Policy learning in collaborative environmental governance processes

ABSTRACT

Collaborative governance processes have become a popular mechanism for addressing complex environmental problems. Their success is premised, in part, on the assumption that they promote learning among diverse participants, who are then better equipped to develop creative, consensus-oriented environmental management actions. Significant gaps remain, however, in our understanding of how collaborative governance processes foster learning and what impact increased learning has on policymaking outputs. To investigate these relationships, this study provides one of the first empirical applications of Heikkila and Gerlak's collective learning framework. Key framework concepts are operationalized via interview data and existing literature and then measured via survey data collected from participants in a collaborative environmental governance process in Colorado, U.S. Findings indicate that both internal and exogenous contextual factors affect how much an individual learns within a collective context. Additionally, participants who report more learning also more strongly agree that the process produced favorable outputs and outcomes. These findings advance theories of learning in collaborative contexts and inform process design to maximize learning.     

Organizational learning during policy implementation: lessons from U.S. forest planning

ABSTRACT

Learning is critical for land management agencies implementing new policies in the face of rapid social and ecological change. We investigated learning in the U.S. Forest Service as it implemented new planning regulations. Our research objectives were to: (1) identify collective learning processes and outcomes during this time, and (2) understand factors within the organization supporting or impeding learning. Based on participant observation and 25 interviews with planning personnel, we found evidence of collective learning on individual national forests and across the organization. Several factors helped the agency act as a ‘learning organization,’ including internal networks and tools for information sharing, and meetings for staff to exchange lessons learned. Learning was compromised by limited time and capacity, and lack of internal clarity about balancing the desire for innovation with the need to ensure legal compliance and meet deadlines. This work contributes to the empirical foundations of collective learning theory, allowing us to identify learning processes and outcomes at multiple levels in a public organization, and identifying topics for future research. Based on our exploration of organizational learning, we offer suggestions for how to effectively support learning during times of new policy implementation.     

Urban contractual agreements as an adaptive governance strategy: under what conditions do they work in multi-level cooperation?

ABSTRACT

The Norwegian urban growth agreement (UGA) is a governance platform combining transport-infrastructure development with land-use and transport policy. It is a policy package of measures involving network cooperation between national, regional and local government levels established to coordinate transport and land-use development. Shared responsibility for goal achievement, autonomy and learning and adaptation as new knowledge and experience arise are clear prerequisites for the UGAs. This makes it relevant to investigate the conditions for the UGAs to work as an adaptive governance strategy because their central features are in line with the attributes of adaptive governance. Further, adaptive governance is an approach to handle complex problems like transport development issues. The study shows that UGAs have several strengths in terms of autonomy and learning. However, the multi-level cooperation in the UGAs is framed by complex underlying structures of roles and powers, which challenge the working and legitimacy of the governance structures. Multi-level adaptive governance processes like the UGAs require attention to issues of power and legitimacy. Securing transparency and democratic anchorage is paramount in bringing such processes in line with the intended benefits of adaptive governance.     

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

ABSTRACT

When communities experience disaster, emergency response and recovery are led internally, based on local-level policy decisions and priorities. Decisions about how or whether to rebuild are made by local governments. Higher governmental authorities such as states and provinces may institute their own disaster recovery processes and policies in addition to or in competition with local governments. Greater intergovernmental engagement could increase resources and knowledge, which would yield higher levels of learning and result in superior disaster recovery policy outcomes. The role of higher authorities, then, can have important implications for policy processes and outcomes. The learning literature includes a dearth of studies that analyze the relationships between state and local governments during disaster recovery. We move the learning literature forward by analyzing intergovernmental relationships during disaster recovery. We find that learning within local governments is associated with higher levels of resource flows from state agencies as well as more collaborative intergovernmental relationships. We also find that state governments can improve processes for disaster recovery assistance and bring together disaster-affected local governments to promote learning during the recovery process. While this study focused on relationships constrained by U.S. federal dynamics, the lessons are useful to other multilevel governance systems.     

