Wanner
2017
EUR 28686 EN
This publication is a Technical report by the Joint Research Centre (JRC), the European Commission’s science
and knowledge service. It aims to provide evidence-based scientific support to the European policymaking
process. The scientific output expressed does not imply a policy position of the European Commission. Neither
the European Commission nor any person acting on behalf of the Commission is responsible for the use that
might be made of this publication.
Contact information
Name: Paulo Rosa
Email: paulo.rosa@ec.europa.eu
Tel.: +39 0332 78 6490
JRC Science Hub
https://ec.europa.eu/jrc
JRC107298
EUR 28686 EN
PDF
ISBN 978-92-79-70525-0
ISSN 1831-9424
doi:10.2760/227356
Luxembourg: Publications Office of the European Union, 2017
© European Union, 2017
Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents
is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39).
For any use or reproduction of photos or other material that is not under the EU copyright, permission must be
sought directly from the copyright holders.
How to cite this report: Rosa, P. et al., Overview of the Maker Movement in the European Union, EUR 28686
EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-70525-0, doi
10.2760/227356, JRC107298
All images © European Union 2017.
3
Table of Contents
1 Introduction ................................................................................................................................................... 4
2 What is the “Maker Movement”? ................................................................................................................. 6
2.1 Makerspaces, Hackerspaces and FabLabs ....................................................................................... 7
3 Building a Makerspace Database ................................................................................................................ 11
3.1 Methodology .................................................................................................................................. 11
3.2 Data collected and availability ....................................................................................................... 12
4 Results ......................................................................................................................................................... 14
4.1 Makerspaces Typology ................................................................................................................... 14
4.2 Makerspaces Spatial Location ........................................................................................................ 15
4.3 Makerspaces Temporal Evolution .................................................................................................. 21
4.4 Makerspaces Economic Sustainability ........................................................................................... 22
4.5 Makerspaces’ Main Interests ......................................................................................................... 24
5 Final Remarks .............................................................................................................................................. 27
6 References ................................................................................................................................................... 28
7 Countries Infographics ................................................................................................................................ 31
4
1 Introduction
Over the last decade, we witnessed an unprecedented boom of communities engaged in do-it-yourself
(DIY) activities worldwide. These hobbyists, engineers, artists, designers, hackers, and craftsmen are
exploring new ways for personal expression by hacking and remaking their physical world as they see
appropriate. Events such as the Maker Faire
1
or the European Maker Week
2
, supported by the European
Commission, are having an important role in promoting the so-called maker culture”. Additionally, more
and more specialized magazines and blogs, as well as, scholarly publications emerge addressing making
from a range of perspectives.
The maker movement is celebrated as a driver for the new industrial revolution (Anderson, 2012) and
the democratization of innovation (Hippel, 2005) due to its close connection to novel digital fabrication
tools that enable individuals to manipulate atoms as easily as they manipulate bits. The present narrative is
that anyone can and should have access to the tools and knowledge necessary to build anything they might
need or want. Indeed, the increasing availability and affordability of digital fabrication tools such as 3D
printers and laser cutters is bringing the programmability of the digital worlds which we invented to the
physical world we inhabit (almost) to everyone. But, above all, the maker movement is about the people’s
needs to engage with objects in ways that make them more than just consumers (Dougherty, 2012). It
stands out as a self-empowering vision about the surrounding world where the creation and learning
process is of extreme value. In this sense, it is also expected that the maker movement will give rise to new
forms of education and perhaps employment guided by an increased focus on craftsmanship and
engagement with the material world (Dougherty, 2013; Martin, 2015).
FabLabs, Hackerspaces and Makerspaces can be seen as the physical representations of the maker
movement. These unique spaces seek to provide communities, businesses and entrepreneurs the
infrastructures and manufacturing equipment indispensable to turn their ideas and concepts into reality.
For example, these spaces make designing new, highly customizable, devices risk-free and low-cost. Equally
important, these open spaces serve as a physical place where individuals can freely gather and share their
experience and expertise.
While these promises sketch out intriguing futures, they need to be also understood along the
sociotechnical phenomena that emerge together the flourishing of the maker movement, such as (1) the
re-distribution of the power of creating technology to local communities; (2) the ideology of sharing and
open source; (3) the vision of enabling a better integration of science, technology and economy; and (4) the
idea of rejuvenating the community spirit through craftsmanship.
In this report, we assess and quantify the range of the maker movement across Europe, investigating the
distribution and activity of FabLabs, Hackerspaces and Makerspaces as the physical spaces where the
phenomenon takes place. Also, we explore tools and techniques employed within the spaces, as well as,
community strategies with an aim to uncover the socio-technical and socioeconomic impact of the
initiatives.
This research work follows a broader investigation that has been conducted by the authors on the issue of
alternative approaches to science that are often pursued by communities located outside established
science. In this context, in 2014, a first report on the do-it-yourself (DIY) movement was produced, with
1
http://makerfaire.com/ (last access: 22 June 2017).
2
https://www.facebook.com/EUMakerWeek/; https://twitter.com/eumakerweek (last access: 22 June 2017).
5
focus on what was designated by DIY Science: private or community based initiatives that use scientific
methods combined with other forms of enquiry to engage with techno-scientific issues and societal
challenges (Nascimento, Guimarães Pereira, & Ghezzi, 2014). Subsequently, in 2015, a seminar entitled
“DIY science: the challenges of quality”
3
was organized (see Ravetz, Guimarães Pereira, & Nascimento, 2015
for the seminar report), where the inherent challenges brought along the conduction of “informal” science
were discussed, such as the quality assurance practices of scientific developments carried out inside spaces
such as makerspaces, or within citizen science projects.
In parallel to the hereby presented research work, other aspect that clearly connects with themes
ascribable to the maker movement and its innovative potential are being investigated. For example, what is
the potential impact of the maker movement in the future of jobs? Through a qualitative study that draws
upon some of the results presented in this report, we investigate recurring key elements as depicted by
involved stakeholders on the one hand, and institutions on the other. Expectations and driving factors that
play a central role in the shaping of legitimization and coordination both at the community and policy level
are being explored. Lastly, the implementation of a makerspace located in the premises of the Joint
Research Centre, aimed at securing an exploratory space to promote critical thinking and tinkering about
techno scientific issues relevant for policy making (Rosa & Guimarães Pereira, 2016).
The results in this report are foreseen to be progressively updated by allowing communities and spaces
across Europe to access online and update autonomously the publicly available data in order to create a
reference network database functioning at the EU level. A series of infographics were also produced based
on the data collected and are made available in this report as annex.
3
https://ec.europa.eu/jrc/en/event/workshop/do-it-yourself (last access: 22 June 2017).
