Where There Is No History: How to Create Trust and Connection in Learning for Transformation in Water Governance

Vries, J.R. de; Bommel, Séverine van; Blackmore, Chris; Asano, Yoshiko

doi:10.3390/w9020130

Cited by 15 publications

(17 citation statements)

References 56 publications

(71 reference statements)

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“…The younger the person, the more this person questioned his or her opinions or felt like being part of a community, while gender and education do not have a significant impact (see Tables 2 and 3). The findings of de Vries, et al [58] suggest that a trustworthy relationship between the participants and a participation process, which is perceived as being a respectful one, are more important drivers for social learning than participation formats. Similar conclusions can be drawn from the analyzed data.…”

Section: Discussionmentioning

confidence: 99%

Does Participation Foster Transformation Processes towards Sustainable Energy Systems? A Case Study of the German Energy Transformation

Ernst

2018

Sustainability

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Sustainable energy transformation depends on learning processes, which allow us to cope with constantly changing environmental and social systems. Participation processes are viewed as a means of fostering social learning. In this paper, social learning is applied as an analytical concept to investigate the cognitive effects of participation such as knowledge acquisition, changes of perspective, and knowledge dissemination. Previous studies have indicated that certain characteristics of the participation process foster social learning. However, empirical evidence is still inconclusive, which is why this paper investigates which factors foster social learning. An empirical analysis was conducted on the basis of a quantitative online survey (N = 516), which questioned people who are in some way involved in the German energy transformation (Energiewende). The results show that social learning can be enhanced through participation. In particular, moderated processes—which foster a productive exchange, encourage the building of trust among participants, and allow easy access to relevant information—are likely to provide the appropriate conditions for social learning. Personal characteristics such as an individual’s degree of knowledge might have a greater influence on why people change their perspectives than the intensity of participation.

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Section: Discussionmentioning

confidence: 99%

Does Participation Foster Transformation Processes towards Sustainable Energy Systems? A Case Study of the German Energy Transformation

Ernst

2018

Sustainability

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“…From a dynamic perspective, interpersonal trust can be conceptualised as individuals' expectation about the thoughts, behaviour, and decisions of other people within a specific trust context, based upon past experiences and their interpretation [39,40]. These expectations are constantly revised in the light of new experiences, interactions, unfolding information about others and changing contexts [41].…”

Section: Interpersonal Trustmentioning

confidence: 99%

Trusting the People and the System. The Interrelation Between Interpersonal and Institutional Trust in Collective Action for Agri-Environmental Management

et al. 2019

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Agri-environmental schemes have been introduced in numerous countries to combat biodiversity loss in agrarian landscapes that are important for both food production and biodiversity. The successful operation of such schemes depends strongly upon trust between actors involved, as well as trust in institutions that govern these schemes. However, the interplay between interpersonal and institutional trust in the context of collective action for agri-environmental management is not well understood. To address this question, we explore the case of agri-environmental management in the province of Drenthe (in The Netherlands), where a new policy model was implemented. This case shows how both institutional design and institutional performance critically influence trust dynamics. Under the old policy model, farmers struggled with auditing and control, which fostered mistrust and hampered collective action. Under the new model, a landscape approach, more responsibilities were delegated to farmers, and more room was created for interaction, which fostered trust both between actors and in institutions. Based on our findings, we conclude that institutional designs that reflect trust in the actors can foster interpersonal and institutional trust that, in turn, facilitates collective action. However, old arrangements can also create path dependencies that limit trust development and impede collective action for agri-environmental management.Sustainability 2019, 11, 7022 2 of 18 agri-environmental policies are generally considered to be ineffective [2]. One of the main objections is that agri-environmental schemes are often too heavily based on management by individual farmers, while a collective landscape approach to conserve biodiversity that is carefully designed and targeted is required [1,2].The lack of effectiveness and the need for collective action at landscape-level were some of the most important reasons behind the reform of the Netherlands' agri-environmental policy in 2016. Under the subsequent new policy model, agri-environmental schemes can only be implemented via regional farmers' collectives. Through these collectives, farmers cooperate to achieve agri-environmental objectives at landscape-level. In the new model, the collectives incorporate agreements, to clarify which measures are adopted on which parcels of land to achieve the collective objectives. The Netherlands was not the only EU country that adopted agri-environmental schemes in which farmers' groups played a role, as such an approach became possible under the Common Agricultural Policy (CAP) of the European Union (2014-2020) as groups of farmers became eligible for CAP payments (EU regulation 1305/2013, article 35) [5].The new model, thus, aims to organise collective action in a particular area, rather than to pay individual farmers for adopting voluntary measures, each on their own land. The long-term performance of this new policy model depends, inter alia, upon the participation of a group of farmers. Studies have shown that the willingness to parti...

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“…To attract different constituencies who do not regularly interact, it is important to provide a 'safe place' where knowledge, skills and ideas can be shared, explored, adapted and applied (Reed et al 2014). Building trust is frequently mentioned in the literature as a key aspect of stakeholder engagement in general (Schoonover et al 2019;Siddiki et al 2017;de Vries et al 2017) and CoPs specifically (Brown and Dugin 2001;Wenger et al 2002). We have therefore tried hard to create a friendly and open culture with ample opportunity for interaction and discussion, both formally and informally.…”

Section: Identitymentioning

confidence: 99%

Knowledge sharing, problem solving and professional development in a Scottish Ecosystem Services Community of Practice

et al. 2019

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The ecosystem services framework has now been embodied in policy and practice, creating the need for governance structures that allow science, policy and practice to come together and facilitate shared learning. We describe five years of progress in developing an Ecosystem Services Community of Practice in Scotland, which brings together over 600 individuals from diverse constituencies to share experiences and learn from each other. We consider the 'community' and 'practice' aspects to demonstrate the benefits of establishing an Ecosystem Services Community (ESCom). We also demonstrate how the journey involved in the creation and continuing evolution of ESCom has proved valuable to researchers, policy-makers, practitioners and students and as such has contributed to social learning. We reflect on challenges, given the voluntary nature, absence of formal institutional support and emergence of initiatives focusing on overlapping topics. Based on our experience, we provide ten recommendations to help future ecosystem services communities of practice.

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Where There Is No History: How to Create Trust and Connection in Learning for Transformation in Water Governance

Cited by 15 publications

References 56 publications

Does Participation Foster Transformation Processes towards Sustainable Energy Systems? A Case Study of the German Energy Transformation

Does Participation Foster Transformation Processes towards Sustainable Energy Systems? A Case Study of the German Energy Transformation

Trusting the People and the System. The Interrelation Between Interpersonal and Institutional Trust in Collective Action for Agri-Environmental Management

Knowledge sharing, problem solving and professional development in a Scottish Ecosystem Services Community of Practice

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