Staff Publications

Staff Publications

  • external user (warningwarning)
  • Log in as
  • language uk
  • About

    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

    We have a manual that explains all the features 

Record number 550202
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.
DOI https://doi.org/10.1080/08941920.2019.1569287
Department(s) Laboratory of Geo-information Science and Remote Sensing
Publication type Refereed Article in a scientific journal
Publication year 2019
Keyword(s) Ecosystem governance - intermediaries - qualitative review - social learning - social-ecological systems - structural constraints
Abstract

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.

Comments
There are no comments yet. You can post the first one!
Post a comment
 
Please log in to use this service. Login as Wageningen University & Research user or guest user in upper right hand corner of this page.