A multi-level perspective on learning about climate change adaptation through international cooperation |
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| Affiliation: | 1. Stockholm Environment Institute, University of York, York, UK;2. Institute of Environmental Systems Research, University of Osnabrück, Osnabrück, Germany;3. Formerly International Water Management Institute, Colombo, Sri Lanka;4. SLU (Swedish University of Agricultural Sciences), Dept. of Soil & Env., Uppsala, Sweden;1. Institute of Environmental Systems Research, Osnabrück University, Barbarastr. 12, 49076 Osnabrück, Germany;2. Institute of Geography, Osnabrück University, Barbarastr. 12, 49076 Osnabrück, Germany;3. Ecologic Institute, Pfalzburger Str. 43/44, 10717 Berlin, Germany;4. Department of Rural Development, College of Agriculture, Isfahan University of Technology, Isfahan 84156-83111, Islamic Republic of Iran;1. Institute of Geography, Osnabrück University, Barbarstr. 12, 49076 Osnabrück, Germany;2. School of Cultural Studies and Social Sciences, European Integration, Osnabrück University, Seminarstraße 33, 49074 Osnabrück, Germany;1. Leibniz Centre for Agricultural Landscape Research (ZALF) e.V., Institute of Socio-Economics, Eberswalder Str. 84, 15374 Müncheberg, Germany;2. University of Hohenheim, Institute of Social Sciences in Agriculture, Subdivision Rural Sociology, Schloss, 70599 Stuttgart, Germany;1. Deltares, PO Box 177, 2600 MH Delft, The Netherlands;2. Department of Policy Analysis, Faculty of Technology Policy and Management, Delft University of Technology, PO Box 5015, 2600 GA, Delft, The Netherlands;3. Department of Water Resources Management, Faculty of Civil Engineering and Geosciences, Delft University of Technology, PO Box 5048, 2600 GA Delft, The Netherlands;4. Institute for Water Research, Rhodes University, PO Box 94, Grahamstown 6140, South Africa |
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| Abstract: | International cooperation and learning may accelerate climate change adaptation and help countries and regions to adapt more effectively and efficiently. Recognizing the importance and opportunities for mutual learning and knowledge transfer, international and supranational organizations, such as the European Commission, have put programmes for international cooperation in place. This paper presents and tests a framework for assessing multi-level learning outcomes of such international cooperation processes and the conditions that produce these outcomes. The framework distinguishes between: (1) group learning by individual process participants; (2) organizational learning by organizations represented in the process; and (3) network and societal learning by actors external to the process. We verify the analytical potential of the framework by comparing learning by six partners in an adaptation-oriented European cooperation project. The project scores rather high on group learning with participants learning from and – to a lesser extent – also with each other. Learning by partner organizations varied and was generally less whereas learning by external actors was very limited. The case study confirms our expectation that learning outcomes are produced by combinations of partner-specific, process-specific and process-external conditions. The presented framework and insights can be used to stimulate learning in and from international cooperation processes. |
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| Keywords: | Learning Social learning Knowledge utilization Climate change adaptation International cooperation Configurational analysis |
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