Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cc8bf7c57-77pjf Total loading time: 0 Render date: 2024-12-12T01:27:58.385Z Has data issue: false hasContentIssue false
Series:   Elements in Earth System Governance

Learning for Environmental Governance

Insights for a More Adaptive Future

Published online by Cambridge University Press:  22 April 2024

Andrea K. Gerlak  and
Tanya Heikkila
Andrea K. Gerlak
Affiliation:
University of Arizona
Tanya Heikkila
Affiliation:
University of Colorado, Denver

Summary

Learning is critical for our capacity to govern the environment and adapt proactively to complex and emerging environmental issues. Yet, underlying barriers can challenge our capacity for learning in environmental governance. As a result, we often fail to adequately understand pressing environmental problems or produce innovative and effective solutions. This Element synthesizes insights from extensive academic and applied research on learning around the world to inform both research and practice. We distill the social and structural features of governance to help researchers and practitioners better understand, diagnose, and support learning and more adaptive responses to environmental problems.
Get access

Keywords

learningadaptive governanceenvironmental governancepolicy learningenvironmental change
Type
Element
Information
Series: Elements in Earth System Governance
Online ISBN: 9781009461115
Publisher: Cambridge University Press
Print publication: 16 May 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adelle, C., Black, G., & Kroll, F. (2022). Digital storytelling for policy impact: Perspectives from co-producing knowledge for food system governance in South Africa. Policy Press, 18, 336–55.Google Scholar
Adler, N. J. (2006). The arts & leadership: Now that we can do anything, what will we do? Academy of Management Learning and Education, 5(4), 486–99.CrossRefGoogle Scholar
African Activists for Climate Justice Project (AACJ). (nd). About Us. https://aacj.africa/#:~:text=About%20Us-,The%20African%20Activists%20for%20Climate%20Justice%20(AACJ)%20project%20%E2%80%93%20a,halthy%20environment%20and%20self%2Ddetermination.Google Scholar
Albright, E. A., & Crow, D. (2019). Beliefs about climate change in the aftermath of extreme flooding. Climatic Change, 155(1), 1–17.CrossRefGoogle Scholar
Andrade, R., van Riper, C. J., Goodson, D. J., Johnson, D. N., Stewart, W., López-Rodríguez, M. D., Cebrián-Piqueras, M. A., Horcea-Milcu, A. I., Lo, V., & Raymond, C. M. (2023). Values shift in response to social learning through deliberation about protected areas. Global Environmental Change, 78, 102630.CrossRefGoogle Scholar
Argote, L. (2011). Organizational learning research: Past, present and future. Management Learning, 42(4), 439–46.CrossRefGoogle Scholar
Argyris, C. and Schön, D. (1996). Organizational learning II. Reading, MA: Addison-Wesley.Google Scholar
Argyris, C., & Schön, D. A. (1997). Organizational learning: A theory of action perspective. Reis, 77/78, 345–48.Google Scholar
Armitage, D., Marschke, M., & Plummer, R. (2008). Adaptive co-management and the paradox of learning. Global Environmental Change, 18(1), 86–98.CrossRefGoogle Scholar
Armitage, D., Berkes, F., Dale, A., Kocho-Schellenberg, E., & Patton, E. (2011). Co-management and the co-production of knowledge: Learning to adapt in Canada’s Arctic. Global Environmental Change, 21(3), 995–1004.CrossRefGoogle Scholar
Armitage, D., Dzyundzyak, A., Baird, J., Bodin, Ö., Plummer, R., & Schultz, L. (2018). An approach to assess learning conditions, effects, and outcomes in environmental governance. Environmental Policy and Governance, 28(1), 3–14.CrossRefGoogle Scholar
Baker, Z., Ekstrom, J. A., Meagher, K. D., Preston, B. L., & Bedsworth, L. (2020). The social structure of climate change research and practitioner engagement: Evidence from California. Global Environmental Change, 63, 102074.CrossRefGoogle Scholar
Barnett, B. G. (1995). Developing reflection and expertise: Can mentors make the difference? Journal of Educational Administration, 33(5), 45–59.CrossRefGoogle Scholar
Barrouillet, P. (2015). Theories of cognitive development: From Piaget to today. Developmental Review, 38, 1–12.CrossRefGoogle Scholar
Bathke, D. J., Haigh, T., Bernadt, T., Wall, N., Hill, H., & Carson, A. (2019). Using serious games to facilitate collaborative water management planning under climate extremes. Journal of Contemporary Water Research and Education, 167(1), 50–67.CrossRefGoogle Scholar
Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323–70.CrossRefGoogle Scholar
Beach, D., & Smeets, S. (2022). Once bitten, twice shy: The overgeneralization trap and epistemic learning after policy failure. Politics and Policy, 50(6), 1177–202.CrossRefGoogle Scholar
Ben-Haim, Y. (2019). Info-Gap decision theory (IG). In Marchau, V. A. W. J., Walker, W. E., Bloemen, P. J. T. M., & Popper, S. W., eds. Decision making under deep uncertainty: From theory to practice. Cham: Springer Publishers, pp. 93–116.CrossRefGoogle Scholar
Bendt, P., Barthel, S., & Colding, J. (2013). Civic greening and environmental learning in public-access community gardens in Berlin. Landscape and Urban Planning, 109(1), 18–30.CrossRefGoogle Scholar
Bendtsen, E. B., Clausen, L. P. W., & Hansen, S. F. (2021). A review of the state-of-the-art for stakeholder analysis with regard to environmental management and regulation. Journal of Environmental Management, 279, 111773.CrossRefGoogle ScholarPubMed
Bennett, C., & Howlett, M. (1992). The lessons of learning: Reconciling theories of policy learning and policy change. Policy Sciences, 25, 275–94.CrossRefGoogle Scholar
Bennett, C. J. (1997). Understanding ripple effects: The cross-national adoption of policy instruments for bureaucratic accountability. Governance, 10(3), 213–33.CrossRefGoogle Scholar
Benson, L., Petersen, K., & Stein, J. (2007). Anasazi (pre-Columbian Native-American) migrations during the middle-12th and late-13th centuries–were they drought induced? Climatic Change, 83(1–2), 187–213.CrossRefGoogle Scholar
Berardo, R., & Scholz, J. T. (2010). Self‐organizing policy networks: Risk, partner selection, and cooperation in estuaries. American Journal of Political Science, 54(3), 632–49.CrossRefGoogle Scholar
Betsill, M. M., & Bulkeley, H. (2004). Transnational networks and global environmental governance: The cities for climate protection program. International Studies Quarterly, 48(2), 471–93.CrossRefGoogle Scholar
Beunen, R., Patterson, J., & van Assche, K. (2017). Governing for resilience: The role of institutional work. Current Opinion in Environmental Sustainability, 28, 10–16.CrossRefGoogle Scholar
