TY - JOUR

T1 - Learning in environmental governance: opportunities for translating theory to practice

AU - Gerlak, Andrea K.

AU - Heikkila, Tanya

AU - Newig, Jens

PY - 2020/9/2

Y1 - 2020/9/2

N2 - Environmental governance is characterized by complex dynamic issues where new knowledge is constantly emerging that can shape how we understand the system and what kinds of policies and strategies are most effective. As a result, targeted mechanisms to acquire, translate, and disseminate knowledge into new policies are critical for adaptive environmental governance. The scholarship on learning in environmental governance has exploded in the past two decades leading to new empirical and theoretical insights. However, lacking from this literature is an examination of how these insights can inform practice. Here we explore evidence from the scholarship studying learning in environmental governance that can inform practitioners who engage in and manage environmental planning and decision-making processes. Three key factors are drawn from the scholarship that may foster learning: face-to-face dialog that is open and ongoing; cross-scale linkages; and investments in institutional rules, norms, and shared strategies for intentional learning. We translate these findings into strategies for environmental governance practitioners and explore how to mitigate some of the factors that constrain learning across many governance contexts.

AB - Environmental governance is characterized by complex dynamic issues where new knowledge is constantly emerging that can shape how we understand the system and what kinds of policies and strategies are most effective. As a result, targeted mechanisms to acquire, translate, and disseminate knowledge into new policies are critical for adaptive environmental governance. The scholarship on learning in environmental governance has exploded in the past two decades leading to new empirical and theoretical insights. However, lacking from this literature is an examination of how these insights can inform practice. Here we explore evidence from the scholarship studying learning in environmental governance that can inform practitioners who engage in and manage environmental planning and decision-making processes. Three key factors are drawn from the scholarship that may foster learning: face-to-face dialog that is open and ongoing; cross-scale linkages; and investments in institutional rules, norms, and shared strategies for intentional learning. We translate these findings into strategies for environmental governance practitioners and explore how to mitigate some of the factors that constrain learning across many governance contexts.

KW - Environmental Governance

KW - learning

KW - environment

KW - lessons

KW - governance

KW - policy

KW - Learning

KW - Environment

KW - lessons

KW - Governance

KW - policy

UR - http://www.scopus.com/inward/record.url?scp=85087127414&partnerID=8YFLogxK

U2 - 10.1080/1523908X.2020.1776100

DO - 10.1080/1523908X.2020.1776100

M3 - Journal articles

VL - 22

SP - 653

EP - 666

JO - Journal of Environmental Policy & Planning

JF - Journal of Environmental Policy & Planning

SN - 1523-908X

IS - 5

ER -