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Analysing the contribution of deliberative planning in risk management to social learning

English title Analysing the contribution of deliberative planning in risk management to social learning
Applicant Buchecker Matthias
Number 150312
Funding scheme Project funding (Div. I-III)
Research institution Swiss Federal Research Inst. WSL Direktion
Institution of higher education Swiss Federal Institute for Forest, Snow and Landscape Research - WSL
Main discipline Social geography and ecology
Start/End 01.08.2014 - 31.08.2018
Approved amount 250'090.00
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Keywords (8)

Risk management; Mental model; Natural hazards; Deliberative planning; Intervention research; Social learning; Actors; Participation

Lay Summary (German)

Lead
Das Forschungsprojekt untersucht die Rolle von sozialem Lernen im Kontext von partizipativen Aushandlungsprozessen am Fallbeispiel eines komplexen Planungsprojekts im Bereich Naturgefahren und Risikomanagement.
Lay summary

Inhalt und Ziele

Es soll erforscht werden, inwiefern Partizipation zum sozialen Lernen direkt beteiligter Akteure beiträgt und welche Effekte in einem weiteren Umfeld von Interessengruppen auszumachen sind. Diese Fragestellungen werden schrittweise untersucht, wobei der gesamte partizipative Aushandlungsprozess und das Problemverständnis verschiedener direkt und indirekt involvierter Akteure mittels qualitativer und quantitativer Methoden analysiert wird. Dadurch sollen Schlussfolgerungen bezüglich konzeptioneller Aspekte sozialen Lernens und allfällige Massnahmen für effiziente partizipative Aushandlungsprozesse im Risikomanagement ermöglicht werden.

 

Wissenschaftlicher und gesellschaftlicher Kontext

Aktuelle wissenschaftliche Literatur zeigt, dass für ein effizientes integratives Management von Naturgefahren im Rahmen partizipativer Aushandlungsprozesse ein gemeinsames Problemverständnis durch soziales Lernen zentral ist. Die wesentlichen Aspekte des Konzepts des sozialen Lernens und dessen Wechselwirkungen mit partizipativen Aushandlungsprozessen sind jedoch noch ungenügend erforscht. In den letzten Jahren wurden zwar neue Ansätze entwickelt, um das Problemverständnis von Akteuren auf Grundlage mentaler Modelle zu beschreiben. Die Erfassung mentaler Modelle als Basis für eine systematische Untersuchung sozialen Lernens bleibt jedoch eine Herausforderung. Das vorliegende Projekt leistet einen Beitrag zu einem umfassenden Verständnis des Konzepts des sozialen Lernens.

Direct link to Lay Summary Last update: 27.08.2014

Responsible applicant and co-applicants

Employees

Publications

Publication
Wie soll die Wigger in der Region Zofingen in Zukunft gestaltet werden?
MüllerStefanie, BucheckerMatthias, GausRaphael (2017), Wie soll die Wigger in der Region Zofingen in Zukunft gestaltet werden?, in Wasser Energie Luft, 109(3), 181-189.

Collaboration

Group / person Country
Types of collaboration
King's College, London Great Britain and Northern Ireland (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
Geographical Institut of the university of Zürich Switzerland (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
UFZ, Leipzig Germany (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
Sacramento State University, Department Public Policy and Administration United States of America (North America)
- in-depth/constructive exchanges on approaches, methods or results
- Publication

Scientific events

Active participation

Title Type of contribution Title of article or contribution Date Place Persons involved
International Symposium on Society and Resource Management Talk given at a conference The contribution of participatory deliberation to social learning in integrated watershed management: a case study from Switzerland. 18.06.2018 Salt Lake City, United States of America Raphael Gaus;
International Symposium on Society and Resource Management Talk given at a conference The influence of previous experiences on actors’ perspectives in integrated watershed management: a case study from Switzerland 19.06.2017 Umea, Sweden Raphael Gaus;
Programme on Ecosystem Change and Society Talk given at a conference The role of actors’ values, beliefs, and identities in integrated watershed management: a case study from Switzerland. 03.11.2015 Stellenbosch University, South Africa Raphael Gaus;


Knowledge transfer events

Active participation

Title Type of contribution Date Place Persons involved
Sitzung Stifungsmitglieder der Präventionsstiftung Talk 28.02.2018 Bern, Switzerland Buchecker Matthias;


Abstract

Recent Swiss as well as European policy documents call for integrated approaches in risk management to increase societies’ resilience towards natural hazards. This paradigm change brings about new challenges for risk communication. The higher complexity of the risk management systems implicates a more active role of the local actors. At the same time this active role is, however, impeded by the diversity of problem understandings actors have of complex systems. Recent literature suggest that efficient integrated management of risks or natural resources requires achieving a shared problem understand-ing through social learning, and that social learning can be best stimulated in deliberative planning processes among rele-vant actors. In spite of these high expectations, key aspects of the concept of social learning are, however, still debated among scientists. And there exists so far only little and inconsistent empirical evidence as to if, to which degree and under which conditions deliberative planning can contribute to social learning and in particular to shared problem understandings among relevant actors. In the last years, new approaches for revealing actors’ problem understandings have been developed based on the concept of mental model. But the quantitative measurement of mental models as a basis for a systematic analysis of social learning is still a challenge.With our project we want to contribute to the clarification of the concept of social learning by achieving three goals: a) to systematically evaluate the contribution of deliberative planning for actors’ social learning based on a mental model approach and an intervention research design; b) to analyse the diffusion of social learning effects to the wider community, and c) to reveal the role of actors’ power relations and shared identity building for the dynamics of social learning in deliberative plan-ning of integrated risk management. Our research design is characterised by a combination of method triangulation and the methodological approach of interven-tion research. We will evaluate a real deliberative planning process for solving a complex risk management problem on three levels: a) by a repeated qualitative and quantitative measurement of involved actors’ problem understanding as well as fur-ther aspects of social learning b) by a repeated quantitative measurement of not involved members of the affected actor groups’ problem understanding,, and c) by a qualitative observation of the deliberative process. Based on an optimised data and method triangulation we will systematically analyse the learning process and interpret the findings against findings of earlier evaluation studies on participatory risk and natural resource management projects.The findings will allow us to draw conclusions on conceptual aspects of social learning and on the design of efficient collabo-rative risk management projects.
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