Collective learning in the multilevel governance project Civitas Dyn@mo: A case of knowledge management
Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Reflexive approaches to (multilevel) governance are currently discussed as essential for sustainable outcomes of decision-making. A key element of reflexive governance has been called collective learning. Collective learning has been argued to be a necessary tool or safeguard against the misuse of power in the context of sustainable decision-making. Though being named a key element, the effects of collective learning processes on power and conflict dynamics have been defined very vaguely in reflexive governance approaches. If at all, collective learning is described as an excursive debate that - given the choice of experienced actors and a set of rules – will automatically lead to balanced power distribution. This work contributes to the scientific discourse on reflexive governance by conceptualizing the process of collective learning in two steps. The first involves a conceptual claim whereby it is shown that collective learning, in addition to a discursive debate, consists of three ‘aspects’, communication, participation, knowledge implementation. This claim is exemplified via the investigation of a case of knowledge management in the sustainable governance project Civitas Dyn@mo, as it reflects the suggested aspects of collective learning.
Place, publisher, year, edition, pages
2013. , 78 p.
collective learning, power dynamics, reflexive governance, knowledge management, sustainable development, CIVITAS
Earth and Related Environmental Sciences Other Earth and Related Environmental Sciences
IdentifiersURN: urn:nbn:se:sh:diva-21619OAI: oai:DiVA.org:sh-21619DiVA: diva2:692004
Subject / course
Environment and development
UppsokLife Earth Science
Gilek, Michael, Professor
Loftsson, Elfar, Professor