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@ARTICLE{Ernst:857544,
      author       = {Ernst, Anna},
      title        = {{D}oes {P}articipation {F}oster {T}ransformation
                      {P}rocesses towards {S}ustainable {E}nergy {S}ystems? {A}
                      {C}ase {S}tudy of the {G}erman {E}nergy {T}ransformation},
      journal      = {Sustainability},
      volume       = {10},
      number       = {11},
      issn         = {2071-1050},
      address      = {Basel},
      publisher    = {MDPI},
      reportid     = {FZJ-2018-06535},
      pages        = {4313 -},
      year         = {2018},
      abstract     = {Sustainable energy transformation depends on learning
                      processes, which allow us to cope with constantly changing
                      environmental and social systems. Participation processes
                      are viewed as a means of fostering social learning. In this
                      paper, social learning is applied as an analytical concept
                      to investigate the cognitive effects of participation such
                      as knowledge acquisition, changes of perspective, and
                      knowledge dissemination. Previous studies have indicated
                      that certain characteristics of the participation process
                      foster social learning. However, empirical evidence is still
                      inconclusive, which is why this paper investigates which
                      factors foster social learning. An empirical analysis was
                      conducted on the basis of a quantitative online survey (N =
                      516), which questioned people who are in some way involved
                      in the German energy transformation (Energiewende). The
                      results show that social learning can be enhanced through
                      participation. In particular, moderated processes—which
                      foster a productive exchange, encourage the building of
                      trust among participants, and allow easy access to relevant
                      information—are likely to provide the appropriate
                      conditions for social learning. Personal characteristics
                      such as an individual’s degree of knowledge might have a
                      greater influence on why people change their perspectives
                      than the intensity of participation.},
      cin          = {IEK-STE},
      ddc          = {690},
      cid          = {I:(DE-Juel1)IEK-STE-20101013},
      pnm          = {153 - Assessment of Energy Systems – Addressing Issues of
                      Energy Efficiency and Energy Security (POF3-153)},
      pid          = {G:(DE-HGF)POF3-153},
      typ          = {PUB:(DE-HGF)16},
      UT           = {WOS:000451531700487},
      doi          = {10.3390/su10114313},
      url          = {https://juser.fz-juelich.de/record/857544},
}