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@ARTICLE{Ernst:859776,
      author       = {Ernst, Anna},
      title        = {{R}eview of factors influencing social learning within
                      participatory environmental governance},
      journal      = {Ecology and society},
      volume       = {24},
      number       = {1},
      issn         = {1708-3087},
      address      = {Wolfville, Nova Scotia},
      publisher    = {Resilience Alliance},
      reportid     = {FZJ-2019-00607},
      pages        = {3},
      year         = {2019},
      abstract     = {Participatory environmental governance might foster social
                      learning, which could lead to the necessary process of
                      social change toward sustainable development. However,
                      current research is still largely inconclusive regarding how
                      and under what conditions participatory environmental
                      governance enhances social learning. Here, my aim is to
                      improve the understanding of how participatory framework
                      conditions influence social learning and to provide a
                      reference point for future research. I conducted a narrative
                      literature review, consolidating multifaceted empirical
                      research to identify and discuss factors that explain social
                      learning. The literature comprised 72 publications and
                      resulted in 11 factors that are highly interconnected. These
                      interconnections denote the causes of social learning.
                      However, some factors such as the personal characteristics
                      of participants have only been marginally investigated. In
                      addition, although cognitive change is theoretically an
                      essential element of social learning, it has rarely been
                      investigated in the reviewed studies. Knowledge acquisition
                      was assessed most often, but does not always lead to
                      cognitive change. A research gap was identified between what
                      is theoretically discussed as social learning processes and
                      what is empirically analyzed. This review therefore presents
                      the state of knowledge about how participatory environmental
                      governance fosters social learning and suggests future
                      research.},
      cin          = {IEK-STE},
      ddc          = {570},
      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:000464153200009},
      doi          = {10.5751/ES-10599-240103},
      url          = {https://juser.fz-juelich.de/record/859776},
}