Learning for social-ecological change: a qualitative review of outcomes across empirical literature in natural resource management
Autor(en): | Suskevics, Monika Hahn, Thomas Rodela, Romina Macura, Biljana Pahl-Wostl, Claudia |
Stichwörter: | action-orientation; ADAPTIVE COMANAGEMENT; COLLECTIVE ACTION; COMMUNITY; DECISION-MAKING; Development Studies; ENVIRONMENTAL GOVERNANCE; FLOOD RISK; institutional change; KNOWLEDGE GENERATION; Public Administration; qualitative analysis; Regional & Urban Planning; RIVER-BASIN; social learning; SUSTAINABILITY; transformative change; WATER GOVERNANCE | Erscheinungsdatum: | 2018 | Herausgeber: | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | Journal: | JOURNAL OF ENVIRONMENTAL PLANNING AND MANAGEMENT | Volumen: | 61 | Ausgabe: | 7 | Startseite: | 1085 | Seitenende: | 1112 | Zusammenfassung: | Learning is considered as a promising mechanism to cope with rapid environmental change. The implications of learning for natural resource management (NRM) have not been explored in-depth and the evidence on the topic is scattered across multiple sources. We provide a qualitative review of types of learning outcomes and consider their manifestations in NRM across selected empirical literature. We conducted a systematic search of the peer-reviewed literature (N = 1,223) and a qualitative meta-synthesis of included articles, with an explicit focus on learning outcomes and NRM changes (N = 53). Besides social learning, we found several learning concepts used, including policy and transformative learning, and multiple links between learning and NRM reported. We observe that the development of skills, together with a system approach involving multi-level capacities, is decisive for implications of learning for NRM. Future reviews could systematically compare how primary research applies different learning concepts and discusses links between learning and NRM changes. |
ISSN: | 09640568 | DOI: | 10.1080/09640568.2017.1339594 |
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