Bietti, L. M., Tilston, O., & Bangerter, A. (2019). Storytelling as adaptive collective sensemaking. Topics in Cognitive Science, 11, 710–32.CrossRefGoogle ScholarPubMed
Birkland, T. A., (1997). After disaster: Agenda setting, public policy, and focusing events. Washington, DC: Georgetown University Press.Google Scholar
Bodin, Ö., Crona, B. & Ernstson, H. (2006). Social networks in natural resource management: What is there to learn from a structural perspective? Ecology and Society, 11, r2.CrossRefGoogle Scholar
Bodin, Ö. (2017). Collaborative environmental governance: Achieving collective action in social-ecological systems. Science, 357(6352), 1–8.CrossRefGoogle ScholarPubMed
Bodin, Ö., Baird, J., Schultz, L., Plummer, R., & Armitage, D. (2020). The impacts of trust, cost and risk on collaboration in environmental governance. People and Nature, 2(3), 734–49.CrossRefGoogle Scholar
Bomberg, E. (2007). Policy learning in an enlarged European Union: Environmental NGOs and new policy instruments. Journal of European Public Policy, 14(2), 248–68.CrossRefGoogle Scholar
Bohensky, E. L., & Maru, Y. (2011). Indigenous knowledge, science, and resilience: What have we learned from a decade of international literature on “integration”? Ecology and Society, 16(4), 6.CrossRefGoogle Scholar
Boris, V. (2017). What makes storytelling so effective for learning? Harvard Business School Corporate Learning. www.harvardbusiness.org/what-makes-storytelling-so-effective-for-learning/.Google Scholar
Brewer, M. B. (1999). The psychology of prejudice: Ingroup love and outgroup hate? Journal of Social Issues, 55(3), 429–44.CrossRefGoogle Scholar
Brulle, R. J., Aronczyk, M., & Carmichael, J. (2020). Corporate promotion and climate change: An analysis of key variables affecting advertising spending by major oil corporations, 1986–2015. Climatic Change, 159(1), 87–101.CrossRefGoogle Scholar
Brummel, R. F., Nelson, K. C., Souter, S. G., Jakes, P. J., & Williams, D. R. (2010). Social learning in a policy-mandated collaboration: Community wildfire protection planning in the eastern United States. Journal of Environmental Planning and Management, 53(6), 681–99.CrossRefGoogle Scholar
Burch, S., Gupta, A., Inoue, C. Y. A., Kalfagianni, A., Persson, Å., Gerlak, A. K., Ishii, A., Patterson, J., Pickering, J., Scobie, M., Van der Heijden, J., Vervoort, J., Adler, C., Bloomfield, M., Djalante, R., Dryzek, J., Galaz, V., Gordon, C., Harmon, R., Jinnah, S., & Zondervan, R. (2019). New directions in earth system governance research. Earth System Governance, 1, 100006.CrossRefGoogle Scholar
Butler, D. M., Volden, C., Dynes, A. M., & Shor, B. (2017). Ideology, learning, and policy diffusion: Experimental evidence. American Journal of Political Science, 61(1), 37–49.CrossRefGoogle Scholar
Buzinde, C. N., Manuel-Navarrete, D., & Swanson, T. (2020) Co-producing sustainable solutions in indigenous communities through scientific tourism. Journal of Sustainable Tourism, 28(9),1255–71CrossRefGoogle Scholar
Carlile, P. R. (2004). Transferring, translating, and transforming: An integrative framework for managing knowledge across boundaries. Organizational Science, 15(5), 555–68.CrossRefGoogle Scholar
Chaffin, B. C., Gosnell, H., & Cosens, B. A. (2014). A decade of adaptive governance scholarship: Synthesis and future directions. Ecology and Society, 19(3), 56.CrossRefGoogle Scholar
Cheng, A. S., Danks, C., & Allred, S. R. (2011). The role of social and policy learning in changing forest governance: An examination of community-based forestry initiatives in the US. Forest Policy and Economics, 13(2), 89–96.CrossRefGoogle Scholar
Coghlan, A. T., Preskill, H., & Tzavaras-Catsambas, T. (2003). An overview of appreciative inquiry in evaluation. New Directions for Evaluation, 100, 5–22.CrossRefGoogle Scholar
Crona, B. I., & Parker, J. N. (2012). Learning in support of governance: Theories, methods, and a framework to assess how bridging organizations contribute to adaptive resource governance. Ecology and Society, 17(1), 32. https://www.ecologyandsociety.org/vol17/iss1/art32/.CrossRefGoogle Scholar
Crossan, M. M., Lane, H., & White, R. E. (1999). An organizational learning framework: From intuition to institution. Academy of Management Review, 24(3), 522–37.CrossRefGoogle Scholar
Crow, D. A., & Albright, E. A. (2019). Intergovernmental relationships after disaster: State and local government learning during flood recovery in Colorado. Journal of Environmental Policy and Planning, 21(3), 257–74.CrossRefGoogle Scholar
Crow, D. A., DeLeo, R. A., Albright, E. A., Taylor, K., Birkland, T., Zhang, M., Koebele, E., Jeschke, N., Shanahan, E.A., & Cage, C. (2023). Policy learning and change during crisis: COVID‐19 policy responses across six states. Review of Policy Research, 40(1), 10–35.CrossRefGoogle Scholar
da Silva Wells, C., van Lieshout, R., & Uytewaal, E. (2013). Monitoring for learning and developing capacities in the WASH sector. Water Policy, 15(S2), 206–25.CrossRefGoogle Scholar
Dale, A., & Armitage, D. (2011). Marine mammal co-management in Canada’s Arctic: Knowledge co-production for learning and adaptive capacity. Marine Policy, 35(4), 440–49.CrossRefGoogle Scholar
Davidson-Hunt, I. J., & O’Flaherty, R. M. (2007). Researchers, indigenous peoples, and place-based learning communities. Society and Natural Resources, 20(4), 291–305.CrossRefGoogle Scholar
Davis, E. J., Huber-Stearns, H., Cheng, A.S., & Jacobson, M. (2021). Transcending parallel play: Boundary spanning for collective action in wildfire management. Fire, 4, 41.CrossRefGoogle Scholar
DeCaro, D. A., Arnold, C. A., Boamah, E. F., & Garmestani, A. S. (2017). Understanding and applying principles of social cognition and decision making in adaptive environmental governance. Ecology and Society, 22(1), 33.CrossRefGoogle ScholarPubMed
De Voogt, D. L., & Patterson, J. J. (2019). Exogenous factors in collective policy learning: The case of municipal flood risk governance in the Netherlands. Journal of Environmental Policy and Planning, 21(3), 302–19.CrossRefGoogle Scholar
Delta Independent Science Board. (2016). Improving adaptive management in the Sacramento San-Joaquin Delta. Sacramento, CA: Delta Stewardship Council. https://deltacouncil.ca.gov/pdf/isb/products/2016-02-19-adaptive-management-report.pdf.Google Scholar
Delta Stewardship Council. (2023a). Delta plan. Sacramento, CA: Delta Stewardship Council. https://deltacouncil.ca.gov/delta-plan/.Google Scholar
Delta Stewardship Council. (2023b). Adaptive management. Sacramento, CA: Delta Stewardship Council. https://deltacouncil.ca.gov/delta-science-program/adaptive-management.Google Scholar
