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Rationalising the policy mess?: Ex ante policy assessment and the utilisation of knowledge in the policy process
Stockholms universitet, Stockholm Resilience Centre, Stockholm Environment Institute.
Stockholms universitet, Stockholm Resilience Centre, Stockholm Environment Institute.
Vise andre og tillknytning
2009 (engelsk)Inngår i: Environment and planning A, ISSN 0308-518X, E-ISSN 1472-3409, Vol. 41, nr 5, s. 1185-1200Artikkel i tidsskrift (Fagfellevurdert) Published
sted, utgiver, år, opplag, sider
2009. Vol. 41, nr 5, s. 1185-1200
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-32978DOI: 10.1068/a40266OAI: oai:DiVA.org:su-32978DiVA, id: diva2:282093
Tilgjengelig fra: 2009-12-18 Laget: 2009-12-18 Sist oppdatert: 2017-12-12bibliografisk kontrollert
Inngår i avhandling
1. Social learning in the Anthropocene: Governance of natural resources in human dominated systems
Åpne denne publikasjonen i ny fane eller vindu >>Social learning in the Anthropocene: Governance of natural resources in human dominated systems
2012 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

We live in the Anthropocene – an age where humans dominate natural systems – and there is ample evidence that our current practices degrade the capacity of natural systems to provide us with natural resources. How we, as humans, organize and learn, in communities and among state and other societal actors, constitute a decisive factor for both local management of natural resources and the functioning of the planet Earth. In other words, the outcome of learning has become a matter of governance across multiple levels. This thesis studies the role of social learning in governance of natural resources, asking the following three overarching questions: i) What are the institutional barriers limiting better environmental governance at different scales? ii) Is there a causal connection between social learning and better environmental governance? iii) What are the normative challenges with better environmental governance or social-ecological resilience being linked to the adaptive capacity of actors to learn socially? The primary method is semi-structured in-depth interviews. Papers provide results on institutional barriers such as competency traps and show how customs and current practices and collaborations limit better environmental governance. It is found that social learning might, and might not, lead to better environmental governance, and the causal connection between social learning and better environmental governance is found to be rather weak, with both variables depending on other factors. Enabling policy, a mandate to make broad assessments, or an engaged leader facilitating social learning, are examples of factors that explain the existence of both social learning and outcomes in terms of better environmental governance. It is concluded that since conditions for, and facilitation of, social learning are so important, research should focus more on what initiates social learning and how social learning can be mainstreamed across multiple levels of governance

sted, utgiver, år, opplag, sider
Stockholm: Department of Systems Ecology, Stockholm University, 2012. s. 48
Emneord
social learning, multi-level governance, resilience, adaptability, natural resource management, institutions, policy making, impact assessments
HSV kategori
Forskningsprogram
naturresurshushållning
Identifikatorer
urn:nbn:se:su:diva-74836 (URN)978-91-7447-484-8 (ISBN)
Disputas
2012-06-08, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 09:00 (engelsk)
Opponent
Veileder
Merknad
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted: Paper 4: Submitted; Paper 5: Submitted.Tilgjengelig fra: 2012-05-10 Laget: 2012-03-27 Sist oppdatert: 2012-05-03bibliografisk kontrollert

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