Participatory assessment: tools for empowering, learning and legitimating?

Hisschemöller, M.; Cuppen, Eefje

doi:10.4337/9781783477043.00013

Cited by 18 publications

(26 citation statements)

References 53 publications

(67 reference statements)

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“…Three kinds of motivations can push policymakers toward participation: empowerment, legitimacy and learning: participation can serve to empower people and thus to put in practice democratic ideals, to acquire consensus or to gain inputs from citizens' knowledge when facing complex or badly understood problems (Hisschemöller & Cuppen, 2015). That is, a participatory process is not always used for designing the substance of a policy.…”

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confidence: 99%

Designing effective public participation

Bobbio

2018

Policy and Society

110

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This paper reviews the various connections that can exist between the design of participatory processes and the different kind of results that they can entail. It details how effective participatory processes can be designed, whatever are the results that participation is deemed to elicit. It shows the main trends pertaining to design choicesand considers how to classify different arrangements in order to choose from among them. Then the paper deals with the main dilemmas that tend to arise when designing participatory processes. Thanks to this review, the paper argues that participatory processes tend to display a certain degree of ambivalence that cannot be completely overcome through the design choices.

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mentioning

confidence: 99%

Designing effective public participation

Bobbio

2018

Policy and Society

110

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“…Backcasting is a participatory approach proposed for addressing issues of long-term system change. In contrast to forecasting approaches, where pathways to a future state are developed incrementally starting from the present, backcasting first identifies a future end-point radically different from the present, and, then works back to the present [37,38]. Encouraging reflection and 'out-of-the-box' thinking, backcasting is useful in investigating complex problems and addressing far-reaching changes [39,40].…”

Section: Sustainability Transitions and Transition Managementmentioning

confidence: 99%

Leading from the Niche: Insights from a Strategic Dialogue of Renewable Energy Cooperatives in The Netherlands

2018

Self Cite

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Renewable energy cooperatives envision and manifest an alternative way of organising within the energy system (and beyond). Yet, despite their growth, it is uncertain whether such initiatives are able to increase and deepen their impact, leading the transition to an environmentally sustainable and socially just energy system. This paper presents insights from a strategic dialogue co-organised with the Dutch national interest group of renewable energy cooperatives “ODE Decentraal”. We used transition management as action research methodology to organise the dialogue to understand and support the transformative potential of the cooperative energy movement. The dialogue helped to clarify the challenges and possibilities for scaling energy cooperatives beyond the niche, supporting at the same time the participants to reflect, strategize and develop a shared transition agenda. This contribution presents and analyses our intervention and its impact, also specifically evaluating the potential of transition management to facilitate social learning processes, reflexivity and the development of strategic actions. Our intervention confirmed the hypothesis that actors in the niche often focus too much on the competition with the regime for individual goals, thereby failing to collectively strategize and engage with incumbent regimes in a systematic way.

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“…This includes knowledge transfer as well as the processes by which to operationalize lessons learned. Empowering students can be achieved using a variety of pedagogical approaches including service learning (see Jacoby, 2003;Munter, 2002) and participatory learning (see Hisschemöller and Cuppen, 2015). Singh et al (2014) define empowerment from cultural, psychological and structural perspectives, explaining the degree to which individuals feel like they have power, authority, and/or responsibility.…”

Section: Philosophy Of Coaching: An International Journal 71mentioning

confidence: 99%

Bridging the gap between higher education and the workforce: A coach approach to teaching

Hesseln¹,

Gair²

2016

PoC

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There is debate in the business community around whether new entrants to the labour market are as proficient in essential skills such as communications, collaboration, and critical thinking as were their forbears. At the same time, the demand for executive coaching has increased substantially under both strong and weak economic conditions. Corporations are now using coaching to enhance essential skills within the workplace, which gives rise to questions about college graduates' skills and the positive impact coaching skills could have if embedded within academia. We explore the benefits of using a coach approach in the classroom whereby the instructor engages, enlightens, and empowers students to better prepare graduates for life-long learning and the labour market. The model requires the instructor to embrace authenticity, insight, and innovation by taking a coach approach to teaching with the intent to enhance learning outcomes.

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Participatory assessment: tools for empowering, learning and legitimating?

Cited by 18 publications

References 53 publications

Designing effective public participation

Designing effective public participation

Leading from the Niche: Insights from a Strategic Dialogue of Renewable Energy Cooperatives in The Netherlands

Bridging the gap between higher education and the workforce: A coach approach to teaching

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