Deverell, E. (2009). Crises as learning triggers: Exploring a conceptual framework of crisis induced learning. Journal of Contingencies and Crisis Management, 17(3), 179–88.CrossRefGoogle Scholar
Di Giulio, M., & Vecchi, G. (2019). Multilevel policy implementation and the where of learning: The case of the information system for school buildings in Italy. Policy Sciences, 52(1), 119–35.CrossRefGoogle Scholar
Djalante, R., & Siebenhüner, B. (2021). Adaptiveness: Changing earth system governance. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Dow, K., Haywood, B., Kettle, N., & Lackstrom, K. (2013). The role of ad hoc networks in supporting climate change adaptation: A case study from the southeastern United States. Regional Environmental Change, 13(1), 1235–44.CrossRefGoogle Scholar
Dressel, S., Sjölander-Lindqvist, A., Johansson, M., Ericsson, G., & Sandström, C. (2021). Achieving social and ecological outcomes in collaborative environmental governance: Good examples from Swedish moose management. Sustainability, 13(4), 2329.CrossRefGoogle Scholar
Dunlop, C. A., & Radaelli, C. M. (2013). Systematising policy learning: From monolith to dimensions. Political studies, 61(3), 599–619.CrossRefGoogle Scholar
Dunlop, C. A., & Radaelli, C. M. (2018). The lessons of policy learning: Types, triggers, hindrances and pathologies. Policy and Politics, 46(2), 255–72.CrossRefGoogle Scholar
Dunning, K. H. (2020). Building resilience to natural hazards through coastal governance: A case study of Hurricane Harvey recovery in Gulf of Mexico communities. Ecological Economics, 176, 106759.CrossRefGoogle Scholar
Earth System Governance Project. (2018). Earth System Governance: Science and implementation plan of the Earth System Governance Project. Utrecht: Earth System Governance Project.Google Scholar
Edmondson, A. C. (2004). Psychological safety, trust, and learning in organizations: A group-level lens. In Kramer, R. M. & Cook, K. S., eds. Trust and distrust in organizations: Dilemmas and approaches. New York: Russell Sage Foundation, pp. 239–72.Google Scholar
Edmondson, A. C (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Hoboken, NJ: Wiley Publishers.Google Scholar
Edmondson, A.C., & Woolley, A. W. (2006). Understanding outcomes of organizational learning interventions. In Easterby-Smith, M. & Lyles, M. A., eds. Handbook of organizational learning and knowledge management. Oxford: Blackwell Publishers, pp. 941–66.Google Scholar
Ernst, A. (2019). Review of factors influencing social learning within participatory environmental governance. Ecology and Society, 24(1), 3.CrossRefGoogle Scholar
Esguerra, A., & Van der Hel, S. (2021). Participatory designs and epistemic authority in knowledge platforms for sustainability. Global Environmental Politics, 21(1), 130–51.CrossRefGoogle Scholar
Eshuis, J., & Stuiver, M. (2005). Learning in context through conflict and alignment: Farmers and scientists in search of sustainable agriculture. Agriculture and Human Values, 22(2), 137–48.CrossRefGoogle Scholar
Fam, D., Mitchell, C., Abeysuriyaa, K., & Meek, T. (2013). Facilitating organizational learning to support decision making and planning for sustainability in the water sector. Water Policy, 15, 1094–108.CrossRefGoogle Scholar
Fazey, I., Fazey, J. A., & Fazey, D. M. A. (2005). Learning more effectively from experience. Ecology and Society, 10(2), 4.CrossRefGoogle Scholar
Feldman, D. L., & Ingram, H. M. (2009). Making science useful to decision makers: Climate forecasts, water management, and knowledge networks. Weather, Climate and Society, 1, 9–21.CrossRefGoogle Scholar
Feldman, M. S., & Rafaeli, A. (2002). Organizational routines as sources of connections and understandings. Journal of Management Studies, 39(3), 309–32.CrossRefGoogle Scholar
Fierro, R. S. (2016). Enhancing facilitation skills: Dancing with dynamic tensions. New Directions for Evaluation, 149, 31–42.CrossRefGoogle Scholar
Fischer, A. A (2015). Boundary-Spanning organization for transdisciplinary science on land stewardship: The stewardship network. Ecology and Society, 20, 38.CrossRefGoogle Scholar
Fitzsimons, D., James, K. T., & Denyer, D. (2011). Alternative approaches for studying shared and distributed leadership. International Journal of Management Reviews, 13(3), 313–28.CrossRefGoogle Scholar
Folke, C., Hahn, T., Olsson, P., & Norberg, J. (2005). Adaptive governance of social-ecological systems. Annual Review of Environment and Resource, 30, 441–73.Google Scholar
Frantzeskaki, N., & Kabisch, N. (2016). Designing a knowledge co-production operating space for urban environmental governance—Lessons from Rotterdam, Netherlands and Berlin, Germany. Environmental Science and Policy, 62, 90–8.CrossRefGoogle Scholar
Fritz, J. M. (2021). The art of facilitation. In Fritz, J. M., ed. International clinical sociology. New York: Springer, pp. 215–36.CrossRefGoogle Scholar
Fung, A. (2015). Putting the public back into governance: The challenges of citizen participation and its future. Public Administration Review, 75(4), 513–22.CrossRefGoogle Scholar
García-Morales, V. J., Jiménez-Barrionuevo, M. M., & Gutiérrez-Gutiérrez, L. (2012). Transformational leadership influence on organizational performance through organizational learning and innovation. Journal of Business Research, 65(7), 1040–50.CrossRefGoogle Scholar
Garrett, A., MacMullen, P., & Symes, D. (2012). Fisheries as learning systems: Interactive learning as the basis for improved decision making. Fisheries Research, 127, 182–87.CrossRefGoogle Scholar
Gerlak, A. K., & Heikkila, T. (2011). Building a theory of learning in collaboratives: Evidence from the Everglades Restoration Program. Journal of Public Administration Research and Theory, 21(4), 619–44.CrossRefGoogle Scholar
Gerlak, A. K., Heikkila, T., Smolinski, S. L., Huitema, D., & Armitage, D. (2018). Learning our way out of environmental policy problems: A review of the scholarship. Policy Sciences, 51(3), 335–71.CrossRefGoogle Scholar
Gerlak, A. K., Heikkila, T., & Newig, J. (2020). Learning in environmental governance: Opportunities for translating theory to practice. Journal of Environmental Policy and Planning, 5, 653–66.Google Scholar
Gerlak, A. K., Jacobs, K. L., McCoy, A. L., Martin, S., Rivera-Torres, M., Murveit, A. M., Leinberger, A. J., & Thomure, T. (2021a). Scenario planning: Embracing the potential for extreme events in the Colorado River Basin. Climatic Change, 165(1–2), 27.CrossRefGoogle ScholarPubMed
Gerlak, A. K., Elder, A., Pavao-Zuckerman, M., Zuniga-Teran, A., & Sanderford, A. R. (2021b). Agency and governance in green infrastructure policy adoption and change. Journal of Environmental Policy and Planning, 23(5), 599–615.CrossRefGoogle Scholar
