Abstract
Beers, P., B. van Mierlo, and A.-C. Hoes. 2016. Toward an Integrative Perspective on Social Learning in System Innovation Initiatives. Ecology and Society 21(1):33.http://dx.doi.org/10.5751/ES-08148-210133
Highlights
The more complex the innovation challenges, the more important the associated learning
We explore the framework by studying which interaction patterns stimulate social learning outcomes in the case study, with the following research question: how can social learning be characterized in terms of different patterns of communicative interaction, and how are these patterns related to social learning outcomes? Our intended contribution is to inspire further hypothesizing about social learning
The main research question to explore the framework is: how can social learning be characterized in terms of different patterns of communicative interaction, and how are these patterns related to social learning outcomes?
Summary
The more complex the innovation challenges, the more important the associated learning. Sustainability transitions arguably rank among the most complex innovation challenges (Ison et al 2007, Veldkamp et al 2009). Steering options toward sustainability are very limited. They include experimentation, future visioning, and learning (Loorbach and Rotmans 2006). Learning processes are often mentioned as key to sustainability transitions. Learning itself has received little conceptualization and operationalization in the sustainability transitions literature - apart from some notable exceptions (e.g., Raven et al 2008, Van Mierlo et al 2010b). A better understanding of the role of learning may improve innovators' ability to stimulate learning in sustainability transitions
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