Social learning in regional innovation networks: trust, commitment and reframing as emergent properties of interaction

Sol, Jifke; Beers, Pieter J.; Wals, A.E.J.

doi:10.1016/j.jclepro.2012.07.041

Cited by 162 publications

(161 citation statements)

References 43 publications

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“…This dimension partly overlaps with the dimension 'type of knowledge'. For social learning we use the definition by Sol et al: i.e., 'an interactive and dynamic process in a multi-actor setting where knowledge is exchanged and where actors learn by interaction and co-create new knowledge in ongoing interaction' [38]. Social learning in a region is stimulated by regional multi-actor networks, and the diversity of actors involved enables a broad understanding of the issues at stake.…”

Section: Social Learningmentioning

confidence: 99%

“…Social learning in a region is stimulated by regional multi-actor networks, and the diversity of actors involved enables a broad understanding of the issues at stake. The emergent properties of interaction in these networks are trust, commitment, and reframing (e.g., acquiring new insights and perceptions) [38]. The strong-tie relations within a region allow stakeholders to build trust and to exchange tacit knowledge.…”

Section: Social Learningmentioning

confidence: 99%

“…Social learning factors were trust, commitment, and reframing (reframing was translated into 'gaining new insights and perceptions', to facilitate comprehension by the respondents). We used the social learning factors described by Sol et al [38]. We added two general factors: leadership and attitude towards risk.…”

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confidence: 99%

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Contrasting Regional Habitats for Urban Sustainability Experimentation in Europe

et al. 2018

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Abstract:The sustainability challenge requires experimentation with innovations, followed by an upscaling process towards a broader regime change in the long term. In Europe we observe various regional hotspots for sustainability experimentation which suggests that there are favorable spatial contexts. Little is known about why different kinds of experiments flourish or fail in various spatial contexts. In this paper we explore these contexts by using the habitat concept. A habitat is regarded as the configuration of favorable local and regional context factors for experimentation. To capture the diversity of these habitats we have constructed archetypical experimentation patterns. These patterns are built up of five dimensions: knowledge, governance, informal institutions, regional innovation advantages, and social learning. In a comparative case study in four city regions in Europe we find a large contrast in habitats. Countercultures play an important role, as they shape a beneficial context for experimentation through alternative ideas and lifestyles. We also find indications that it is important that a combination of several habitat factors is present, and that these factors have aligned and evolved over several years of experimentation, thus leading to a more mature habitat. The research suggests that regional stakeholders can positively influence most of the habitat factors shaping future upscaling. However, there are also some important factors, such as regional knowledge and skills, which have a path-dependent nature and are more difficult to improve in the short term.

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Section: Social Learningmentioning

confidence: 99%

Section: Social Learningmentioning

confidence: 99%

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Contrasting Regional Habitats for Urban Sustainability Experimentation in Europe

et al. 2018

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“…The outcomes of learning are important to improve decision-making processes that are underpinned by a growing awareness of human-environment interactions, better relationships, and improving problem-solving capacities for participants . Therefore, learning may lead to changes in perception, knowledge, and behavior of individuals, organizations, or community groups (Sol et al, 2013). Three interrelated learning theories are frequently used in recent academic literature: experiential learning (Kolb, 1984), transformative learning (Mezirow, 1997), and social learning (Keen et al, 2005;Wals, 2007).…”

Section: Social Learningmentioning

confidence: 99%

“…This is especially the case when there is a certain degree of diversity, trust, and commitment among those participating in addressing a challenge (Sol et al, 2013).…”

Section: Social Learningmentioning

confidence: 99%

Developing adaptive capacity in times of climate change in central rural Vietnam: exploring smallholders’ learning and governance

Le¹

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How does board interlock network matter for sustainability? A social learning approach to corporate environmental performance

Zhao

Lee

2023

Bus Strat Env

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The study proposes a social learning perspective for corporate environmental performance (CEP), drawing on the social network approach. We examine how a firm's board interlock connections affect its CEP through direct and indirect social learning processes. Moreover, we argue that a firm's board interlock ties to other well‐connected firms amplify the effects of social learning on CEP. Empirical analyses with a unique dataset of the S&P 1500 firms support our hypotheses. This research clarifies the network mechanisms underlying the firms' social learning on environmental performance. We also provide practical implications about boards as a reservoir for firms' learning of environmentally beneficial activities in inter‐corporate networks.

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Social learning in regional innovation networks: trust, commitment and reframing as emergent properties of interaction

Cited by 162 publications

References 43 publications

Contrasting Regional Habitats for Urban Sustainability Experimentation in Europe

Contrasting Regional Habitats for Urban Sustainability Experimentation in Europe

Developing adaptive capacity in times of climate change in central rural Vietnam: exploring smallholders’ learning and governance

How does board interlock network matter for sustainability? A social learning approach to corporate environmental performance

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