Collaborative learning for policy innovations: sustainable urban drainage systems in Leicester, England

Figures & data

Figure 1. Conceptual framework for understanding the emergence and implementation of policy innovations in collaborative learning settings (based on Heikkila & Gerlak, 2013).

Table 1. Learning products for SuDS in Leicester.

Learning products	Summary of findings
Cognitive (beliefs and attitudes)	There is an on-going shift in the acceptance of SuDS
Behavioural (documents and behavioural strategies or persuasion and communication)	The ‘SuDS Guide’ and the ‘Green Infrastructure Strategy’ at LCC explicitly mention SuDS; Two SuDS champions utilise an effective communication campaign to build acceptance of SuDS at LCC and beyond by: Emphasising multiple benefits of SuDS Providing visual maps and artistic impressions Providing quantifiable benefits where possible Providing specifics on how to make SuDS work Experimenting with various designs and report on results

Table 2. Learning processes for SuDS in Leicester.

Learning processes	Summary of findings
Acquiring information (learning about SuDS practices, experiences and ways of communicating SuDS to colleagues);	Construction Industry Research and Information Association (CIRIA) is the major source of information on SuDS for LCC officials and consultants; Various formal and informal networks of professionals in the UK sustained by a SuDS champion at LCC helped legitimise SuDS.
Translating information (processing and reflecting on information and knowledge);	Translation of information and learning from experience happens individually; no procedures for collective reflection on experiences at LCC; Nevertheless, there is room for improvement for collective and systematic reflection and sharing of experiences on SuDS following personal initiative of LCC employees.
Disseminating information and experiences with SuDS;	Dissemination of information on SuDS happens both informally and formally at LCC through the communications team and through networks in which SuDS champions partake.

Table 3. Institutional structure domain for SuDS in Leicester.

Institutional structure domain	Summary of findings
Duties and responsibilities	The decentralised and fragmented UK flood risk governance system does not encourage SuDS due to the lack of clarity with responsibilities, no overarching authority to promote and enforce SuDS and the lack of resources at the level of local authorities.
Capacity and resources to manage surface flooding	Local authorities have been struggling with human and financial resources to manage new responsibilities after decentralisation.
Forum for deliberation and boundary objects	There are some forums for deliberation such as RFCC and the process to prepare the Integrated Flood Risk Management Strategy.
Disciplinary boundaries and path-dependencies	As legacy of path-dependency in flood policy and conventional drainage engineering tend to win over the newer ‘green infrastructure approaches’ at LCC operations.

Table 4. Social domain for collaborative learning in Leicester.

Social domain	Summary of findings
Inter-personal trust	There are high levels of trust among actors and social coherence
Open communication	Discussions are open with diversity of opinions and criticism tolerated
Leadership	Leadership is key in making SuDS mainstream as exemplified by two SuDS champions

Table 5. Technological and functional domain factors for collaborative learning.

Technological & functional domain	Summary of findings
Capacity to process information	There is technological capacity to process information and data; lack of personnel to process information adequately;
Adequacy of information	No monitoring and enforcement of SuDS implementation after their approval;
Transparency of technological processes to all	The system of decision-making at LCC is not transparent to outsiders including citizens.

Heikkila, T., & Gerlak, A. (2013).  Building a conceptual approach to collective learning: Lessons for public policy scholars. Policy Studies Journal, 41(3), 484–512.

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