Gerlak, A. K., Karambelkar, S., & Ferguson, D. B. (2021c). Knowledge governance and learning: Examining challenges and opportunities in the Colorado River basin. Environmental Science and Policy, 125, 219–30.CrossRefGoogle Scholar
Gerlak, A. K., Baldwin, B., Zuniga-Teran, A., Colella, T., Elder, A., Bryson, M., Gupta, N., Yang, B., Doyle, T., Heflin, S., & MacAdam, J., . (2022). A collaborative effort to address maintenance of green infrastructure through a university–community partnership. Socio-Ecological Practice Research, 4, 1–16.CrossRefGoogle Scholar
Gerlak, A. K., & Zuniga-Teran, A. (2020). Addressing injustice in green infrastructure through socio-ecological practice: What is the role of university–community partnerships? Socio-Ecological Practice Research, 2(2), 149–59.Google Scholar
Goldstein, B., Wessells, A. T., Lejano, R., & Butler, W. (2015). Narrating resilience: Transforming urban systems through collaborative storytelling. Urban Studies, 52(7), 1285–303.CrossRefGoogle Scholar
Gronow, A., Brockhaus, M., Di Gregorio, M., Karimo, A., & Ylä-Anttila, T. (2021). Policy learning as complex contagion: How social networks shape organizational beliefs in forest-based climate change mitigation. Policy Sciences, 54(3), 529–56.CrossRefGoogle Scholar
Gulsrud, N. M., Hertzog, K., & Shears, I. (2018). Innovative forestry governance in Melbourne?: Investigating “green placemaking” as a nature-based solution. Environmental Research, 161, 158–67.CrossRefGoogle Scholar
Gunderson, L., & Light, S. S., (2006). Adaptive management and adaptive governance in the Everglades ecosystem. Policy Sciences, 39, 323–34.Google Scholar
Gupta, J., Termeer, C., Klostermann, J., Meijerink, S., Van den Brink, M., Jong, P., Nooteboom, S., & Bergsma, E. (2010). The adaptive capacity wheel: A method to assess the inherent characteristics of institutions to enable the adaptive capacity of society. Environmental Science and Policy, 13(6), 459–71.CrossRefGoogle Scholar
Guston, D. H. (2001). Boundary organizations in environmental policy and science: An introduction. Science, Technology and Human Values, 26(4), 399–408.CrossRefGoogle Scholar
Haas, P. M. (1992). Introduction: Epistemic communities and international policy coordination. International Organization, 46, 1–35.CrossRefGoogle Scholar
Haas, P. M. (2000). International institutions and social learning in the management of global environmental risks. Journal of Policy Studies, 28(3), 558–75.Google Scholar
Haasnoot, M., van ‘t Klooster, S., & Van Alphen, J. (2018). Designing a monitoring system to detect signals to adapt to uncertain climate change. Global Environmental Change, 52, 273–85.CrossRefGoogle Scholar
Haug, C., Huitema, D., & Wenzler, I. (2011). Learning through games? Evaluating the learning effect of a policy exercise on European climate policy. Technological Forecasting and Social Change, 78(6), 968–81.CrossRefGoogle Scholar
Heclo, H. (1974). Modern social politics in Britain and Sweden: From relief to income maintenance. New Haven, CT: Yale University Press.Google Scholar
Heikkila, T., & Gerlak, A. K. (2013). Building a conceptual approach to collective learning: Lessons for public policy scholars. Policy Studies Journal, 41(3), 484–512.CrossRefGoogle Scholar
Heikkila, T., & Gerlak, A. K. (2019). Working on learning: How the institutional rules of environmental governance matter. Journal of Environmental Planning and Management, 62(1), 106–23.CrossRefGoogle Scholar
Heikkila, T., Gerlak, A. K., & Smith, B. (2023). Diagnosing individual barriers to collective learning: How governance contexts shape cognitive biases. Journal of European Public Policy, 1–24, https://doi.org/10.1080/13501763.2023.2251525.Google Scholar
Heikkila, T., Weible, C. M., & Gerlak, A. K. (2020). When does science persuade (or not persuade) in high conflict policy contexts? Public Administration, 98(3), 535–50.CrossRefGoogle Scholar
Henly-Shepard, S., Gray, S. A., & Cox, L. J. (2015). The use of participatory modeling to promote social learning and facilitate community disaster planning. Environmental Science and Policy, 45, 109–22.CrossRefGoogle Scholar
Henry, A. D. (2009). The challenge of learning for sustainability: A prolegomenon to theory. Human Ecology Review, 16(2), 131–40.Google Scholar
Henry, A. D., & Vollan, B. (2014). Networks and the challenge of sustainable development. Annual Review of Environment and Resources, 39, 583–610.CrossRefGoogle Scholar
Hill, H., Hadarits, M., Rieger, R., Strickert, G., Davies, E. G. R., & Strobbe, K. M. (2014). The invitational drought tournament: What is it and why is it a useful tool for drought preparedness and adaptation? Weather and Climate Extremes, 3, 107–16.CrossRefGoogle Scholar
Howlett, M., & Joshi-Koop, S. (2011). Transnational learning, policy analytical capacity, and environmental policy convergence: Survey results from Canada. Global Environmental Change, 21(1), 85–92.CrossRefGoogle Scholar
Howlett, M., Mukherjee, I., & Koppenjan, J. (2017). Policy learning and policy networks in theory and practice: The role of policy brokers in the Indonesian biodiesel policy network. Policy and Society, 36(2), 233–50.CrossRefGoogle Scholar
Huitema, D., Cornelisse, C., & Ottow, B. (2010). Is the jury still out? Toward greater insight in policy learning in participatory decision processes – The case of Dutch citizens’ juries on water management in the Rhine Basin. Ecology and Society, 15(1), 16.CrossRefGoogle Scholar
Imperial, M. T., Ospina, S., Johnston, E., O’Leary, R., Thomsen, J., Williams, P., & Johnson, S. (2016). Understanding leadership in a world of shared problems: Advancing network governance in large landscape conservation. Frontiers in Ecology and the Environment, 14(3), 126–34.CrossRefGoogle Scholar
Innes, J. E., & Booher, D. E. (1999). Consensus building and complex adaptive systems: A framework for evaluating collaborative planning. Journal of the American Planning Association, 65(4), 412–23.CrossRefGoogle Scholar
Ison, R. L., Collins, K. B., & Wallis, P. J. (2015). Institutionalizing social learning: Towards systemic and adaptive governance. Environmental Science & Policy, 53, 105–17.CrossRefGoogle Scholar
Interagency Ecological Program (IEP). (2023). About the Interagency Ecological Program. Sacramento, CA: State of California. https://iep.ca.gov/About.Google Scholar
Jansen, J. J. P., Vera, D., & Crossan, M. (2009). Strategic leadership for exploration and exploitation: The moderating role of environmental dynamism. The Leadership Quarterly, 20(1), 5–18.CrossRefGoogle Scholar
Johannessen, Å., Swartling, Å. G., Wamsler, C., Andersson, K., Arran, J. T., Vivas, D. I. H., & Stenström, T. A. (2019). Transforming urban water governance through social (triple-loop) learning. Environmental Policy and Governance, 29(2), 144–54.CrossRefGoogle Scholar
