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

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Standard

Learning in participatory environmental governance – its antecedents and effects. Findings from a case survey meta-analysis. / Newig, Jens; Jager, Nicolas Wilhelm; Kochskämper, Elisa et al.
in: Journal of Environmental Policy & Planning, Jahrgang 21, Nr. 3, 2019, S. 213-227.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Harvard

APA

Vancouver

Bibtex

@article{afa7f31ce639446db4c1ddda9936cca0,
title = "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 {\textquoteleft}SCAPE{\textquoteright} 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.",
keywords = "Sustainability Science, sustainability governance, Politics, participatory governance, collaborative governance, knowledge exchange, multiple regression, case survey method",
author = "Jens Newig and Jager, {Nicolas Wilhelm} and Elisa Kochsk{\"a}mper and Edward Challies",
note = "Funding Information: This work was supported by Deutsche Forschungsgemeinschaft [grant number NE 1207/2–1 {\textquoteleft}ECOPAG{\textquoteright}]; FP7 Ideas: European Research Council [grant number 263859 {\textquoteleft}EDGE{\textquoteright}]. Publisher Copyright: {\textcopyright} 2019, {\textcopyright} 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",
year = "2019",
doi = "10.1080/1523908X.2019.1623663",
language = "English",
volume = "21",
pages = "213--227",
journal = "Journal of Environmental Policy & Planning",
issn = "1523-908X",
publisher = "Routledge Taylor & Francis Group",
number = "3",

}

RIS

TY - JOUR

T1 - Learning in participatory environmental governance – its antecedents and effects. Findings from a case survey meta-analysis

AU - Newig, Jens

AU - Jager, Nicolas Wilhelm

AU - Kochskämper, Elisa

AU - Challies, Edward

N1 - Funding Information: This work was supported by Deutsche Forschungsgemeinschaft [grant number NE 1207/2–1 ‘ECOPAG’]; FP7 Ideas: European Research Council [grant number 263859 ‘EDGE’]. Publisher Copyright: © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

PY - 2019

Y1 - 2019

N2 - 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.

AB - 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.

KW - Sustainability Science

KW - sustainability governance

KW - Politics

KW - participatory governance

KW - collaborative governance

KW - knowledge exchange

KW - multiple regression

KW - case survey method

UR - http://www.scopus.com/inward/record.url?scp=85067060142&partnerID=8YFLogxK

U2 - 10.1080/1523908X.2019.1623663

DO - 10.1080/1523908X.2019.1623663

M3 - Journal articles

VL - 21

SP - 213

EP - 227

JO - Journal of Environmental Policy & Planning

JF - Journal of Environmental Policy & Planning

SN - 1523-908X

IS - 3

ER -

Dokumente

DOI

Zuletzt angesehen

Publikationen

  1. Dani Bunten Wants to Play
  2. Being A.N.Other
  3. Health literacy action framework for health emergencies and infodemics
  4. Organizational error management culture and its impact on performance: a two-study replication
  5. Informal and formal lesson planning in school internships
  6. Irish English and Variational Pragmatics
  7. Mehrsprachigkeit und Interkulturalität in Fremdsprachenportfolios
  8. Multiplexed supply of a MISO wireless power transfer system for battery-free wireless sensors
  9. Numerical investigation of laser beam-welded AA2198 joints under different artificial ageing conditions
  10. Pivot to Persevere
  11. Aufgaben 2.0
  12. Mental models and attentional processes in car driving
  13. The influence of native versus exotic streetscape vegetation on the spatial distribution of birds in suburbs and reserves
  14. Implementation of the location-based Game Application Nebolus to promote Health Literacy in the Community Environment. Results of a qualitative Study
  15. Productivity and size of the export market
  16. The relationship between empathic concern and perceived personal costs for helping and how it is affected by similarity perceptions
  17. Dynamic norms drive sustainable consumption
  18. Jenny and Abigail on the rocks
  19. Processes of sustainability transformation across systems scales: leveraging systemic change in the textile sector
  20. Berufsorientierte Schreibkompetenz mithilfe von SRSD fördern
  21. Environmental informatics and industrial ecology
  22. The Search for Sanctuary
  23. Pathways to energy transition
  24. Lehre in Zeiten von COVID-19
  25. A comprehensive assessment of ecosystem services
  26. Niche segregation in microhabitat use of three sympatric Cyrtodactylus in the Phong Nha-Ke Bang National Park, Central Vietnam
  27. Sustainable use of soils and time
  28. Vom Cassislikör zur E-Commerce-Richtlinie

Presse / Medien

  1. Gadget-Inspektor