Tackling key challenges around learning in environmental governance

Gerlak, Andrea K.; Heikkila, Tanya

doi:10.1080/1523908x.2019.1633031

Cited by 13 publications

(8 citation statements)

References 30 publications

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“…Another important strand has been critical inquiry into new modes of governance, including multi-level and collaborative governance. Examples include the special issues on scale in environmental policy making (Newig & Moss, 2017), on policy learning (Gerlak & Heikkila, 2019), a special section on transparency in environmental governance (Gupta et al, 2020) and an upcoming Special Issue (2020) on harder soft governance. JEPP has also provided a forum for fundamental questions of environmental governance, including Special Issues on the governance of sustainable development (Newig et al, 2007) and on ecological democracy (Pickering et al, 2020).…”

Section: Jepp: a Brief Retrospectivementioning

confidence: 99%

21 years of research for the twenty-first century: revisiting the journal of environmental policy and planning

Ellis

Gerlak

Daugbjerg

et al. 2020

Journal of Environmental Policy & Planning

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Section: Jepp: a Brief Retrospectivementioning

confidence: 99%

21 years of research for the twenty-first century: revisiting the journal of environmental policy and planning

Ellis

Gerlak

Daugbjerg

et al. 2020

Journal of Environmental Policy & Planning

Self Cite

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“…Our motivation for using the collective learning framework stems from the observation that despite its growing prominence, few studies have applied it outside western contexts (Gerlak & Heikkila, 2019). Further, most applications using this framework focus more on environmental policy topics, such as forestry management (Ricco & Schultz, 2019), watershed management (Koebele, 2019), and climate change negotiations (Newig et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Collective learning and COVID‐19 mitigation in Ghana

Osei‐Kojo

Kenney

Damoah

et al. 2022

Review of Policy Research

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COVID‐19 has created significant uncertainty and disruption among governments and people across the globe. Policy studies present various theoretical frameworks that allow scholars and practitioners to make sense of these developments in a structured and systematic fashion. In this paper, we combined the collective learning framework with documentary data and process tracing analysis to describe, first, the features of the COVID‐19 collective learning setting in Ghana. Next, we explored the linkages among learning processes, learning products, and COVID‐19 mitigation. We found that diverse policy actors operated at distinct levels of government and performed different functions in managing the pandemic. Furthermore, we confirmed all three phases of learning (acquisition, translation, and dissemination) in Ghana's context. Lastly, policies, such as public gathering management, mandatory mask‐wearing, partial lockdown, and fiscal and tax reliefs enabled the government to mitigate the pandemic's impact on people. We conclude by highlighting the implications of these findings for policy learning scholarship.

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“…Additionally, cities grow fast, and in combination with a changing climate, there emerges a cocktail of water-related risks, e.g., floods, storms, drought, and pollution [3][4][5]. Good water governance in urban areas therefore requires continuous learning by policy-makers, managers, and other stakeholders [6][7][8][9][10]. However, changes in urban water governance are often incidental [11] and slow in coming [12][13][14][15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

“…An increasing number of scholars and practitioners are turning towards social learning to provide timely, adaptive, systemic, and transformative water governance [10,[19][20][21]. Social learning generally refers to changes in collective understanding that result from the exchange of knowledge and experiences and lead to changes in practice [22][23][24].…”

Section: Introductionmentioning

confidence: 99%

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Urban Water Governance and Learning—Time for More Systemic Approaches?

Johannessen

Mostert

2020

Sustainability

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Social learning, especially triple-loop social learning involving institutional and governance changes, has great potential to address urban water issues such as flooding, drought, and pollution. It facilitates urban transition and the adoption of more systemic approaches and innovations. Social learning in water governance is a growing field, but the triple-loop learning concept remains vague and underexplored. Additionally, the focus is often on how social learning can contribute to progress with little attention being paid to barriers to learning. The aim of this paper is to increase understanding of triple-loop social learning to improve the “learning infrastructure”. It investigates key learning barriers for realizing green (livable) and adaptive cities in Malmö and Gothenburg, Sweden. Integration of nature-based solutions in spatial planning and development of these cities has been slow. The results found three types of barriers contributing to this: systemic (disconnecting parts with the whole); opacity (reducing communication between error detection and correction); and process-related (reducing the adoption of innovations). The paper contributes to understanding the social learning barriers for implementing planning. These insights could help overcome “adaptation inertia” and speed up policy learning towards sustainability and resilience.

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Tackling key challenges around learning in environmental governance

Cited by 13 publications

References 30 publications

21 years of research for the twenty-first century: revisiting the journal of environmental policy and planning

21 years of research for the twenty-first century: revisiting the journal of environmental policy and planning

Collective learning and COVID‐19 mitigation in Ghana

Urban Water Governance and Learning—Time for More Systemic Approaches?

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