Wider learning outcomes of European climate change adaptation projects: A Qualitative Comparative Analysis

Abstract

Learning in project settings may contribute to a societal transition when learning outcomes become situated in organizations or networks that are external to the project. This paper examines to what extent and under which conditions European cooperation projects contribute to such wider learning outcomes. Learning outcomes are assessed using five progressing stages of knowledge utilization. We use fuzzy-set Qualitative Comparative Analysis to determine how seven potentially relevant conditions influence learning outcomes. From the systematic comparison of 30 cases (i.e. organizations who participated in seven selected projects) we conclude that, on the short-term, there is no relation between high levels of project-internal learning and wider learning outcomes. For wider learning outcomes to occur, a project needs to be aligned with formal policy processes. When ``policy agenda alignment'' is present, ``motivation'', ``external actor involvement'' and ``project knowledge and communication'' are sufficient for the use of project knowledge by external actors.