Collaborative learning for policy innovations: sustainable urban drainage systems in Leicester,England

ABSTRACT

Collaboration among multiple stakeholders is crucial in decentralised governance settings. The success of such collaboration hinges upon collaborative learning – the acquiring, translating, and disseminating of policy-relevant knowledge. However, despite much research, a knowledge gap persists in the public policy literature on the relationship between learning and policy change. It is debated whether learning is necessary and sufficient for policy change, and if so, under what conditions. To contribute to this debate, this paper examined whether collaborative learning has had any impact on the emergence and implementation of sustainable urban drainage systems (SuDS) in Leicester, England. We first examined implementation of SuDS in Leicester, and then study collaborative learning focused on SuDS. We found that implementation of SuDS in Leicester is marginal despite active collaborative learning that has resulted in the change in beliefs and attitudes towards SuDS among all policy actors in the setting. Social dynamics factors and leadership of two SuDS champions proved crucial for collaborative learning. We conclude that collaborative learning, while essential for legitimacy of a policy innovation, is not sufficient for policy change and a national legal and institutional framework is required to incentivise broader SuDS practices in Leicester and England.     

Learning in participatory environmental governance – its antecedents and effects. Findings from a case survey meta-analysis

ABSTRACT

Theory on participatory and collaborative governance maintains that learning is essential to achieve good environmental outcomes. Empirical research has mostly produced individual case studies, and reliable evidence on both antecedents and environmental outcomes of learning remains sparse. Given conceptual ambiguities in the literature, we define governance-related learning in a threefold way: learning as deliberation; as knowledge- and capacity-building; and as informing environmental outputs. We develop nine propositions that explain learning through factors characterizing governance process and context, and three propositions explaining environmental outcomes of learning. We test these propositions drawing on the ‘SCAPE’ database of 307 published case studies of environmental decision-making, using multiple regression models. Results show that learning in all three modes is explained to some extent by a combination of process- and context-related factors. Most factors matter for learning, but with stark differences across the three modes of learning, thus demonstrating the relevance of this differentiated approach. Learning modes build on one another: Deliberation is seen to explain both capacity building and informed outputs, while informed outputs are also explained by capacity building. Contrary to our expectations, none of the learning variables was found to significantly affect environmental outcomes when considered alongside the process- and context-related variables.     

Overcoming socio-ecological vulnerability through community-based social learning: the case of Lomba do Pinheiro in Porto Alegre,Brazil

ABSTRACT

Community-based initiatives and collective learning practices are key themes in sustainability transition processes. This paper presents the results of a participatory study that investigated a local initiative in the community of Lomba do Pinheiro in south Brazil to examine social learning processes in the context of socio-ecological vulnerability. In this community, a group composed of local residents and members representing the public sector and local educational institutions has promoted several learning-oriented actions aimed at restoring a degraded local watershed and improving residents’ livelihoods. This study used social learning as a lens through which the initiative enacted by this group may be understood, and analysed how local conditions, determined by a context of vulnerability, have influenced local processes. We applied a multi-dimensional analytical framework that included individual, collective, and territorial dimensions. The analysis focused on the leading group, the individuals who comprise it, and their actions in the territory, while considering local constraints. Our findings highlight the importance of (1) shared values, mutual trust, and affective bonds for group cohesion as well as concerted action, equalisation of diverse languages within the group, knowledge integration, and initiative persistence; (2) a practical-reflexive approach based on a sequence of actions that catalyses group learning and facilitates advancement within the wider community; and (3) the role of inter-sectoral articulations and the establishment of partnerships to support actions. This paper raises questions about the limits of an exclusively bottom-up approach to solve complex problems in the context of extremely precarious conditions.     