6
2 What is the Maker Movement?
In the last decade many conceptualizations of the maker movement have evolved and grown in
popularity. Figure 1 reports the number of published scientific articles mentioning the wording ‘maker
movement or makerspace
4
.
Figure 1: Number of published papers (yearly) with mention to the maker movement.
The term “maker movement” is still subject of open discussion, and therefore it is used and addressed with
some variants. For example, it may refer to STEM
5
-oriented hacking activities usually related to electronics
and robotics, or refer to more traditional arts and crafts activities associated to woodworking and
metalworking. Some scholars would argue that the maker movement is not new, but it has always been
present in human history as “[makerspaces] have existed in various forms as long as people have been
making items and have needed places to work with tools and equipment (Burke, 2014 p.2). Undeniably,
some aspects that are widely recognized as characteristics of the maker movement, such as the focus on
hobbies, art and craft groups, shop classes, practical education and science fairs have been also present in
other forms of community spaces.
What are the foundations of this movement? The counterculture of the 1960s, with its “power-to-the-
people” rhetoric, played a significant role in its emergence. Interestingly, the word “hacker” came to use in
places like the MIT as a tech slang meaning of "one who works like a hack at writing and experimenting with
software, who enjoys computer programming for its own sake
6
. Technology was then seen as an
opportunity of emancipation, characterized by a delight trait and the belief that it could empower
individuals and make them able to de-institutionalize society (Lindtner et al., 2014).
With the shift towards the so-called “information age(Castells, 1996), characterized by traditional industry
substituted in western countries with economies based on information digitalization, it does not come as a
surprise that hacking offered room for political imagination (Barnes, 2008). People like Steve Wozniak,
Steve Jobs, and Stewart Brand in the United States of America (USA) were gaining attention with their
unofficialartificial intelligence laboratories, the same which later would have given birth to companies
4
Query search retrieved on 11 November 2016 from Scopus.com (query specification available upon request).
5
STEM: Science, Technology, Engineering and Mathematics.
6
http://www.etymonline.com/index.php?search=hacker (last access: 22 June 2017).
7
like Apple or Microsoft. The Homebrew Computer Club
7
, formed in Silicon Valley around 1975, can be seen
as an early hackerspace where hobbyists would meet informally in a garage to work on do-it-yourself
projects, discover technology potential and most likely also discuss politics and society. If in the 1960s and
1970s such thinking was considered part of the counterculture for its expected revolutionary potential,
similar movements have nowadays entered the mainstream as widespread and at least partly accepted as
social practices. Every year many books on the topics of hacking and making are published, events
organized, and greater attention is drawn by the media and more recently by the academia.
In contrast to its original connotation, “hacking” is now generally understood as the full access to a specific
technology, be it physical or digital, online or offline, open or patented (Richterich, 2016). As Evgeny
Morozov puts it “[nowadays] hackers aren’t smashing the system; they’re fiddling with it so that they can
get more work done (Morozov, 2014). Aligned with such view, we recently assisted to various declinations
of the hacking culture even promoted by the institutional world (e.g. the Europeana Space: Hacking
Culture Bootcamp
8
) as well in an even greater number of educational programs all across Europe (e.g.
DIDIY
9
, DIYLAB
10
, Hacking&IBM training
11
). In the light of these evolutionary aspects, “makingcould be
defined as a declination of the hacking phenomenon with a particularly evident slant on the re-creation and
assembly of products normally using unused, discarded or broken electronics and raw materials.
The various landscapes of the maker movement all have in common a strong DIY approach, mostly applied
to emerging personal fabrication technologies such as 3D printing and laser cutting, as well as distributed
access to information across individuals of the same community and, in turn, across different communities
themselves. Indeed, makerspaces can have a transformative and empowering role by grasping and
nurturing individual capabilities for the benefit of the entire
community. A first stance on making as a collective movement” in line
with such principles emerged with the publication of the Make
magazine
12
. Online since 2005, it created a virtual space where makers
from all over the world could connect and share experiences. The
introduction of the Maker Faire concept in 2006 as a social event to
showcase projects, share knowledge and work together strengthen the
popularity of making and revealed the general public’s interest in
participating in hands-on activities and in learn new skills.
2.1 Makerspaces, Hackerspaces and FabLabs
The objects of study of this research are the physical spaces where the maker movement takes place,
namely the claimed FabLabs, Hackerspaces and Makerspaces. Although these community oriented spaces
appear to converge towards a similar structure and use, they have significant distinctions and different
origins. In the remainder of this section we address these differences.
FabLabs (shorter for Fabrication Laboratories or Fabulous Laboratories) are workshops, where people can
meet, exchange ideas and collaborate with the common purpose of design and digitally manufacture
7
See for instance: http://www.computerhistory.org/revolution/personal-computers/17/312 (last access: 22 June 2017).
8
http://www.europeana-space.eu/hackathons/europeana-tv-hackathon/ (last access: 22 June 2017).
9
http://www.didiy.eu/ (last access: 22 June 2017).
10
http://diylab.eu/ (last access: 22 June 2017).
11
http://hackingedu.co/; https://www.facebook.com/hackingedusf/ (last access: 22 June 2017).
12
https://makezine.com/ (last access: 22 June 2017).
Making” could be defined as a
declination of the hacking
phenomenon with a particularly
evident slant on the re-creation
and assembly of products
normally using unused,
discarded or broken electronics
and raw materials.
8
custom built objects. The concept was developed by Neil Gershenfeld (see Gershenfeld, 2005) from the
Center for Bits and Atoms (CBA) of the Massachusetts Institute of Technology (MIT), initially with the aim to
explore the implications and applications of personal fabrication in those parts of the world that cannot
easily have access to tools for fabrication and instrumentation. Hence, the first FabLabs were created in
rural India, Costa Rica, northern Norway, inner-city Boston and Ghana. A distinctive feature of FabLabs is
that they must comply with the Fab Charter
13
. Moreover, they all have at their core structure the same
hardware and software capabilities, making it possible for people and projects to be easily distributed
across them. FabLabs are supported by a global FabLab association
14
, responsible for the dissemination of
the FabLab concept as well as being the connection point between the various FabLabs across the world.
The FabLab association objectives also comprise the promotion of collaboration among FabLabs, the share
of expertise, the brainstorm of ideas, and the spread of research. FabLabs are typically set up in the context
of an institution, be that a university, a company or a foundation.