Johnson, H., & Wilson, G. (2009). Learning for development. New York: Zed Books.CrossRefGoogle Scholar
Johnson, S. (2006). The ghost map: The story of London’s most terrifying epidemic–and how it changed science, cities, and the modern world. London: Penguin.Google Scholar
Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus, and Giroux.Google Scholar
Kahneman, D., & Tversky, A. (1979). Prospect theory: An analysis of decision under risk. Econometrica, 47, 263–91.CrossRefGoogle Scholar
Kamkhaji, J. C., & Radaelli, C. M. (2017). Crisis, learning and policy change in the European Union. Journal of European Public Policy, 24(5), 714–34.CrossRefGoogle Scholar
Klein, G. (2007). Performing a project premortem. Harvard Business Review, 85(9), 18–19.Google Scholar
Kochskämper, E., Koontz, T. M., & Newig, J. (2021). Systematic learning in water governance: Insights from five local adaptive management projects for water quality innovation. Ecology and Society, 26(1), 22.CrossRefGoogle Scholar
Koebele, E. (2019). Policy learning in collaborative environmental governance processes. Journal of Environmental Policy and Planning, 21(3), 242–56.CrossRefGoogle Scholar
Koole, B. (2020). Trusting to learn and learning to trust: A framework for analyzing the interactions of trust and learning in arrangements dedicated to instigating social change. Technological Forecasting and Social Change, 161, 120260.CrossRefGoogle Scholar
Kumnerdpet, W. (2011). Challenging institutional frameworks of governance: Learning from participatory irrigation management in Thailand. In the 5th International Conference on Globalization: The Scale of Globalization. Think Globally, Act Locally, Change Individually in the 21st Century. Ostrava, The Czech Republic, pp. 8–9.Google Scholar
Kunda, Z. (1990). The case for motivated reasoning. Psychological Bulletin, 108(3), 480.CrossRefGoogle ScholarPubMed
Lagadec, P. (1997). Learning processes for crisis management in complex organizations. Journal of Contingencies and Crisis Management, 5(1), 24–31.CrossRefGoogle Scholar
Leach, W. D., & Sabatier, P.A. (2005). To trust an adversary: Integrating rational and psychological models of collaborative policymaking. American Political Science Review, 99(4), 491–503.CrossRefGoogle Scholar
Leach, W. D., Weible, C. M., Vince, S. R., Siddiki, S. N., & Calanni, J. C. (2014). Fostering learning through collaboration: Knowledge acquisition and belief change in marine aquaculture partnerships. Journal of Public Administration Research and Theory, 24(3), 591–622.CrossRefGoogle Scholar
Leck, H., & Roberts, D. (2015). What lies beneath: Understanding the invisible aspects of municipal climate change governance. Current Opinion in Environmental Sustainability, 13, 61–67.CrossRefGoogle Scholar
Lee, C., & Ma, L. (2020). The role of policy labs in policy experiment and knowledge transfer: A comparison across the UK, Denmark, and Singapore. Journal of Comparative Policy Analysis: Research and Practice, 22(4), 281–97.Google Scholar
Lejano, R. P., Haque, E., & Berkes, F. (2021). Co-production of risk knowledge and improvement of risk communication: A three-legged stool. International Journal of Disaster Risk Reduction, 64, 102508.CrossRefGoogle Scholar
Lejano, R. P., & Ingram, H. (2009). Collaborative networks and new ways of knowing. Environmental Science and Policy, 12(6), 653–62.CrossRefGoogle Scholar
Levy, J. (1994). Learning and foreign policy. International Organization, 48(2), 279–312.CrossRefGoogle Scholar
Lindsay, J., Rogers, B. C., Church, E., Gunn, A., Hammer, K., Dean, A. J., & Fielding, K. (2019). The role of community champions in long-term sustainable urban water planning. Water, 11(3), 476.CrossRefGoogle Scholar
Lipshitz, R., Popper, M., & Friedman, V. J. (2002). A multifacet model of organizational learning. The Journal of Applied Behavioral Science, 38(1), 78–98.CrossRefGoogle Scholar
Lubell, M., Blomquist, W., & Beutler, L. (2020). Sustainable groundwater management in California: A grand experiment in environmental governance. Society and Natural Resources, 33(12), 1447–67.CrossRefGoogle Scholar
Mabon, L., Shih, W. Y., Kondo, K., Kanekiyo, H., & Hayabuchi, Y. (2019). What is the role of epistemic communities in shaping local environmental policy? Managing environmental change through planning and greenspace in Fukuoka City, Japan. Geoforum, 104, 158–69.CrossRefGoogle ScholarPubMed
Mackie, D. M., & Smith, E. R. (2017). Group-based emotion in group processes and intergroup relations. Group Processes & Intergroup Relations, 20(5), 658–68.CrossRefGoogle Scholar
Mahler, J. (1997). Influences of organizational culture on learning in public agencies. Journal of Public Administration Research and Theory, 7(4), 519–40.CrossRefGoogle Scholar
Mann, M. E. (2021). The new climate war: The fight to take back our planet. New York: Public Affairs.Google Scholar
Marchau, V. A. W. J., Walker, W. E., Bloemen, P. J. T. M., & Popper, S. W. (2019). Decision making under deep uncertainty: From theory to practice. Cham: Springer Publishers.CrossRefGoogle Scholar
Mason, L. (2015). “I disrespectfully agree”: The differential effects of partisan sorting on social and issue polarization. American Journal of Political Science, 59(1), 128–45.CrossRefGoogle Scholar
May, P. J. (1992). Policy learning and failure. Journal of Public Policy, 12(4), 331–54.CrossRefGoogle Scholar
McConnell, A. (2015). A primer to help navigate the maze. Public Policy and Administration, 30(3–4), 221–42.CrossRefGoogle Scholar
Meseguer, C. (2005). Policy learning, policy diffusion, and the making of a new order. The Annals of the American Academy of Political and Social Science, 598(1), 67–82.CrossRefGoogle Scholar
Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4), 222–44.CrossRefGoogle Scholar
Michaels, S. (2009). Matching knowledge brokering strategies to environmental policy problems and settings. Environmental Science and Policy, 12(7), 994–1011.CrossRefGoogle Scholar
Montpetit, É., & Lachapelle, E. (2015). Can policy actors learn from academic scientists?. Environmental Politics, 24(5), 661–80.CrossRefGoogle Scholar
Montpetit, É., & Lachapelle, E. (2017). Policy learning, motivated skepticism, and the politics of shale gas development in British Columbia and Quebec. Policy and Society, 36(2), 195–214.CrossRefGoogle Scholar
Moyson, S., Scholten, P., & Weible, C. M. (2017). Policy learning and policy change: Theorizing their relations from different perspectives. Policy and Society, 36(2), 161–77.Google Scholar
