|Title||Process and Contextual Factors Supporting Action-Oriented Learning : A Thematic Synthesis of Empirical Literature in Natural Resource Management|
|Author(s)||Suškevičs, Monika; Hahn, Thomas; Rodela, Romina|
|Source||Society & Natural Resources 32 (2019)7. - ISSN 0894-1920 - p. 731 - 750.|
|Department(s)||Laboratory of Geo-information Science and Remote Sensing|
|Publication type||Refereed Article in a scientific journal|
|Keyword(s)||Ecosystem governance - intermediaries - qualitative review - social learning - social-ecological systems - structural constraints|
Despite a long-term focus on learning in natural resource management (NRM), it is still debated how learning supports sustainable real-world NRM practices. We offer a qualitative in-depth synthesis of selected scientific empirical literature (N = 53), which explores factors affecting action-oriented learning. We inductively identify eight key process-based and contextual factors discussed in this literature. Three patterns emerge from our results. First, the literature discusses both facilitated participation and self-organized collaboration as dialogical spaces, which bridge interests and support constructive conflict management. Second, the literature suggests practice-based dialogs as those best able to facilitate action and puts a strong emphasis on experimentation. Finally, not emphasized in existing reviews and syntheses, we found multiple evidence about certain contextual factors affecting learning, including social-ecological crises, complexity, and power structures. Our review also points at important knowledge gaps, which can be used to advance the current research agenda about learning and NRM.