Hackerspaces (see for instance, Pettis, Schneeweisz, & Ohlig, 2011) are typically setup from within a
community for the community, thus being community-funded and community-managed spaces. The
concept behind hackerspaces started in Berlin, Germany and can be traced back to August 1995, when C-
Base, the world’s first hackerspace, was founded
15
. The idea was to have a non-repressive physical space
where people interested in programming and tinkering with technology could meet, work, and learn from
each other. As the spaces grew in popularity, the terms hacking and hacker became broader, going
beyond programming activities to include physical prototyping and electronics. An effort was also made to
distance these spaces from the largely negative connotations of the term hacking presented in the
mainstream media. Each hackerspace can be seen as a unique space in the sense that it has its own
organization, structure, ideology and focus. More than providing the hardware tools and manufacturing
equipment, they provide the learning environment and the necessary support for individuals to develop
their projects based on their own interests. Hackerspaces are also all completely independent from each
other’s, although collaboration between spaces is quite common.
As for Makerspaces, the term was originally associated with MAKE Magazine (Cavalcanti, 2013), often in
the context of creating tinkering-spaces for children. However, in the last years, the concept became more
widespread, going beyond the MAKE Magazine trademark spaces. The concept started to be commonly
used by practitioners to refer to any generic space (often also including FabLabs and Hackerspaces) that
promoted active participation, knowledge sharing, and collaboration among individuals through open
exploration and creative use of technology (i.e. through tinkering and making). In this sense, makerspaces
do not comply with a pre-defined structure and indeed do not need to include a pre-defined set of personal
fabrication tools (or by that matter, any of them to be considered a makerspace). The focus is on having a
publicly-accessible creative space that explores the maker mind-set and tinkering-practices.
For the purposes of this study, the term makerspace is inclusive of FabLabs and Hackerspaces, pointing at
community spaces that respond to the following characteristics:
13
http://fab.cba.mit.edu/about/charter/ (last access: 22 June 2017).
14
http://fablabinternational.org/ (last access: 22 June 2017).
15
https://wiki.hackerspaces.org/c-base (last access: 22 June 2017).
9
a) Proximity
The existence of a physical space with shared facilities is a fundamental element in the conception of a
makerspace. Firstly, for pragmatic and economic reasons as demonstrated by Taylor et al. (2016)
(equipment such as laser cutters and CNC milling machines are economically expensive and bulky for
private use); and secondly for social aspects such as pleasure, personal interest and enjoyment of working
inside and for a community (Davies, 2016). Having a physical space also allows the organization of events,
fairs, workshops and trainings to engage with the general public around themes of interest for the
community.
b) Educational purposes
Sheridan et al. (2014, p. 506) points out that makerspaces and collaborative design and making activities
generate interest in diverse educational realms”. Indeed, makerspaces are being valued for fostering new
forms of collaboration and education in STE(A)M
16
related fields (Blikstein, 2013; Martin, 2015). Even if not
a constant in all makerspaces, there are examples of makerspaces being used or implemented in schools
and universities to deliver classes, lectures and perform real experiments specifically in the natural sciences
in such a way that some even discuss a separated category of “educational makerspaces(Kurti & Fleming,
2014). The educational side of makerspaces has also been considered by institutions beside schools (e.g. in
science and technology museums), and in the organization of events such as ISAM (International
Symposium on Academic Makerspaces)
17
.
c) Entrepreneurship
William Barrett et al. (2015) consider that makerspaces play a role in entrepreneurship. The increased
access to digital fabrication tools and technologies substantially facilitates the generation of local
businesses. Personal fabrication technologies allow the rapid prototyping of tangible objects with a high
level of quality, making the design of new, highly customizable products risk-free and low-cost. Moreover,
these spaces are often being used as innovation hubs by architects, designers, and engineers to the point
where R&D industries are promoting makerspaces as company spin-offs (see for instance Renault’s FabLab
in France (Passebon, 2014)). The authors also identify the figure of the accidental entrepreneur” as a
maker “[acting in] diverse networks, and creating new ideas and innovative thinking(William Barrett et al.,
2015, p. 4) despite his or her own objective to generate new products and technology.
d) Self-support
In general, makerspaces are funded either by securing a grant or by community support/sponsorships (or
both). The money acquired/raised is typically used for equipment, supplies, organizing training activities,
and the physical space itself (Hatch, 2013). Economic constraints often see community members, now with
full access to technologies, tools and spaces, creating products and expertise that can sometimes end up
sold in their networks, depicting self-employment as a frequent aspect in makerspaces.
16
STE(A)M: Science, Technology, Engineering, (Arts) and Mathematics.
17
https://project-manus.mit.edu/home/conference (last access: 22 June 2017).
10
e) Responsibility and ethics
Makerspaces are by default oriented towards the creation of an environment that fosters the sharing of
experiences and expertise. They promote the use and creation of open content and data, including open
hardware and software. By following a creation process based on the unconstrained access to
documentation, manuals, source code or design blueprints, projects are open to anyone who wishes to
reuse, revise, remix, and further redistribute them. As sharing is an absolute pillar of the maker movement,
issues of responsibility often emerge in relation to tinkering with, remaking, repairing, recombining, and
upgrading for the community’s benefit. For that reason, Make Magazine author Mister Jalopy wrote in
2006 an article entitled The Maker's Bill of Rights
18
, a manifesto of modus operandi (and partly ethics),
documenting practices of responsibility, standardization and transparency that should be adopted largely
by the community and that resumes much of the spirit of the 1960s.
The issue of responsibility has a special relevance if we consider the DIYbio/biohacking sub-movement (see
for instance (Nascimento et al., 2014)). The movement faces a widespread concern from policymakers,
journalists and the general public regarding its safety procedures and security monitoring. Worries
concerning the danger of producing lethal viruses or epidemics, or releasing genetically modified organisms
into the ecosystem and thus causing serious environmental or public health accidents, are very commonly
associated with DIYbio, especially when referring to DNA manipulation. Existing regulations are unable to
address the many ethical concerns and controversies raised by the movement due to the nonconventional
setting in which the scientific research is carried out, i.e. outside universities or institutionalized labs.
Proposed solutions encourage a culture of transparency, safety and self-governance, where, in essence,
biohackers would be peer reviewed by other DIY biologists (Kuiken, 2016).
f) Makerspaces as a model for engagement
Makerspaces also offer unique opportunities for engagement of citizens in matters of interest by promoting
more open and creative forms of engagement through material deliberation
19
. Institutions such as
museums and libraries are already starting to apply the principles of the maker culture by having their
resources, facilities and collections available to the publics in a mode to stimulate cultural activities, critical
thinking and problem solving. They constitute a hybrid form of makerspace functioning as a useful tool for
knowledge dissemination. The underlying philosophy ideally traces its roots back to the so-called Reggio
Emilia approach developed in the 1960s’: It pointed out the importance of teaching languages (e.g.,
painting, sculpting, drama) in everyday life as well as promoted collaborative methods aimed to involve
learners and students in sharing and building upon their ideas rather than exclusively let them attend
passively (Gandini, 1993). This aspect of makerspace usage is being explored at the JRC through a on the
making development of a makerspace “Thinkers N’ Tinkerers” (Rosa & Guimarães Pereira, 2016).