Mukhtarov, F., Dieperink, C., Driessen, P., & Riley, J. (2019). Collaborative learning for policy innovations: Sustainable urban drainage systems in Leicester, United Kingdom. Journal of Environmental Policy and Planning, 21(3), 288–301.CrossRefGoogle Scholar
Munaretto, S., & Huitema, D. (2012). Adaptive co-management in the Venice lagoon? An analysis of current water and environmental management practices and prospects for change. Ecology and Society, 17(19). http://dx.doi.org/10.5751/ES-04772-170219.CrossRefGoogle Scholar
Muro, M., & Jeffrey, P. (2012). Time to talk? How the structure of dialog processes shapes stakeholder learning in participatory water resources management. Ecology and Society, 17(1), 3.Google Scholar
Newell, P., Daley, F., & Twena, M. (2022). Changing our ways: Behaviour change and the climate crisis. Elements in earth system governance. Cambridge: Cambridge University Press.Google Scholar
Newig, J., Günther, D. & Pahl-Wostl, C. (2010). Synapses in the network: Learning in governance networks in the context of environmental management. Ecology and Society, 15, 24.CrossRefGoogle Scholar
Newig, J., Kochskamper E., Challies E., & Jager, N. W. (2016). Exploring governance learning: How policymakers draw on evidence, experience and intuition in designing participatory flood risk planning. Environmental Science and Policy, 55, 353–60.CrossRefGoogle ScholarPubMed
Newig, J., Jager, N. W., Kochskämper, E., & Challies, E. (2019). Learning in participatory environmental governance – its antecedents and effects: Findings from a case survey meta-analysis. Journal of Environmental Policy and Planning, 21(3), 213–27.CrossRefGoogle Scholar
Newman, L. L., & Dale, A. (2005). Network structure, diversity, and proactive resilience building: A response to Tompkins and Adger. Ecology and Society, 10(1), r2.CrossRefGoogle Scholar
Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175–220.CrossRefGoogle Scholar
Nikolakis, W., & Roberts, E. (2022). Wildfire governance in a changing world: Insights for policy learning and policy transfer. Risk, Hazards & Crisis in Public Policy, 13(2), 144–64.CrossRefGoogle Scholar
Nilsson, M. (2006). The role of assessments and institutions for policy learning: A study on Swedish climate and nuclear policy formation. Policy Sciences, 38(4), 225–49.CrossRefGoogle Scholar
Nita, A., Fineran, S., & Rozylowicz, L. (2022). Researchers’ perspective on the main strengths and weaknesses of Environmental Impact Assessment (EIA) procedures. Environmental Impact Assessment Review, 92, 106690.CrossRefGoogle Scholar
Norström, A. V., Cvitanovic, C., Löf, M. F., West, S., Wyborn, C., Balvanera, P., Bednarek, A. T., Bennett, E. M., Biggs, R., de Bremond, A., & Campbell, B. M. (2020). Principles for knowledge co-production in sustainability research. Nature Sustainability, 3(3), 182–90.CrossRefGoogle Scholar
Nye, J. (1987). Nuclear learning and U.S.–Soviet security regimes. International Organization, 41(3), 371–402.CrossRefGoogle Scholar
O’Mahony, S., & Bechky, B.A. (2008). Boundary organizations: Enabling collaboration among unexpected allies. Administrative Science Quarterly, 53, 422–59.Google Scholar
Ohlsson, S. (2011). Deep learning: How the mind overrides experience. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ojha, H., Regmi, U., Shrestha, K. K., Paudel, N. S., Amatya, S. M., Zwi, A. B., Nuberg, I., Cedamon, E., & Banjade, M. R. (2020). Improving science-policy interface: Lessons from the policy lab methodology in Nepal’s community forest governance. Forest Policy and Economics, 114, 101997.CrossRefGoogle Scholar
Ollis, T. A. (2020). Adult learning and circumstantial activism in the coal seam gas protests: Informal and incidental learning in an environmental justice movement. Studies in the Education of Adults, 52(2), 215–31.CrossRefGoogle Scholar
Olvera‐Garcia, J., & Neil, S. (2020). Examining how collaborative governance facilitates the implementation of natural resource planning policies: A water planning policy case from the Great Barrier Reef. Environmental Policy and Governance, 30(3), 115–27.CrossRefGoogle Scholar
Oreskes, N., & Conway, E. M. (2011). Merchants of doubt: How a handful of scientists obscured the truth on issues from tobacco smoke to global warming. New York: Bloomsbury.Google Scholar
Ostrom, E. (2007). Institutional rational choice: An assessment of the institutional analysis and development framework. In Sabatier, P. A., ed. Theories of the policy process. Boulder, CO: Westview Press, pp. 21–64.Google Scholar
Ostrom, E. (2009). Building trust to solve commons dilemmas: Taking small steps to test an evolving theory of collective action. In Simon A. Levin, ed. Games, groups, and the global good, Springer series in game theory. Berlin: Springer, pp. 207–28.Google Scholar
Özesmi, U., & Özesmi, S. (2003). A participatory approach to ecosystem conservation: Fuzzy cognitive maps and stakeholder group analysis in Uluabat Lake, Turkey. Environmental Management, 31(4), 518-31.Google ScholarPubMed
Pahl-Wostl, C. (2009). A conceptual framework for analysing adaptive capacity and multi-level learning processes in resource governance regimes. Global Environmental Change, 19(3), 354–65.CrossRefGoogle Scholar
Pahl-Wostl, C., Becker, G., Knieper, C., & Sendzimir, J. (2013). How multilevel societal learning processes facilitate transformative change: A comparative case study analysis on flood management. Ecology and Society, 18(4), 58, https://www.ecologyandsociety.org/vol18/iss4/art58/.CrossRefGoogle Scholar
Pahl-Wostl, C., Craps, M., Dewulf, A., Mostert, E., Tabara, D., & Taillieu, T. (2007a). Social learning and water resources management. Ecology and Society, 12(2), 5.CrossRefGoogle Scholar
Pahl-Wostl, C., Sendzimir, J., Jeffrey, P., Aerts, J., Berkamp, G., & Cross, K. (2007b). Managing change toward adaptive water management through social learning. Ecology and Society, 12(2), 30.CrossRefGoogle Scholar
Pallett, H., & Chilvers, J. (2013). A decade of learning about publics, participation, and climate change: Institutionalising reflexivity? Environment and Planning A, 45, 1162–83.CrossRefGoogle Scholar
Palmer, P. J. (2011). Healing the heart of democracy: The courage to create a politics worthy of the human spirit. San Francisco, CA: Jossey Bass.Google Scholar
Pattison, A. (2018). Factors shaping policy learning: A study of policy actors in subnational climate and energy issues. Review of Policy Research, 35(4), 535–63.CrossRefGoogle Scholar
Pescaroli, G., & Alexander, D. (2018). Understanding compound, interconnected, interacting, and cascading risks: A holistic framework. Risk Analysis, 38(11), 2245–57.CrossRefGoogle ScholarPubMed