Democratising planetary boundaries: experts,social values and deliberative risk evaluation in Earth system governance

ABSTRACT

Recent debates about the concept of planetary boundaries recall longstanding concerns about whether ecological limits are compatible with ecological democracy. The planetary boundaries framework (originally set out in Rockström et al., 2009a, 2009b) defines values for key Earth-system processes such as climate change and biodiversity that aim to maintain a ‘safe’ distance from thresholds or levels that could endanger human wellbeing. Despite having a significant impact in policy debates, the framework has been criticised as implying an expert-driven approach to governing global environmental risks that lacks democratic legitimacy. Drawing on research on deliberative democracy and the role of science in democratic societies, we argue that planetary boundaries can be interpreted in ways that remain consistent with democratic decision-making. We show how an iterative, dialogical process to formulate planetary boundaries and negotiate ‘planetary targets’ could form the basis for a democratically legitimate division of labour among experts, citizens and policy-makers in evaluating and responding to Earth-system risks. Crucial to this division of evaluative labour is opening up space for deliberative contestation about the value judgments inherent in collective responses to Earth-system risks, while also safeguarding the ability of experts to issue warnings about what they consider to be unacceptable risks.     

Is Learning without teaching possible? The productive tension between network governance and reflexivity

ABSTRACT

Theories of reflexive governance are closely linked with the claim that more traditional modes of coordination have been replaced by networked structures, allowing reflexivity to emerge and reflexive learning to function as a steering mechanism in rapidly changing policy contexts. This paper explores this connection between reflexivity, governance, learning and networks in societal transitions, focusing particularly on the claim that networks will deliver reflexive learning. Using network theories from both policy networks and network governance and a case study of the Canadian agricultural biotechnology (agbiotech) policy network, it suggests that the kind of learning produced in networks will be a function of network structure. In particular, higher order reflexive learning will be compromised by the inevitability of the political struggle for nodality or central place in networks and the ensuing distribution of opportunities for bridging and bonding activities. Networks such as the Canadian agbiotech policy network that may promote learning but not necessarily reflexive learning are increasingly disadvantaged in contemporary policy settings.     

Leveraging the power of learning to overcome negotiation deadlocks in global climate governance and low carbon transitions

ABSTRACT

Learning among actors within the United Nations Framework Convention on Climate Change (UNFCCC) negotiations helped transferring climate policies across countries and changed negotiation positions. Together with group pressure and leadership by key governments and non-national actors, experience, knowledge and belief-based learning types altered the UNFCCC negotiation dynamics and facilitated the Paris Agreement. Governments, the UNFCCC secretariat and NGOs created opportunities for government representatives to explore policy options and learn from each other’ successes of designing and implementing low carbon policies. These experience exchanges during and beyond the UNFCCC meetings were established to help countries share their experiences with low carbon economic development plans to address climate change while decoupling economic growth. Based on elite interviews, participant observation and document analysis, this contribution examines how learning facilitated breakthroughs in international climate negotiations. It finds that structured experience exchange of and reflection on other countries’ and non-national actors’ successful policy experiences can modify national interests as policymakers increasingly understand that climate action can support economic growth. This resulted in a higher willingness to take on more ambitious climate action commitments. Sharing experiences with climate policies can facilitate other actor’s learning how they can adapt successful policies to their specific framework conditions.     

Reflexive governance: exploring the concept and assessing its critical potential for sustainable development. Introduction to the special issue

ABSTRACT

Elaborated in publications on transition management, sustainability governance and deliberative environmental governance, ‘reflexive governance’ addresses concerns about social-ecological vulnerabilities, flawed conceptualisations of human-nature relations fragmented governance regimes and conditions for a sustainability transition. Key barriers to reflexive government include unavoidable politics; the influence of broader discursive systems that shape actors’ strategic interests; and structural and deliberate limitations to the range of admitted epistemological understandings, normative perspectives and material practices. Against this background, the contributions to the special issue provide novel conceptual linkages between reflexive governance and boundary objects, intercultural dialogue, conflict management heuristics, discourse linguistics, theories of the policy cycle and reflexive law, network and learning theories, and Lasswell’s ‘developmental constructs’. Based on the contributions, we identify five inherent conceptual tensions of reflexive governance: between the openness of horizontal learning processes and the desired direction towards sustainable development; between reflexive governance as a normative or procedural concept; between expected learning orientations and other, strategic orientations; between governance as a precondition for reflexivity and reflexive learning as a precondition for reorganized governance structures; and between reflexivity as an open-ended, evolutionary process and the need to strategically defend the space for reflexivity against powerful groups with an interest in the status quo.     

