A \u201clearning paradox\u201d in maritime spatial planning

Xander Keijser,Hilde Toonen,Jan Van Tatenhove

doi:10.1007/s40152-020-00169-z

Xander Keijser, Hilde Toonen + Show 1 more

Open Access

https://doi.org/10.1007/s40152-020-00169-z

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Journal: Maritime Studies	Publication Date: Mar 24, 2020
Citations: 11	License type: open-access

Affiliation: Wageningen University & Research

Abstract

Both policy-makers and scholars acknowledge and emphasize the need for learning in maritime spatial planning (MSP). However, few explain why learning is important. As such, it remains a vague and understudied process and is taken for granted and assumed to be and do “only good” which might hinder an in-depth assessment of the effectiveness of learning in policy-making. In this paper, we investigate whether, and if so in what way, explicit attention is given to learning in MSP. In this way, we try to unpack a (plausible) “learning paradox” and gain more insight into the different conceptualizations of learning in MSP. We use seven dimensions to examine learning in MSP by conducting a literature review of scientific MSP literature and a case study, which analyzes learning in the Dutch MSP process. The literature review and case study point to a “learning paradox” in MSP, showing both similarities and differences. The common lack of attention for risk and ambiguities is particularly problematic, while the existing clarity about who (should) learn and how can be seen as opportunities to gain insights in learning in MSP. Overall, we argue that acknowledging the paradox is paramount to improve the effectiveness of learning processes in MSP.

Highlights

Since the first international workshop on marine/maritime spatial planning (MSP) organized by IOC-UNESCO in 2006, we have witnessed the beginning of a new era in marine governance, highlighting spatiality and territoriality at sea (Abspoel et al 2019; Jay 2010a)
Knowledge and information exchange is seen as an important element to support MSP processes, and various support mechanisms have been developed for this purpose (European Union n.d.)
Similar to the literature review, we looked into the seven dimensions, as discussed in “Learning theories and learning paradox”, to analyze if, and in what way, a learning paradox applies to the Dutch MSP policy process

Summary

Introduction

Since the first international workshop on marine/maritime spatial planning (MSP) organized by IOC-UNESCO in 2006, we have witnessed the beginning of a new era in marine governance, highlighting spatiality and territoriality at sea (Abspoel et al 2019; Jay 2010a). Both in academia and in policy, adaptive management is considered a key component of MSP, most notably introduced and advocated by Douvere and Ehler in their work for international governmental bodies, such as the IOC-UNESCO and the EU (Ehler and Douvere 2007, 2009; Ehler 2018) and in their keystone publications (among others: Douvere 2008; Douvere and Ehler 2008, 2009, 2012; Ehler 2008; Ehler and Douvere 2007). Integrated and adaptive MSP is based on an iterative process, often described as “learning by doing”, since information from previous experience feeds back into. Evaluation helps management to adapt through a “learning process” (Ehler and Douvere 2009). In this way, policy-makers learn from the previous MSP process and make improvements for a round in the MSP process. Knowledge and information exchange is seen as an important element to support MSP processes, and various support mechanisms have been developed for this purpose (i.e. handbooks and toolkits, research projects co-funded by the European Union, MSP platforms and policy/research networks) (European Union n.d.)

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Conclusion