Plummer, R., Baird, J., Dzyundzyak, A., Armitage, D., Bodin, O., & Schultz, L. (2017). Is adaptive co-management delivering? Examining relationships between collaboration, learning and outcomes in UNESCO biosphere reserves. Ecological Economics, 140, 79–88.CrossRefGoogle Scholar
Pormon, M. M. M., & Lejano, R. P. (2023). Relational epistemologies for sustainability and resilience towards disasters. Progress in Disaster Science, 17, 100272.CrossRefGoogle Scholar
Quick, K. S., & Feldman, M. S. (2014). Boundaries as junctures: Collaborative boundary work for building efficient resilience. Journal of Public Administration Research and Theory, 24, 673–95.CrossRefGoogle Scholar
Radaelli, C. M. (2008). Europeanization, policy learning, and new modes of governance. Journal of Comparative Policy Analysis, 10(3), 239–54.Google Scholar
Raymond, C. M., & Cleary, J. (2013). A tool and process that facilitate community capacity building and social learning for natural resource management. Ecology and Society, 18(1), 25.CrossRefGoogle Scholar
Reed, M. S. (2008). Stakeholder participation for environmental management: A literature review. Biological Conservation, 141, 2417–31.CrossRefGoogle Scholar
Resh, W., Siddiki, S., & McConnell, W. R. (2014). Does the network centrality of government actors matter? Examining the role of government organizations in aquaculture partnerships. Review of Policy Research, 31(6), 584–609.CrossRefGoogle Scholar
Resnick, L. B. (2017). Toward a cognitive theory of instruction. In Paris, S. G., Olson, G. M., & Stevenson, H. W., eds. Learning and motivation in the classroom. London: Routledge, pp. 5–38.CrossRefGoogle Scholar
Ricco, X., & Schultz, C. (2019). Understanding organizational learning during policy implementation: Lessons from U.S. Forest planning. Journal of Environmental Policy and Planning, 21(3), 275–87.CrossRefGoogle Scholar
Riche, C., Aubin, D., & Moyson, S. (2020). Too much of a good thing? A systematic review about the conditions of learning in governance networks. European Policy Analysis, 7(1), 147–64.Google Scholar
Richerson, P. J., & Boyd, R. (2005). Not by genes alone: How culture transformed human evolution. Chicago: University of Chicago Press.Google Scholar
Rietig, K. (2019). Leveraging the power of learning to overcome negotiation deadlocks in global climate governance and low carbon transitions. Journal of Environmental Policy and Planning, 21(3), 228–41.CrossRefGoogle Scholar
Rietig, K. (2021). Learning in governance: Climate policy integration in the European Union. Cambridge, MA: The MIT Press.CrossRefGoogle Scholar
Rietig, K., & Perkins, R. (2018). Does learning matter for policy outcomes? The case of integrating climate finance into the EU budget. Journal of European Public Policy, 25(4), 487–505.CrossRefGoogle Scholar
Rijke, J., Brown, R., Zevenbergen, C., Ashley, R., Farrelly, M., Morison, P., & van Herk, S. (2012). Fit-for-purpose governance: A framework to make adaptive governance operational. Environmental Science and Policy, 22, 73–84.CrossRefGoogle Scholar
Rodela, R. (2011). Social learning and natural resource management: The emergence of three research perspectives. Ecology and Society, 16(4), 30.CrossRefGoogle Scholar
Rodela, R., Ligtenberg, A., & Bosma, R. (2019). Conceptualizing serious games as a learning-based intervention in the context of natural resources and environmental governance. Water, 11(2), 245.CrossRefGoogle Scholar
Roome, N., & Wijen, F. (2006). Stakeholder power and organizational learning in corporate environmental management. Organization Studies, 27(2), 235–63.CrossRefGoogle Scholar
Sabatier, P. A., & Jenkins-Smith, H. (1999). The advocacy coalition framework: An assessment. In Sabatier, P. A., ed. Theories of the policy process. Boulder, CO: Westview, pp. 117–66.Google Scholar
Sattler, C., & Schroter, B. (2022). Collective action across boundaries: Collaborative network initiatives as boundary organizations to improve ecosystem services governance. Ecosystem Services, 56, 101452.CrossRefGoogle Scholar
Schneider, A., & Ingram, H. (1988). Systematically pinching ideas: A comparative approach to policy design. Journal of Public Policy, 8, 61–80.CrossRefGoogle Scholar
Schneider, A., & Ingram, H. (1990). Behavioral assumptions of policy tools. The Journal of Politics, 52(2), 510–29.CrossRefGoogle Scholar
Schusler, T. M., Decker, D. J., & Pfeffer, M. J. (2003). Social learning for collaborative natural resource management. Society and Natural Resources, 16(4), 309–26.CrossRefGoogle Scholar
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.Google Scholar
Siebenhüner, B. (2008). Learning in international organizations in global environmental governance. Global Environmental Politics, 8(4), 92–116.CrossRefGoogle Scholar
Siebenhüner, B., Rodela, R., & Ecker, F. (2016). Social learning research in ecological economics: A Survey. Environmental Science and Policy, 55, 116–26.CrossRefGoogle Scholar
Sims, L., & Sinclair, A. J. (2008). Learning through participatory resource management programs: Case studies from Costa Rica. Adult Education Quarterly, 58(2), 151–68.CrossRefGoogle Scholar
Sinclair, A. J., Collins, S. A., & Spaling, H. (2011). The role of participant learning in community conservation in the Arabuko-Sokoke Forest, Kenya. Conservation and Society, 9(1), 42–53.Google Scholar
Smerek, R. E. (2018). Organizational learning and performance: The science and practice of building a learning culture. New York: Oxford University Press.Google Scholar
Sokołowski, M. M., & Heffron, R. J. (2022). Defining and conceptualizing energy policy failure: The when, where, why, and how. Energy Policy, 161, 112745.CrossRefGoogle Scholar
Stoddart, M. C. J., & Atlin, C. (2022). Hydroelectricity, environmental governance and anti-reflexivity: Lessons from Muskrat Falls. Water, 14, 1992.CrossRefGoogle Scholar
Stöhr, C., & Chabay, I. (2014). From shouting matches to productive dialogue–establishing stakeholder participation in Polish fisheries governance. International Journal of Sustainable Development, 17(4), 403–19.Google Scholar
Strand, M., Rivers, N., Baasch, R., & Snow, B. (2022). Developing arts-based participatory research for more inclusive knowledge co-production in Algoa Bay. Current Research in Environmental Sustainability, 4, 100178.CrossRefGoogle Scholar
Strickland, A. A., Taber, C. S., & Lodge, M. (2011). Motivated reasoning and public opinion. Journal of Health Politics, Policy, and Law, 36(6), 935–44.CrossRefGoogle ScholarPubMed
Sunstein, C. R. (2006). The availability heuristic, intuitive cost-benefit analysis, and climate change. Climatic Change, 77(1), 195–210.CrossRefGoogle Scholar
Tajfel, H., & Turner, J. (1979). An integrative theory of intergroup conflict. In Austin, W. G. & Worchel, S., eds. The social psychology of intergroup relations. Monterey, CA: Brooks/Cole, pp. 33–37.Google Scholar