Mediating an invisible policy problem: Nottingham’s rejection of congestion charging

ABSTRACT

This paper presents a qualitative case study of community participation in local air quality management in Nottingham (UK). We analyse Nottingham’s response to a “clean air zone” mandate: despite national government and local community support of this congestion charging policy, the City Council rejected the measure. We focus on the policy framing, with data from policy documents, interviews with government and non-government actors, and observation in local activities. We found that community groups build links with local government in two ways: (1) as a coalition against the national government and austerity measures, and (2) as “neutral”, non-expert communicators of air pollution as an “invisible” policy problem. We show how this invisibility plays a significant role in factors such as trust, risk, responsibility, and policy communication. This research has theoretical implications for the communication of air pollution and practical implications for cities looking to implement similar transport-oriented strategies.     

Diversifying forest expertise: forest journals narrating policy change

ABSTRACT

During policy change, the role of the actors communicating the change to different audiences is accentuated. The media plays an increasing role, either as an actor or by providing a stage for other actors. In particular, specialised journals represent an influential, albeit understudied, sphere of policy studies. We use the narrative policy framework complemented with frame analysis to trace how specialised media can affect policy implementation through implicit suggestions for action. Using this combined approach, we analyse how specialised forest journals, which are the most important forest information source for Finnish forest owners, have conveyed the renewal of forest legislation in Finland. The core message of the journals is that forest owners should, despite their new freedom granted by the reform, rely on experts rather than experimenting when managing their forests. This suggests that the media contributes to a path-dependent continuation of a forest policy that is based on a rationalistic exploitation ethos. The innovative potential, which the policy change aimed at encouraging, is thereby partially undermined. However, the analysis of the narratives also reveals that forest expertise and professionalism are diversifying. This notion is important as diversity can eventually lead to narratives supporting more fundamental change in forests management.     

Policy conflicts in the siting of natural gas pipelines

ABSTRACT

Researchers often focus on the most intense conflicts, skewing our perception of the diversity and nature of policy conflicts. The paper examines the discourse engaged in the siting of three pipeline projects under construction, each with varying levels of conflict, and one rejected project of high conflict. We analyze over 700 newspaper articles that span the life of each proposed pipeline and supplement the news media data with interviews. Using these data, we compare differences in actor types, frames, and behaviors in natural gas pipeline siting processes characterized by high, medium, and low conflict. Comparing the characteristics of energy siting conflicts at varying intensities helps support corresponding portrayals of how people engage in the policy process. This paper offers theoretical and empirical guidance on understanding policy conflict intensity variation.     

Reflexive capacity in local networks for sustainable development: integrating conflict and understanding into a multi-level perspective Transition Framework

ABSTRACT

One core element of reflexive governance is the reflexive capacity-building of actors involved in governance networks. A wider range of actors have to be empowered to understand and improve governance arrangements in order to create second-order reflexivity. As a contribution to this challenge, a heuristic framework is developed from two complementary approaches to reflexive governance: the multi-level perspective (MLP) and the conflict-orientated understanding (COU) approach. The new framework is applied to two case studies – water management and long-term climate adaptation – where it has helped to develop a participatory process to analyse and reflect on local networks and multi-stakeholder arenas. The two contrasting processes are analysed and their contribution to reflexive capacity building is assessed. Building on the findings, further advancements of MLP, COU, and the concept of reflexive governance are recommended.     