18
http://cdn.makezine.com/make/MAKERS_RIGHTS.pdf (last access: 22 June 2017).
19
“Material deliberation” refers here to non-traditional modes of deliberation and citizen engagement which incorporate more
open and interactive forms of engagement such as, but not limited to, the sonorous (e.g. music, noise), the discursive (e.g.
storytelling), the material (e.g. objects, places) and the affective (e.g. emotions raised in specific settings). See: Davies, S.R. et al.
(2011): “Citizen engagement and urban change: Three case studies of material deliberation”. Cities, 29 (6), pp. 351-357.
11
3 Building a Makerspace Database
3.1 Methodology
This research work follows a broader investigation that, at the time of writing, is being conducted on the
maker movement and, in particular, on DIY Science. Preliminary research work was conducted on the
basis of relevant literature on the maker movement, research reports on makerspaces (e.g. Menichinelli &
Ranellucci, 2014; Sleigh, Stewart, & Stokes, 2015) and the authors own inquiry. In the context of this report,
the core research objective was to look for trends and evolutionary aspects of the maker movement in the
European Union (EU), assuming that (1) the growth of the movement is associated with the spread of
makerspaces, and (2) an online presence is a key element in the existence of the physical makerspaces. A
desk research approach for identifying and collecting relevant data was adopted and was retrieved for the
period of January 2016 to December 2016 information from websites and social media pages of 826
makerspaces across the 28 EU countries (see Table 1). Searches which directed to internet pages were
modulated by browsing search engines (e.g. Google Search), social media redirect links and already existing
databases on makerspaces (www.fablab.io and www.wiki.hackerspaces.org), as well as, after direct
contacts with actors involved in the maker movement.
Table 1: List of countries surveyed.
Countries
Austria
Germany
Poland
Belgium
Greece
Portugal
Bulgaria
Hungary
Romania
Croatia
Ireland
Slovakia
Cyprus
Italy
Slovenia
Czech Republic
Latvia
Spain
Denmark
Lithuania
Sweden
Estonia
Luxembourg
United Kingdom
Finland
Malta
France
Netherlands
The data collected were transformed into a database which is currently being made available online. The
aim is to give the identified makerspaces the opportunity to review, correct and complement the
information collected.
12
3.2 Data collected and availability
To assess the relevance and validity of the data retrieved, guidelines for profiling each space were
developed. The following information was collected systematically (when available) for each makerspace:
- Name, type (makerspace, hackerspace or FabLab) and address;
- Year of inauguration (when directly stated in official webpages);
- Number of members;
- Responsible person (name and e-mail);
- Online presence (website, Facebook and Twitter pages, number of followers and date of last post);
- Area of focus (e.g. digital fabrication, DIYbio, citizen science, education, programming, art);
- Facilities and equipment (characteristics of the space and availability of tools and technologies such
as 3D printers, CNC milling machines, laser cutters, programmable hardware, etc.);
- Residence Programs (opportunity of temporal residence for agreed projects development);
- Organization of events (courses, seminars, and conferences organization);
- Relevant projects and publications (links to relevant material, examples of projects developed,
tutorials and data repositories);
- Funding and type of membership (typology of access to the space, monthly fees, funding schemes);
- Ethic code, rules and statutes;
- Origins, community influence and other observations;
Text mining techniques were used to categorize qualitative information relative to discursive data such as
“area of focus” or “relevant projects”.
Table 2 summarizes the approximated data availability for the major fields of the constructed database.
13
Table 2: Data availability.
Field
Data availability (%)
Physical location
100
Year of inauguration
57
Number of members
32
Contact email and website
92
Online visibility
72
Equipment
76
Area of focus
80
Type of membership
68
Organization of events
74
Ethics code and statute
18
Funding
50
It must be pointed out that the data were collected during 2016 and, consequently, it must be seen as an
historical record of the state of affairs of EU makerspaces in the year of 2016. The maker movement is
undergoing a rapid growth and it is very likely that the data collected was already missing out new spaces
that in the meantime were created. Moreover, it is not possible to guarantee the accuracy of every bit of
information as most of the data come from selfreported online sources.
14
4 Results
In the following sub section, we highlight some of our main findings along the following themes:
- Makerspaces typology;
- Makerspaces geographic location;
- Makerspaces temporal evolution;
- Makerspaces economic sustainability;
- Makerspaces main interests.
4.1 Makerspaces Typology
In the data collected it was made a clear distinction between FabLabs and Hackerspaces (as defined in
section 2.1) and any space that drifted from the pre-defined definitions was generically labelled as “other
type of makerspace. FabLabs account nearly for half of the makerspaces in the EU28 (48%; 397
makerspaces), whereas Hackerspaces account for 40% (327 makerspaces) and other type of makerspaces
for 12% (102 makerspaces).
Figure 2: Total number of Makerspaces in EU28 by typology.
FabLab; 397
Hackerspace; 327
Other; 102
Number of Makerspaces in EU28
15
Table 3: Data quality box for Figure 2.
Data Source
JRC STS Makerspace Database: Data collected by the authors from
multiple online sources (see section 3.1).
Data Year
Data collected from Jan. 2016 to Dec. 2016
Data Status
Raw data
Data Type
Numeric (integer)
Data Items
Data from 826 makerspaces
4.2 Makerspaces Spatial Location
In the graphs below (Figure 4 and Figure 5) it is possible to see the absolute number of makerspaces per
country and distinguish them according to the applied typology of FabLabs, Hackerspaces and other types
of makerspaces. The most immediate finding is that all of the EU28 countries have at least one makerspace
located in their territory (Figure 3), with all EU28 capital cities having as well at least one makerspace. The
average number of makerspaces per country is 29.5.
Figure 3: Number of Makerspaces in EU28, by country.
16
Table 4: Number of Makerspaces in EU28, listed by country.
Country
Number of Makerspaces
Austria
23
Belgium
32
Bulgaria
7
Croatia
9
Cyprus
2
Czech Republic
7
Denmark
16
Estonia
4
Finland
14
France
158
Germany
151
Greece
7
Hungary
3
Ireland
13
Italy
133
Latvia
3
Lithuania
2
Luxembourg
10
Malta
2
Netherlands
54
Poland
16
Portugal
29
Romania
6
Slovakia
3
Slovenia
3
Spain
51
Sweden
11
United Kingdom
57
17
Figure 4: Total number of Makerspaces in EU28, listed by country and typology.
Figure 5: Total number of Makerspaces in EU28, listed by country and typology (cumulative).
