Social Learning in Multilevel Flood Risk Governance: Lessons from the Dutch Room for the River Program
Abstract
:1. Introduction
2. Conceptualizing Social Learning: Three Debates
3. A Framework of Factors that Influence Social Learning
Social learning is a process of change in understanding, that goes beyond the individual, at the micro-level of multi-party collaboration, aiming at collective action for integrated flood protection.
3.1. Individual Attributes
3.2. Collaborative Arena Factors
3.3. Organizational Factors
3.4. External Factors
4. Methods: Case Characteristics and Data Collection
5. Results
5.1. Learning Outcomes
5.2. Learning Process
5.2.1. Individual Attributes
5.2.2. Collaborative Arena Factors
5.2.3. Organizational Context
5.2.4. External Context
6. Concluding Remarks
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Individual Attributes | Description | Authors |
---|---|---|
Openness to new experiences | Commitment to ongoing learning, capability for self-reflection, flexible and open-minded attitude to issues at hand, tolerance of ambiguity in policy problems and solutions | [15,19,47,49,50,51,52,54,56,58] |
Locus of power and control | Ability to control and influence one’s environment and hence feel engaged in policy processes | [15,51,57] |
Social skills | Ability to communicate, listen and express one’s opinion, and follow the rules of an open dialogue | [15,51] |
Experience with multiparty approaches | Previous experience with multilevel governance policy arenas | [15] |
Collaborative Arena Factors | Description | Authors |
---|---|---|
Process architecture | Frequent interactions of working groups with appropriate meeting formats, joint planning and a clear and shared perspective, extended engagement, a transparent and legitimate process for a democratic and enabling environment. | [15,17,54,55,58,59,61,63,64,65,66] |
Role and control of parties involved | A neutral organizer or leader that includes all the relevant stakeholders in the process. | [15] |
Mutual trust, goodwill and understanding | Acknowledged interdependency, good working relations | [51,54,58] |
Reflection and feedback | Continuous feedback on process and content, and framing and reframing of issues and goals. | [15,58,66,67,68,69,70,71,72] |
Available resources | Knowledge, financial budget, time. | [15,55,58] |
Communication | Internal organizational communication as well as external communication between different working groups. | [15,58] |
Organizational Factors | Description | Authors |
---|---|---|
Commitment to ongoing learning | Internal commitment to learning as a way to improve organizational practice. | [15,74] |
Internal discussion on interests | Agreement on internal goals and interests, equality and balanced interests. | [15,58] |
Horizontally and vertically integrated cooperation structures | Institutional interplay in the internal context of the organization, bridging organizations, integration and synthesis of knowledge. | [17,46,58,59,70,74,75,76,77,78] |
Integration of knowledge and information sources | Advanced information management and a sound knowledge base for efficiency in policy development. | [58,59,60,79,80,81,82,83,84] |
Involvement of parties | Reliability and consistency of partners, continuity of staff in organizations. | [15,50,54] |
External Factors | Description | Authors |
---|---|---|
Crisis event (calamity, elections) | Events like floods or election can disrupt collaborative processes. | [15,51,58,60,79,85] |
Political support | Supportive regulatory and political framework. | [15,51,55,60,79,85,86] |
Administrative procedures | Lengthy and complex procedures, e.g., permits. | [15] |
Existing laws and regulations | Path dependency, inflexible working processes. | [15] |
Did This Factor Influence the Social Learning Process Positively? (i.e., Is the Variable Enabling Social Learning?) (N = 16) | + Yes, Positive Influence | - No, no Positive Influence | +/- Both a Positive and a Negative Influence | ? No Answer |
---|---|---|---|---|
Individual attributes | ||||
Openness to new experience, self-reflection, flexibility | 16 | 0 | 0 | 0 |
Locus of power and control | 12 | 1 | 2 | 1 |
Social skills | 15 | 0 | 0 | 1 |
Experience with multilevel governance structures | 7 | 7 | 2 | 0 |
Collaborative arena factors | ||||
Role and control of different parties | 15 | 0 | 0 | 1 |
Mutual trust | 13 | 0 | 3 | 0 |
Interdependency | 13 | 1 | 1 | 1 |
Reflection and feedback | 15 | 1 | 0 | 0 |
Available resources | 8 | 6 | 2 | 0 |
Process architecture | 12 | 2 | 2 | 0 |
Communication | 13 | 1 | 0 | 2 |
Organizational factors | ||||
Organizational commitment to learning and change | 14 | 0 | 1 | 1 |
Integration of knowledge and information sources | 9 | 3 | 3 | 1 |
Horizontally and vertically integrated cooperation structure | 10 | 4 | 0 | 2 |
Internal conflict of interests | 8 | 4 | 2 | 2 |
Involvement of stakeholders | 9 | 0 | 6 | 1 |
External factors | ||||
Crisis events | 7 | 4 | 2 | 3 |
Administrative procedures | 5 | 8 | 0 | 3 |
Political support | 10 | 5 | 1 | 0 |
Existing laws and regulation | 5 | 6 | 0 | 5 |
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den Boer, J.; Dieperink, C.; Mukhtarov, F. Social Learning in Multilevel Flood Risk Governance: Lessons from the Dutch Room for the River Program. Water 2019, 11, 2032. https://doi.org/10.3390/w11102032
den Boer J, Dieperink C, Mukhtarov F. Social Learning in Multilevel Flood Risk Governance: Lessons from the Dutch Room for the River Program. Water. 2019; 11(10):2032. https://doi.org/10.3390/w11102032
Chicago/Turabian Styleden Boer, Jacomien, Carel Dieperink, and Farhad Mukhtarov. 2019. "Social Learning in Multilevel Flood Risk Governance: Lessons from the Dutch Room for the River Program" Water 11, no. 10: 2032. https://doi.org/10.3390/w11102032