Between environmental and ecological democracy: theory and practice at the democracy-environment nexus

ABSTRACT

Concepts of ecological and environmental democracy seek to reconcile two normative ideals: ensuring environmental sustainability while safeguarding democracy. These ideals are frequently conceived as being in conflict, as democracy is perceived as too slow and cumbersome to deliver the urgent large-scale collective action needed to tackle environmental problems. Theories addressing the democracy-environment nexus can be situated on a spectrum from theories of ecological democracy that are more critical of existing liberal democratic institutions to theories of environmental democracy that call for reforming rather than radically transforming or dismantling those institutions. This article reviews theoretical and empirical scholarship on the democracy-environment nexus. We find continued theoretical and empirical diversity in the field, as well as vibrant debates on democratising global environmental politics, local material practices, and non-human representation. We argue for stronger dialogue between environmental political theory and empirical, policy-oriented research on democracy and sustainability, as well as further exploration of complementarities between ecological and environmental democracy. We identify four main areas of challenge and opportunity for theory and practice: public participation and populism; technocracy and expertise; governance across scales; and ecological rights and limits.     

A tale from the Island of Laputa: The UNCHS (Habitat) crowding and health project from the perspective of two reluctant Laputans

Abstract

This paper seeks to explore Canada's response to the global dialogue over sustainable development on two dimensions: policy articulation at the federal and provincial levels and policy implementation at the municipal level. In order to accomplish these goals, this analysis begins by outlining a critical framework for understanding and assessing local sustainable development. Next, it examines the evolution of Canadian federal and provincial policies supportive of sustainable development, including the role played by non‐governmental organisations (NGOs) in enhancing this process. It then contrasts the Canadian promise and experience with that of the USA. In analysing local responses to the call for sustainable communities, it offers a case study of the Hamilton‐Wentworth Vision 2020 sustainable community programme—a North American showcase of sustainable community initiatives.     

Social learning in a policy-mandated collaboration: community wildfire protection planning in the eastern United States

Policies such as the US Healthy Forests Restoration Act (HFRA) mandate collaboration in planning to create benefits such as social learning and shared understanding among partners. However, some question the ability of top-down policy to foster successful local collaboration. Through in-depth interviews and document analysis, this paper investigates social learning and transformative learning in three case studies of Community Wildfire Protection Planning (CWPP), a policy-mandated collaboration under HFRA. Not all CWPP groups engaged in social learning. Those that did learned most about organisational priorities and values through communicative learning. Few participants gained new skills or knowledge through instrumental learning. CWPP groups had to commit to learning, but the design of the collaborative-mandate influenced the type of learning that was most likely to occur. This research suggests a potential role for top-down policy in setting the structural context for learning at the local level, but also confirms the importance of collaborative context and process in fostering social learning.     

A rights foundation for ecological democracy

ABSTRACT

What would it mean to conceptualize some environmental relationships as bundles of rights, rather than as a good as generally defined by liberalism? Environmental rights are a category of human rights necessarily central to both democracy and global environmental protection and governance (ecological democracy). The world of democratic politics and governance since mid-twentieth century has been transformed by a rights revolution in which recognized rights have come to constitute a ‘global normative order.’ There are several policy spaces in which persuasive environmental rights discourses have been emerging from existing or foreseeable congruences of elite and popular environmental norms, including (1) rights involving access to information and decision-making processes; (2) rights ensuring access to food and water; and (3) rights providing environmental security to all. We analyze these three rights discourses and assess their current and necessary future trajectories. We identify next steps in achieving better understanding and more meaningful establishment of environmental rights and their integration into our thinking about human rights, with attention to how they can be reconciled with the social and cultural diversity of democratic environmental governance in coming turbulent times.     

Mediated Modeling in Water Resource Dialogues Connecting Multiple Scales

We observe a paradigm shift toward collaborative, multi‐level (from local to global) water management and suggestions for scale‐related design principles in the literature. Decision‐support tools are needed that can help achieve scale design principles. Mediated modeling (MM) refers to model building with people, rather than for people. This tool belongs to a family of participatory, systems oriented tools. This article explores their suitability for addressing challenges and principles that arise at multiple‐scales. MM can promote the understanding of cross‐level and cross‐scale links, creating salient, credible, and legitimate knowledge and encouraging boundary functions. Prerequisites for successful MM processes include an openness and willingness to collaborative learning. As new “meso‐level” institutions emerge to address complex challenges in water management collaboratively, tools like MM may play an important role in structuring dialogues, developing adaptive management capacity and advance an ecosystem services approach.