0
20
40
60
80
100
120
France
Germany
Italy
United Kingdom
Netherlands
Spain
Belgium
Portugal
Austria
Denmark
Poland
Finland
Ireland
Sweden
Luxembourg
Croatia
Bulgaria
Czech Republic
Greece
Romania
Estonia
Hungary
Latvia
Slovakia
Slovenia
Cyprus
Lithuania
Malta
1 2 3 4 5 6 7 8 9 10,5 12 13 14 15 16 18 20 21 23,5 27
Number of Makerspaces
Makerspaces in EU28, per country
FabLabs
Hackerspaces
Others
EU28 Average
0
20
40
60
80
100
120
140
160
180
France
Germany
Italy
United Kingdom
Netherlands
Spain
Belgium
Portugal
Austria
Denmark
Poland
Finland
Ireland
Sweden
Luxembourg
Croatia
Bulgaria
Czech Republic
Greece
Romania
Estonia
Hungary
Latvia
Slovakia
Slovenia
Cyprus
Lithuania
Malta
1 2 3 4 5 6 7 8 9 10,5 12 13 14 15 16 18 20 21 23,5 27
Number of Makerspaces
Makerspaces in EU28, per country (cumulative)
Others
Hackerspaces
FabLabs
EU28 Average
Rank
Rank
18
Table 5: Data quality box for Figure 4 and Figure 5.
Data Source
JRC STS Makerspace Database: Data collected by the authors from
multiple online sources (see section 3.1).
Data Year
Data collected from Jan. 2016 to Dec. 2016
Data Status
Processed data
Data Type
Numeric (integer)
Data Items
Data from 826 makerspaces
There are several observations from the figures above:
1. France, Germany and Italy, which represent 41% of EU28 population and 29% of EU28 area
20
,
represent 53% of the makerspaces within the EU28 (total of 442 makerspaces).
2. There is a considerable gap in terms of number of makerspaces between the first three countries
(France, Germany and Italy) and the subsequent three (United Kingdom, Netherlands and Spain).
While the first three countries account for 442 makerspaces, the following ones account for 162
makerspaces. Looking with detail to the third and fourth countries in the list, while Italy accounts
for 133 makerspaces, the United Kingdom totals 57 makerspaces: not even half of the value of one
of the top three countries.
3. It is interesting to note that Poland, the country with the fifth highest population, only appears in
the tenth position (together with Denmark) of the countries with the highest number of
makerspaces in the EU28.
4. 92% of all makerspaces are located in EU15
21
member states and essentially make up the top
countries with the most number of makerspaces, showing that the maker movement has
considerably been built up in the Western countries (the only exception from the EU15 is Greece,
with only 7 makerspaces). Consequentially, the EU15 average (50.6 makerspaces per country) is
substantially higher than the EU28 average (29.5 makerspaces per country).
A close analysis of the makerspaces typology in the member states shows that France has a higher number
of FabLabs (114 spaces; 72.2%) than Hackerspaces (34 spaces; 21.5%) whilst in Germany the opposite
occurs (FabLabs: 42 spaces; 27.8% and Hackerspaces: 92 spaces; 60.9%). Other countries where the
number of FabLabs is substantially less than the number of Hackerspaces include countries with low
population and a low absolute number of makerspaces such as, Croatia, Cyprus, Czech Republic, Estonia,
Greece, Hungary, Lithuania, Romania, and Sweden. With regards to Germany, the higher number of
Hackerspaces is most likely associated to the birth and rise of the hacker culture in this country.
Looking at the density of makerspaces in the EU28 countries (Figure 6), i.e. the number of makerspaces per
1,000,000 citizens, other conclusions can be drawn.
20
http://europa.eu/about-eu/countries/index_en.htm (last access: 22 June 2017).
21
EU15: Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, Netherlands, Portugal, Spain,
Sweden and United Kingdom.
19
Figure 6: Number of Makerspaces in EU28, per one million inhabitants.
Table 6: Data quality box for Figure 6.
Data Source
JRC STS Makerspace Database: Data collected by the authors from
multiple online sources (see section 3.1).
Data Year
Data collected from Jan. 2016 to Dec. 2016
Data Status
Processed data
Data Type
Numeric (integer)
Data Items
Data from 826 makerspaces
Overall, there is approximately one makerspace per 400.000 citizens in the EU. Luxembourg can clearly be
classified as an outstanding outlier with a density of more than fivefold the EU average. Malta with its
relative small population ranks second and, thus, is a similar special case. The other member states above
the average are the EU15 countries, except for Estonia which ranks fifth in density (see also Figure 8).
In terms of geography, it is possible to see that the highest concentration of makerspaces is in central
Europe corresponding to countries such as France, Germany, Italy, Netherlands and Belgium (see Figure 7
and Figure 9).
In Figure 7 it is also possible to see that the makerspaces’ geographic location differs from country to
country. In countries where the number of makerspace is higher than the EU average (e.g. France,
Germany, Italy, Netherlands, Belgium and Portugal) the spatial arrangement is very homogenous. On the
other hand, in countries with an overall low number of makerspaces (namely Cyprus, Czech Republic,
Estonia, Hungary, Latvia, Lithuania, Malta, Romania, Slovakia and Slovenia), the location of these
makerspaces is limited to the most populated areas (usually capital cities).
0
2
4
6
8
10
12
14
16
18
20
Luxembourg
Malta
Netherlands
Estonia
Belgium
Denmark
Ireland
Portugal
Austria
Finland
France
Cyprus
Italy
Croatia
Germany
Latvia
Slovenia
Sweden
Spain
Bulgaria
United Kingdom
Lithuania
Czech Republic
Greece
Slovakia
Poland
Hungary
Romania
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Number of Makerspaces
Makerspaces in EU28, per 1000000 inhabitants
Rank
20
Figure 7: Geographic location of the Makerspaces in EU28 superimposed to the population density in EU28 NUTS 2 Regions.
Figure 8: Number of Makerspaces per 100000 inhabitants in EU28 NUTS 2 Regions.
21
Figure 9: Geographic location of the Makerspaces in EU28, and distance range from each.
Table 7: Data quality box for Figure 7, Figure 8 and Figure 9.
Data Source
JRC STS Makerspace Database: Data collected by the authors from
multiple online sources (see section 3.1).
Data Year
Data collected from Jan. 2016 to Dec. 2016
Data Status
Processed data
Data Type
Geographic
Data Items
Data from 826 makerspaces
As further research it would be interesting to study the historical and cultural reasons of these differences.
4.3 Makerspaces Temporal Evolution
In Figure 10, the evolution of the number of Makerspaces in EU28, per year, starting from 2000 is depicted
with the available data. It must be pointed out that the information available in this figure is partial and
should be analysed with caution as around 43% of the records are missing (a total of 352 makerspaces
without a clear year of inauguration)
22
. This being said, it is possible to see a starting boom in the number
of new makerspaces in 2007-2008 which continually increased in the subsequent years until 2013. From
2014 to 2016 it seems that the number of new makerspaces steadily decreased to the numbers of 2008.
