Working on learning: how the institutional rules of environmental governance matter
AffiliationUniv Arizona, Sch Geog & Dev
Univ Arizona, Udall Ctr Studies Publ Policy
MetadataShow full item record
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
CitationHeikkila, T., & Gerlak, A. K. (2018). Working on learning: How the institutional rules of environmental governance matter. Journal of Environmental Planning and Management, 1-18.
Rights© 2018 Newcastle University.
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at email@example.com.
AbstractLearning among actors engaged in environmental governance can be a critical pathway toward institutional change. Learning, however, is often unintentional or idiosyncratic in environmental governance. This paper considers how the rules structuring an environmental governance process can enable or constrain the institutional work of learning. We draw insights from theories of learning and from the Institutional Analysis and Development (IAD) framework's rule typology to identify how particular types of rules matter in learning. We examine how these insights can help uncover lessons from five empirical studies of learning in the environmental governance literature. We conclude with a discussion of the implications of our analysis for devising rules of environmental governance to intentionally foster learning.
Note12 month embargo; published online: 13 Jun 2018
VersionFinal accepted manuscript