Strategic Facilitation of Complex Decision-Making

Hernandez, Ariel Macaspac

doi:10.1007/978-3-319-06197-9

Cited by 4 publications

(1 citation statement)

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“…It was emphasized that the objective was to create a visualization that would guide social innovation, taking into consideration issues of polarization of perceptions, and indeed deliberately seeking the exposition and confrontation of opposing reasoning and arguments. This would enable identification of the ranges of tolerance and spaces of agreement, emphasizing the creativity and experimentation of a space of reflexive governance and joint decision making (Hernández, 2014). The process thus sought to deploy a learning cycle based on the reflections of the actors on the themes, on the specific context and on the process itself (Kerr & Tindale, 2004).…”

Section: Phase 2: Back-castingmentioning

confidence: 99%

Building a Coalition with Depoliticized Sustainability Discourse: The Case of a Transdisciplinary Transition Management Arena in Peru

Noboa¹,

Upham²,

Heinrichs³

2019

JSD

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Transition management uses the depoliticized, rational discourse of systems terms, social learning and societal reflexivity. Transdisciplinary sustainability science research similarly uses the politically neutral terms of supporting the coproduction and integration of different types of knowledge. Yet both are clearly normative, resting on notions of participatory democracy and adopting environmental and social sustainability as explicit norms. Here we present the case of a transdisciplinary transition management arena in Peru, convened to develop a vision of a lower carbon, more decentralized and resilient national energy system. We show how the characteristics of the arena can help to foster the necessary conditions for empowerment and how these in turn both support – and are supported by - the ability of participants from different backgrounds generate shared problem statements, visions and strategies, building towards a coalition for change. While it remains to be seen how politically influential such arenas can be in the medium and long term, we show that depoliticized, rational sustainability discourse nonetheless has a political role to play in helping to legitimize informal institutional efforts towards energy policy change. Highlights Transition management and transdisciplinary sustainability science rationales are complementary These rationales are integrated in a Transdisciplinary Transition Management Arena (TTMA) framework The TTMA is applied with Peruvian energy system stakeholders holding marginalised views on energy futures A vision for a low carbon Peru is developed that emphasises the inclusion of distributed renewables The TTMA is assessed in terms of its capacity to support conditions for the empowerment of marginalised policy stakeholders

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Section: Phase 2: Back-castingmentioning

confidence: 99%

Building a Coalition with Depoliticized Sustainability Discourse: The Case of a Transdisciplinary Transition Management Arena in Peru

Noboa¹,

Upham²,

Heinrichs³

2019

JSD

View full text Add to dashboard Cite

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Nigeria-South Africa Relations in the Context of Climate Change: Prospects and Challenges

Olutola

2018

Advances in African Economic, Social and Political Development

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Change in Student Perceptions of Course and Instructor Following Curriculum Change

Agrawal

Khanna

Agrawal

et al. 2020

Decision Sci J Innov Edu

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Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.

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Strategic Facilitation of Complex Decision-Making

Cited by 4 publications

References 0 publications

Building a Coalition with Depoliticized Sustainability Discourse: The Case of a Transdisciplinary Transition Management Arena in Peru

Building a Coalition with Depoliticized Sustainability Discourse: The Case of a Transdisciplinary Transition Management Arena in Peru

Nigeria-South Africa Relations in the Context of Climate Change: Prospects and Challenges

Change in Student Perceptions of Course and Instructor Following Curriculum Change

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