From the graph illustrating the cumulated number of makerspaces by year it is possible to see the
formation of a saturation curve for the years of 2015-2016. Assuming that the data is representative, a
22
This plot assumes that there is a uniform distribution of the available (and unavailable) data over time.
22
possible reason for such evolution can be that, as the number of makerspaces increases in a country, the
demand for additional, new makerspaces decreases. This may be explained by ideas of “saturation”,
namely that if several makerspaces exist in a city or nearby, there could be no further need to create
another makerspace within the same sphere of influence. Further explanations for this decrease need to be
explored through another study, including aspects of governance, business model, individual and collective
expectations, besides the historical, educational, industrial and cultural context.
Figure 10: Evolution of the number of Makerspaces in EU28, per year.
Table 8: Data quality box for Figure 10.
Data Source
JRC STS Makerspace Database: Data collected by the authors from
multiple online sources (see section 3.1).
Data Year
Data collected from Jan. 2016 to Dec. 2016
Data Status
Processed data
Data Type
Numeric (integer)
Data Items
Data from 474 makerspaces
4.4 Makerspaces Economic Sustainability
The economic sustainability of a makerspace is greatly dependent on secured funding, for instance via
sponsorships, and sources of income. From the data collected, the most common sources of income are (1)
via a membership fee that can either be flat (monthly or annual payment) or varied (payment based on the
0
50
100
150
200
250
300
350
400
450
500
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Number of Makerspaces
Number of new Makerspaces in EU28, per year
New Makerspaces
Cumulative
23
frequency someone uses the makerspace); or (2) via the payment of a fee based on the equipment usage
time or material consumed.
In Figure 11 it is possible to see the number of makerspaces by country that can be described by the
funding schemes listed above. The most common procedure seems to be a membership fee, either flat or
varied. Overall, 335 makerspaces were identified with a membership scheme (representing 72% of the
makerspaces with this type of data available); 73 makerspaces (16%) with a payment scheme based on
equipment usage or material consumed; and 55 makerspaces (12%) with no fee at all (clearly stated as
such). The types of data were missing for 363 makerspaces (44% of the total number of makerspaces).
Figure 11: Total number of Makerspaces in EU28, by country with monthly fee; fee based on equipment use; and no fee.
Table 9: Data quality box for Figure 11.
Data Source
JRC STS Makerspace Database: Data collected by the authors
from multiple online sources (see section 3.1).
Data Year
Data collected through Jan 2016 to Dec 2016
Data Status
Processed data
Data Type
Numeric (integer)
Data Items
Data from 463 makerspaces (missing data for 363 makerspaces)
Figure 12 illustrates the different membership rates applied across the EU28 countries. These ranged from
an average of 4.2 €/month in Malta to an average of 43.2 €/month in The Netherlands. The EU28 average
was of 20.93 €/month with twelve countries being above this average: Austria, Belgium, Estonia, Finland,
France, Ireland, Latvia, Lithuania, Netherlands, Romania, Spain, and United Kingdom.
Austria
Belgium
Bulgaria
Croatia
Cyprus
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Ireland
Italy
Latvia
Lithuania
Luxembourg
Malta
Netherlands
Poland
Portugal
Romania
Slovakia
Slovenia
Spain
Sweden
United Kingdom
0
10
20
30
40
50
60
70
80
90
Number of Makerspaces
Makerspaces in EU28 with:
Montly fee Fee on machine use No Fee Missing data
24
Figure 12: Average monthly fee, by country, of the Makerspaces in EU28.
Table 10: Data quality box for Figure 12.
Data Source
JRC STS Makerspace Database: Data collected by the authors
from multiple online sources (see section 3.1).
Data Year
Data collected from Jan. 2016 to Dec. 2016
Data Status
Processed data
Data Type
Numeric (decimal)
Data Items
Data from 335 makerspaces
4.5 Makerspaces Main Interests
Based on work developed, topics addressed, and interests highlighted by the different makerspaces
homepages, it is observed that the main thematic areas of interest are very similar among the various
spaces (and as expected STEAM related). 546 makerspaces indicated interest in digital fabrication, 273 in
programing and 247 in electronics (Figure 13). Topics related to design, arts and education were also
frequently mentioned.
0,0
5,0
10,0
15,0
20,0
25,0
30,0
35,0
40,0
45,0
50,0
Austria
Belgium
Bulgaria
Croatia
Cyprus
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Ireland
Italy
Latvia
Lithuania
Luxembourg
Malta
Netherlands
Poland
Portugal
Romania
Slovakia
Slovenia
Spain
Sweden
United Kingdom
EU28 Makerspaces' average montly fee
Country Average Fee
EU28 Average Fee
25
Figure 13: Top 10 main interests of the Makerspaces in EU28.
Table 11: Data quality box for Figure 13.
Data Source
JRC STS Makerspace Database: Data collected by the authors
from multiple online sources (see section 3.1).
Data Year
Data collected from Jan. 2016 to Dec. 2016
Data Status
Processed data
Data Type
Numeric (integer)
Data Items
Data from 826 makerspaces
The list of equipment available in the makerspaces reflects the interest of the various spaces (Figure 14),
with digital fabrication tools (namely 3D printers, laser cutters and CNC milling machines) having a
dominant role: 558 makerspaces listed they have at least one 3D printer, 389 makerspaces at least one
laser cutter, and 373 makerspaces at least one CNC milling machine. The availability of tools to produce
electronic circuits was manifested in 403 makerspaces.
546
273
247
143
89 77
36 34 18 17
0
100
200
300
400
500
600
Digital Fabrication
Programming
Electronics
Design
Art
Education
Biohacking
Entrepreneurship
Environment
Craftmanship
Number of Makerspaces
EU28 Makerspaces' Top 10 Thematic Interests
26
Figure 14: EU28 Makerspaces’ most common equipment.
Table 12: Data quality box for Figure 14.
Data Source
JRC STS Makerspace Database: Data collected by the authors
from multiple online sources (see section 3.1).
Data Year
Data collected from Jan. 2016 to Dec. 2016
Data Status
Processed data
Data Type
Numeric (integer)
Data Items
Data from 618 makerspaces (missing data for 208 makerspaces)
558
403 389 373
286
214
59 43
16 7
0
100
200
300
400
500
600
3D Printer Circuit
Production
Tools
Laser Cutter CNC Milling
Machine
Vinyl Cutter Precision
Milling
3D Scanner Sewing
Machine
Audio/Video
Lab
Drill Press
Number of Makerspaces
EU28 Makerspaces' Equipment
27
5 Final Remarks
In this research study, the authors took on the venture to assess and quantify the dimension of the maker
movement across the EU28, by investigating the distribution and activity of Makerspaces. The work
conducted was based on the assumption that Makerspaces are the physical representations of the maker
movement and follows a broader investigation that has been conducted by the authors on related topics.
