Intergovernmental relationships after disaster: state and local government learning during flood recovery in Colorado

Crow, Deserai A.; Albright, Elizabeth A.

doi:10.1080/1523908x.2019.1623660

Cited by 56 publications

(38 citation statements)

References 46 publications

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“…The authors in this special issue further illustrate the importance of triangulation and transparency of methods. Multiple methods, with transparency in protocols, for building rich case studies can be seen in the research by Crow and Albright (2019), Mukhtarov et al, (2019), and Ricco and Schultz (2019). Mukhtarov et al, (2019), for instance, undertake 18 semi-structured interviews; process tracing; directly asking interviewees about products and process factors associated with learning; and what external issues facilitated or hindered collaborative learning.…”

Section: Meeting Challenge 2: Rigorous Methods and Research Designs Fmentioning

confidence: 99%

“…For example, two of the papers in this special issue look at urban flood risk in European cities (De Voogt & Patterson, 2019;Mukhtarov, Dieperink, Driessen & Riley, 2019). Other researchers examine learning in planning processes in forestry management (Ricco & Schultz, 2019), new collaborative mechanisms around water management (Koebele, 2019), and learning in disaster recovery processes (Crow & Albright, 2019). In addition, researchers examine learning in climate negotiations resulting in the 2015 Paris Agreement (Rietig, 2019) and across a broader set of case studies from publications of environmental governance processes involving stakeholder participation (Newig, Kochskämper, & Challies, 2019).…”

Section: Setting the Stage: Diverse Perspectives On Learningmentioning

confidence: 99%

“…Several follow a synthetic and integrative theoretical approach to the learning scholarship (De Voogt & Patterson, 2019;Newig et al, 2019;Rietig, 2019), while others apply a collective learning framework that we developed to guide analyses of the social, structural, and technical factors that can influence learning processes and products (Heikkila & Gerlak, 2013). Methodologically, some of the more common approaches used to study learning in this special issue include document analysis, interviews, and surveys (Crow & Albright, 2019;De Voogt & Patterson, 2019;Koebele, 2019;Ricco & Schultz, 2019;Rietig, 2019). We also see the use of process tracing and ethnographic approaches (Mukhtarov et al, 2019), participant observation (Ricco & Schultz, 2019;Rietig, 2019), and a meta-analysis of existing literature (Newig et al, 2019).…”

Section: Setting the Stage: Diverse Perspectives On Learningmentioning

confidence: 99%

“…She differentiates between three basic archetypes of learning from the public policy literature: factual, experiential, and belief change, and how these types differ from the individual to organizational levels. Crow and Albright (2019) define learning around both processes and products, and recognize that it is important to link learning products to evidence from individuals involved in learning processes. As shown in their Supplemental Table 1, Crow and Albright further recognize the wide diversity of types of learning in the literature (e.g.…”

Section: Meeting Challenge 1: Clarity and Precision In Conceptualizinmentioning

confidence: 99%

“…social, political, policy-oriented, instrumental) and how the indicators and products of learning vary across these types. One of the benefits of differentiating among types of learning is that it can reveal or lead to different theoretical insights about the drivers of learning, as demonstrated by Newig et al (2019), or provide ways to look at differing levels or intensity of learning, as shown by Crow and Albright (2019).…”

Section: Meeting Challenge 1: Clarity and Precision In Conceptualizinmentioning

confidence: 99%

See 4 more Smart Citations

Tackling key challenges around learning in environmental governance

Gerlak

Heikkila

2019

Journal of Environmental Policy & Planning

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Section: Meeting Challenge 2: Rigorous Methods and Research Designs Fmentioning

confidence: 99%

Section: Setting the Stage: Diverse Perspectives On Learningmentioning

confidence: 99%

Section: Setting the Stage: Diverse Perspectives On Learningmentioning

confidence: 99%

Section: Meeting Challenge 1: Clarity and Precision In Conceptualizinmentioning

confidence: 99%

Section: Meeting Challenge 1: Clarity and Precision In Conceptualizinmentioning

confidence: 99%

See 3 more Smart Citations

Tackling key challenges around learning in environmental governance

Gerlak

Heikkila

2019

Journal of Environmental Policy & Planning

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Illuminating the collective learning continuum in the Colorado River Basin Science‐Policy Forums

Hovis,

Gerlak,

Heikkila

et al. 2024

Env Pol Gov

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Although considerable research over the past two decades has examined collective learning in environmental governance, much of this scholarship has focused on cases where learning occurred, limiting our understanding of the drivers and barriers to learning. To advance knowledge of what we call the “collective learning continuum,” we compare cases of learning to cases where learning was not found to occur or its effects were “blocked.” Through semi‐structured interviews with key stakeholders in science‐policy forums in the Colorado River Basin, a large and complex river basin in western North America, we examine differences and patterns that explain moments of learning, blocked learning, or non‐learning, drawing insights from the collective learning framework. Our results find various factors that influence learning, blocked learning, and non‐learning. We discover technical and social factors as common drivers of both learning and blocked learning. In contrast, we find more structural factors associated with non‐learning. At the same time, the cases reveal insights about the role of political factors, such as timing, legal constraints, and priorities, which are underdeveloped in the collective learning framework. Overall, these findings advance theoretical knowledge of the collective learning continuum and offer practical insights that may strengthen the coordination of science and management for effective governance within the Basin.

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Two's a company, three's a cloud: Explaining the effect of natural disasters on health‐based violations in drinking water

Chen,

Fisk,

Mayer

et al. 2023

Risk Hazard & Crisis Pub Pol

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Identifying violations is at the heart of environmental compliance, especially detecting contaminants that endanger human health and safety. A review of state drinking water compliance programs demonstrates that the rate and frequency of identifying health‐based violations varies significantly across the states. Previous scholarship has attributed much of this variation to anthropogenic causes. Less studied is the role of natural disasters and other natural events, which may also influence compliance outcomes. To address this gap, we build and utilize a novel data set of state‐reported health‐based violations reported under the Safe Drinking Water Act (SDWA) from 1993 to 2016. We are particularly interested in the role that events, such as severe storms, hurricanes, floods, and fires, have on the patterns of health‐based violations. Results indicate that not all focusing events are created equally and that severe storms and hurricanes are associated with state agencies identifying a flurry of violations as compared to fires and flooding.

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Intergovernmental relationships after disaster: state and local government learning during flood recovery in Colorado

Cited by 56 publications

References 46 publications

Tackling key challenges around learning in environmental governance

Tackling key challenges around learning in environmental governance

Illuminating the collective learning continuum in the Colorado River Basin Science‐Policy Forums

Two's a company, three's a cloud: Explaining the effect of natural disasters on health‐based violations in drinking water

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