Learning in participatory environmental governance – its antecedents and effects. Findings from a case survey meta-analysis

Figures & data

Figure 1. Conceptual model to assess how features of a (participatory) governance process and contextual conditions impact different kinds of learning, and how learning impacts environmental outcomes.

Table 1. Three modes of learning.

Learning in the sense of …	Deliberation	Capacity building	Informing decision outputs
Relation to knowledge	Knowledge exchange	Knowledge building	Knowledge uptake
Stage in the decision-making process (Webler & Tuler, 2002)	Process	Outcomes related to capacity building	Outcomes related to the policy objectives
Who learns	Participants, officials	Participants (and their constituencies)	Decision-makers (state officials and beyond)
What is learned	Perspectives, facts and values regarding the issues at stake; changed preferences; innovation	Improved understanding of environmental problems, capacity to be involved in decision-making, and to collectively act to implement change.	Output takes up knowledge shared and innovation developed by participants

Table 2. Results of the regression analysis.

	Dependent variables:
	Learning as deliberation	Learning as capacity building		Learning reflected in output		Environmental standard of the output
Model no.	(1a)	(2a)	(2b)	(3a)	(3b)	(4a)	(4b)	(4c)
Communication intensity	.31***	.11	.04	–.16**	–.22**	.07	.07
Structured communication methods	.26***	.37***	.32***	.46***	.35***	.10	.02
Power delegation to participants	.18***	–.06	–.09	.23***	.21**	.21**	.18*
Non-state actor representation	–.05	.06	.07	.06	.05	–.10	–.11
Diversity of interests	.02	–.04	–.04	–.06	–.06	–.09	–.08
Diversity of sectors	.00	.04	.04	.05	.04	.05	.04
Process duration (log)	.03	.18***	.17***	.01	–.03	.05	.03
Trust towards govt. and participants	.24***	.23***	.18***	.14	.05	.20**	.17*
Cooperativeness of actors	.09	.21***	.19***	.12	.06	.19*	.16*
Value conflict	.06	.16***	.14***	.11*	.07	–.02	–.04
Learning as deliberation			.20***		.15*		.04	.29***
Learning & capacity building					.20**		.06	.12
Learning reflected in output							.09	.16*
Intercept	1.14***	−1.40***	−1.63***	.53**	.62**	.51	.49	–.18
Observations	296	296	296	286	286	276	276	280
R^2	.67	.54	.56	.46	.49	.34	.35	.25
Adjusted R^2	.66	.53	.54	.44	.47	.32	.32	.24
F-value	57.04***	33.70***	32.23***	23.25***	21.69***	13.65***	10.77***	30.45***
AIC	538.09	629.71	622.92	457.08	444.84	849.54	852.06	882.05

Dependent variables are the three modes of learning (model clusters 1 to 3), and the environmental standard of the decision-making output (cluster 4). Independent variables are process-related factors (power delegation, communication, and non-state actor representation, as well as process duration, use of structured methods, trust-building, diversity of interests and sectors represented), and context factors (cooperativeness of actors; level of value conflict). The three modes of learning also serve as independent variables in model clusters 2, 3 and 4. Depicted are standardized beta values.

Note: Statistical significance is depicted as * p < .05; **p < .01; ***p < .001.

Webler, T., & Tuler, S. (2002). Unlocking the puzzle of public participation. Bulletin of Science, Technology & Society, 22(3), 179–189.

 Google Scholar