The data collected provides an initial glimpse of the dimension of the maker movement in Europe. It shows
that this is not a homogeneous movement, both in terms of spatial distribution and identity. It must be
clear however, that these data must be seen as a snapshot of the movement regarding the year of 2016.
Two types of makerspaces were identified, FabLabs and Hackerspaces, with predominant implementation
in EU28. Noticeably, the absolute number of FabLabs and Hackerspaces is relatively close, with 397 FabLabs
(48%) being identified against 327 Hackerspaces (40%). Western Europe countries have a higher number of
makerspaces with France, Germany and Italy accounting for more than half of the makerspaces in EU28. It
is also interesting that all major capital cities in EU28 have at least one makerspace, illustrating the spatial
spread of the movement to all countries in the EU28 and pertinent cities.
In terms of temporal evolution, based on the data collected, the number of makerspaces in EU28 has been
growing significantly since 2007-2008 event though it is perceptible a decline in the number of new
makerspaces per year in the last 3 years (2014-2016). The most likely scenario is that a saturation point was
reached and the creation of new spaces is now more constrained (and consequently the number of
makerspaces in EU28 might gradually stabilize).
In order to fully understand the dimension, spread and motivations of the maker movement, the authors
aim to make the dataset publicly available, and invite the spaces to freely update it.
There are several issues that the authors deem to be interesting to analyse further making use of different
types of social research methodologies:
1. Cross country comparisons of historical and cultural dimensions of the development of
makerspaces in EU28;
2. Expectations and promises of these spaces viz. à viz. different types of societal challenges (from job
creation, education to environmental activism);
3. The future of these spaces and their relationship to ideas of innovation, scientific research, circular
economy and leisure economy, amongst others;
4. Governance and ethical aspects of activities in some of the fields (such as synthetic biology).
From a policy perspective, the result of these enquiries can help with better understanding how these types
of grassroots movements contribute to decentralised approaches to address societal issues both at global
and local levels.
28
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30
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... Initially, it was associated with MAKE Magazine in the US, creating tinkering spaces for children (Cavalcanti, 2013). Makerspaces do not comply with a pre-defined structure and set of personal fabrication tools whose focus is a publicly accessible creative space that explores the maker mindset and tinkering practices (Rosa et al., 2017). ...
Article
This research focus on the role of maker- space to promote Stem education in Nigeria, The target audience for the work is learners that are at the stage of learning who are involve in invention creation . Makerspace can be conceived as an avenue for inventors to use their inbuilt talents to bring up an innovation. The word STEM mean Science, Technology, Engineering and Mathematics a broad term from different disciplines put together under an umbrella of the word . STEM is a ubiquitous word that cuts across every facet of human existence beginning with conception, birthing process, activities that sorround growth and development for the realization of goals and human development in invention exercise. STEM education is germane to the survival of every developed, under developed and developing nation hence the look at the state of STEM education globally, in the United State of America for instance it has helped her citizen to build a formidable education, health care, economy, social amenities and military system that drawn her strength from STEM education while in in India, Italy and Singapore, we have homogenous international set of comprehensive STEM standards and education for schools based on the demography, availability of resources, qualifications of facilitators and experiences of STEM educators. While in Canada the youths disengage from Science, Technology, Engineering, and Mathematics (STEM) studies before graduation from secondary schools, this is detrimental to the growth of the nation to therefore address the nation retraced its steps, determined to prepare the youth for a future where disruptive technologies and changes in the labour market will reward highly skilled workers. While in Africa the continent is lagging behind other continents of the world in scientific productivity and knowledge systems.. To achieve the expected the stakeholders the decision makers that focus on education of Africa must be willing to embrace STEM education in its totality and must be willing to make needed resources available for the development and growth of education in African continent.
... Internationally renowned FabLabs and Makerspaces, such as the FabLab Barcelona, have inspired its overtly transformative capacity that consequently resonates in a continuously growing number of digitalized workshops globally (Menichinelli and Gerson Saltiel Schmidt 2020). However, understanding about conditions that allow transformative capacities of collaborative agency and digital fabrication to unfold empirically is scarce (Lhoste 2020;Mersand 2021;Menichinelli and Gerson Saltiel Schmidt 2020;Rosa et al. 2017). This is partly because of a technology-based perspective on urban development and innovation. ...
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While maker platforms, such as FabLabs and Makerspaces, are commonly perceived as drivers for transformative trajectories, little is known about how the dynamics of experimental collective agency are mobilizing transformative capacities that foster change on the local level. This paper contributes to the understanding of collective innovation dynamics of maker platforms that aim to support collective experimentation and translate novel practices to incumbent institutions on the local level. By drawing on the strategic niche management literature, a comparative case study of six maker platforms in Germany is conducted. Findings indicate three relevant modes of translation that could be identified: Firstly, translation by active shielding and institutionalized adaption emphasizes the role of harbouring universities in fencing off market pressures and offering events as well as workshops to regime actors. Secondly, translation by enabling learning mechanisms highlights the effect of implementing proper formats for assessment and learning on mutual translation. Thirdly, translation by sustained cooperation and coordination between maker platforms and local institutions stresses capacities for cooperation and a demand-oriented coordination between maker platforms and incumbent institutions. ARTICLE HISTORY
... A growing movement of makers and prosumers is gaining momentum. Fablabs (48%) and hackerspaces (40%) are the most prominent maker laboratories in Europe, according to a report prepared by the European Commission (JRC-EC) (Menichinelli & Schmidt, 2019;Rosa et al., 2017). As a global phenomenon, this movement can be found in 71 countries, and is comprised of individuals who are interested in designing and consuming their own products. ...
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Makerspaces and FabLabs have become prominent spaces in the prosumer and maker movements worldwide. Prosumers actively create products and services to meet their needs and wants. Availability of DIY manufacturing methods and digital fabrication tools are increasingly accessible; design and manufacturing knowledge, and reuse of parts and components, are also factors to consider. The prosumer system is influenced by economic factors and domestic fabrication costs. Emotional attachment and sustainability are also key components of the prosumer movement. Nevertheless, not everyone is inclined to become a prosumer for a variety of reasons. Prosumer design limitations need to be understood and evaluated, as do mechanisms and methods for identifying which concepts can be developed into successful products. A key objective of this work is to evaluate the transition from an idea to a fully functional product by identifying barriers and enabling factors, such as knowledge, resources and motivation. To assess the feasibility and success of prosumer-designed products, theoretical frameworks, metrics and evaluations are conducted.