Tan, J., & Brown, J. (2005). The world café in Singapore: Creating a learning culture through dialogue. The Journal of Applied Behavioral Science, 41(1), 83–90.CrossRefGoogle Scholar
Tandon, R., Singh, W., Clover, D., & Hall, B. (2016). Knowledge democracy and excellence in engagement. IDS Bulletin, 47(6), 19–36.CrossRefGoogle Scholar
Tappin, B. M., Leer, L., & McKay, R. T. (2017). The heart trumps the head: Desirability bias in political belief revision. Journal of Experimental Psychology: General, 146(8), 1143.CrossRefGoogle ScholarPubMed
Taylor, K., Jeschke, N., & Zarb, S. (2023). Analyzing the contextual factors that promote and constrain policy learning in local government. Policy & Politics, 51(1), 113–30.CrossRefGoogle Scholar
Tempura, L., McGarry, D., & Weber, L. (2019). From academic to political rigour: Insights from the “Tarot” of transgressive research. Ecological Economics, 164, 106379.CrossRefGoogle Scholar
Turnhout, E., Metze, T., Wyborn, C., Klenk, N., & Louder, E. (2020). The politics of co-production: Participation, power, and transformation. Current Opinion in Environmental Sustainability, 42, 15–21.CrossRefGoogle Scholar
Tversky, A., & Kahneman, D. (1973). Availability: A heuristic for judging frequency and probability. Cognitive Psychology, 5(2), 207–32.CrossRefGoogle Scholar
Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454, https://doi.org/10.3389/fpsyg.2017.01454.CrossRefGoogle Scholar
Uhl-Bien, M. E., & Ospina, S. M. (2012). Advancing relational leadership research: A dialogue among perspectives. Greenwich, CT: IAP Information Age.Google Scholar
Vagionaki, T. (2018). Blocked learning in Greece: The case of soft-governance. In Dunlop, C., Radaelli, C. & Trein, P., eds. Learning in public policy—Analysis, modes and outcomes. London: Palgrave Macmillan, pp. 191–214.CrossRefGoogle Scholar
Valin, N., & Huitema, D. (2023). Experts as policy entrepreneurs: How knowledge can lead to radical environmental change. Environmental Science and Policy, 142, 21–28.CrossRefGoogle Scholar
Van de Kerkhof, M., & Wieczorek, A. (2005). Learning and stakeholder participation in transition processes towards sustainability: Methodological considerations. Technological Forecasting and Social Change, 72(6), 733–47.Google Scholar
Van de Ven, A. H. (2007). Engaged scholarship: A guide for organizational and social research. Oxford: Oxford University Press.CrossRefGoogle Scholar
Veenman, S., & Liefferink, D. (2014). Transnational communication and domestic environmental policy learning. ESSACHESS-Journal for Communication Studies, 7(1), 147–67.Google Scholar
Velardi, S., Leahy, J., Collum, K., McGuire, J., & Ladenheim, M. (2021). Adult learning theory principles in knowledge exchange networks among maple syrup producers and beekeepers in Maine. The Journal of Agricultural Education and Extension, 27(1), 3–20.CrossRefGoogle Scholar
Volden, C., Ting, M. T., & Carpenter, D. P. (2008). A formal model of learning and policy diffusion. American Political Science Review, 102(3), 319–32.CrossRefGoogle Scholar
Wagner, P. M., & Ylä-Anttila, T. (2020). Can policy forums overcome echo chamber effects by enabling policy learning? Evidence from the Irish climate change policy network. Journal of Public Policy, 40(2), 194–211.CrossRefGoogle Scholar
Walters, C. J., & Holling, C. S. (1990). Large-scale management experiments and learning by doing. Ecology, 70, 2060–68.Google Scholar
Ward, S., Forrow, D., Kirk, S., Worthington, R., Paling, N., Stacey, F., & Brunt, O. (2024). Visualising, illustrating and communicating future water visions to support learning and sustainability transitions. Water, 16(14), 1–23.Google Scholar
Weible, C. M., Olofsson, K. L., & Heikkila, T. (2023). Advocacy coalitions, beliefs, and learning: An analysis of stability, change, and reinforcement. Policy Studies Journal, 51(1), 209–29.CrossRefGoogle Scholar
Weible, C. M., Pattison, A., & Sabatier, P. A. (2010). Harnessing expert-based information for learning and the sustainable management of complex socio-ecological systems. Environmental Science and Policy, 13(6), 522–34.CrossRefGoogle Scholar
Witteveen, L., van Arensbergen, P., & Fliervoet, J. M. (2022). Design and development of mediated participation for environmental governance transformation: Experiences with community art and visual problem appraisal. Central European Journal of Communication, 15 (30), 112–31.CrossRefGoogle Scholar
Wolfram, M. (2019). Learning urban energy governance for system innovation: An assessment of transformative capacity development in three South Korean cities. Journal of Environmental Policy and Planning, 21(1), 30–45.CrossRefGoogle Scholar
Woodhill, B. (2019). M&E as learning: Rethinking the dominant paradigm. In de Graaff, B., ed. Monitoring and evaluation of soil conservation and watershed development projects. Boca Raton, FL: CRC Press, pp. 83–110.Google Scholar
Wyborn, C. (2015). Connectivity conservation: Boundary objects, science narratives and the co-production of science and practice. Environmental Science and Policy, 51, 292–303.CrossRefGoogle Scholar
Yanguas, P. (2021). What have we learned about learning? Unpacking the relationship between knowledge and organizational change in development agencies. Bonn: German Development Institute.Google Scholar
Young, O. R. (2023). Addressing the grand challenges of planetary governance: The future of the global political order. Elements in Earth System Governance. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Yu, D. J., Shin, H. C., Perez, I., Anderies, J. M., & Janssen, M. A. (2016). Learning for resilience-based management: Generating hypotheses from a behavioral study. Global Environmental Change, 37, 69–78.CrossRefGoogle Scholar
Zhang, F., & Zhu, L. (2019). Enhancing corporate sustainable development: Stakeholder pressures, organizational learning, and green innovation. Business Strategy and the Environment, 28(6), 1012–26.CrossRefGoogle Scholar
Zurba, M., Petriello, M. A., Madge, C., McCarney, P., Bishop, B., McBeth, S., Denniston, M., Bodwitch, H. & Bailey, M. (2022). Learning from knowledge co-production research and practice in the twenty-first century: Global lessons and what they mean for collaborative research in Nunatsiavut. Sustainability Science, 17(2), 449–67.Google Scholar

Save element to Kindle

To save this element to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Learning for Environmental Governance
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Learning for Environmental Governance
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Learning for Environmental Governance
Available formats
×