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Запропоновано варіант розвитку частини промисловості, яка є вільною від проблем браку і ризикованості великих інвестицій та загроз збитковості на тлі інновацій. До повномасштабної війни, яка розпочалася у 2022 р., промисловість України була потужною частиною радянської важкої промисловості, переважно третього технологічного укладу. Сьогодні підприємства, які були утворювачами ВВП національної економіки, здебільшого розташовані на тимчасово окупованій або прифронтовій території. Промислові регіони зазнали суттєвих пошкоджень виробничого фонду та об’єктів інфраструктури. Повоєнне відновлення вітчизняної індустрії потребує великих капіталовкладень, які національне господарство не в змозі здійснити. До того ж існує обмеження щодо тривалості інвестиційних проєктів, обумовлене стрімким розвитком сучасних технологій. Ризиковим є будь-який проєкт, реалізація якого перевищує 3 роки. Крім того, має місце марксівська тенденція норми прибутку до зменшення, викликана зміною структури капіталу, зокрема зменшенням витрат на придбання праці. Сучасні процеси механізації виробництва, нарощування інноваційних складових (комп’ютеризація, Інтернет речей, цифровізація та ін.) посилюють ризики збитковості. Наведено приклад закриття вуглевидобувних підприємств у європейських країнах на тлі науково-технічного прогресу. На основі аналізу літературних джерел виявлено тенденцію поширення феномену DIY 4.0 (Do it yourself) – застосування найсучасніших технологічних елементів у процесі виготовлення виробів, призначених для задоволення власних потреб виробників. У США дістав розвитку Рух творців, який є новою культурою промислової діяльності. Обґрунтовано, що технологічна база DIY 4.0 і культура Руху творців є базою нової розподіленої мануфактури, вільної від «прокляття» масових інвестицій і збитковості інновацій. Саме розподілена мануфактура здатна принципово змінити структуру промисловості, забезпечити національне укорінення промислового виробництва.
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This article presents two cases that join user-driven innovation and additive manufacturing (AM) to examine latent business opportunities for AM in the medical sector. The first case arose as a response to shortages during the early stages of the covid 19 pandemic. The second case, explored in more depth, came from maker-medical collaboration during preparation for a life-threatening operation. Surgeons, confronted with a patient with a delicate heart condition, collaborated with a prototyping facility to print a realistic 3D model of the patient’s aortic aneurysm. The model allowed the surgeons to first study and then experiment to determine the most effective operation procedure before the actual operation, which shortened the surgery time by approximately 70%. Reducing surgery time creates two forms of value: improving patient outcomes and reducing costs. Shorter times under anesthetic and on cardiopulmonary bypass correlate with better surgical results. Reducing healthcare costs brings broad societal benefits in both publicly and privately funded healthcare systems. We outline a case for makerspaces to capture value by joining their expertise and manufacturing equipment with the needs of nearby healthcare systems for novel business development.
Technical Report
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In this concept note, we make the case for creating an in-house makerspace oriented towards the engagement of citizens in technoscientific innovations: the JRC Thinkers ‘N’ Tinkers Makerspace. The idea behind the makerspace is to have a space located in the premises of the JRC that promotes critical thinking and tinkering about technoscientific issues relevant for policy files focusing on their societal implications. We view it as a safe space where we can promote dialogues with civil society through engagements that move beyond discursive methods.
Conference Paper
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Makerspaces—public workshops where makers can share tools and knowledge—are a growing resource for amateurs and professionals alike. While the role of makerspaces in innovation and peer learning is widely discussed, we attempt to look at the wider roles that makerspaces play in public life. Through site visits and interviews at makerspaces and similar facilities across the UK, we have identified additional roles that these spaces play: as social spaces, in supporting wellbeing, by serving the needs of the communities they are located in and by reaching out to excluded groups. Based on these findings, we suggest implications and future directions for both makerspace organisers and community researchers.
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The citizen-science community has a responsible, proactive attitude that is well suited to gene-editing, argues Todd Kuiken
Research
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DIY Science (Do It Yourself Science) includes a great variety of tendencies, variously described as amateur, ‘garage’, ‘citizens’, ‘extreme citizen’ and activist . Although now small and marginal, they will surely grow, along with their challenges to mainstream science. There will be problems to be resolved, as established science loses its monopoly of accredited status in the provision of knowledge and advice. But the challenge should be productive of new thinking and new practices, enriching science in many ways as the two streams interact. There are also internal challenges to DIY Science. Salient among these is the quality assurance of scientific production. Up to now this has been supported by rigid structures of status, that determine who is entitled to be recognised as a ‘scientist’. That status is required for gaining access to the resources that support both research and publication. The system is designed, in part, to protect science against the worst excesses of fraud and charlatanism. In the new and untested forms of social practice of DIY Science, quality assurance will need to be reconstructed in the absence of established institutions of status. There is a already a new ethic for knowledge in open communities of invention, that is well described as ‘creative commons’, which could serve as an example and guide for DIY Science. This workshop invited a group of scholars and practitioners who are committed to the discussion of these important issues, both the interactions with established science and the quality assurance of DIY Science. The workshop concluded with more questions and answers living it clear that these conversations on quality should be continuously pursued.
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Entrepreneurship is essential to the growth and dynamism of countries and regions, forcing policy makers to search for levers to generate new firms within their municipalities. Without public attention, the maker movement, which refers to the democratization of access to and information on using tools, has risen from a fringe hobby to a prominent lifestyle with important implications for public concern. Modernly, tools have been available only to those working within firms and industry or those willing to pay large costs for their procurement. The maker movement presents multiple avenues to increase access to these tools, with the potential for impacts on the quantity and nature of entrepreneurship. My paper explores makerspaces and how they theoretically contribute to business generation and sustainment. As defined in the paper, the maker movement will influence entrepreneurship through three principle channels. The maker movement attracts more individuals into product design, and thus may launch more “accidental entrepreneurs” if they find that their user solutions have a market. Secondly, the maker movement generates dense but diverse networks, creating new ideas and innovative thinking. Lastly, the maker movement lowers the costs for prototyping, making early sales and acquiring outside funding more realistic.
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The Maker Movement is a community of hobbyists, tinkerers, engineers, hackers, and artists who creatively design and build projects for both playful and useful ends. There is growing interest among educators in bringing making into K-12 education to enhance opportunities to engage in the practices of engineering, specifically, and STEM more broadly. This article describes three elements of the Maker Movement, and associated research needs, necessary to understand its promise for education: 1) digital tools, including rapid prototyping tools and low-cost microcontroller platforms, that characterize many making projects; 2) community infrastructure, including online resources and in-person spaces and events; and 3) the maker mindset, aesthetic principles, and habits of mind that are commonplace within the community. It further outlines how the practices of making align with research on beneficial learning environments.
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Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and apply skills, revise ideas, and share new knowledge with others. The authors conclude with a discussion of the implications of their findings for this emergent field.