Abstract

Learning and Action Alliances (LAAs) are becoming an increasingly popular method for overcoming the challenges associated with participatory forms of governance, where decision making requires collaboration between stakeholders. In flood risk management, LAAs provide a mechanism through which institutional participants can come together, share knowledge, innovate, and devise solutions to ‘wicked’ problems. While the social learning generated at LAAs is now well understood, the mechanism by which this learning is translated into action is less so. In this paper, we argue that in order to maximise the potential for action, LAAs must attend to different elements of capacity building, in order that action can diffuse outwards, from the individual members of the LAA, to their organisations and society beyond. By investigating two UK case study examples, we illustrate how different elements might be utilised in combination, to maximise the potential for longer-term, longer-lasting change. We conclude that the architects of participatory processes, including LAAs, should attend to different elements of capacity building, and consider those best suited to their individual contexts and objectives.

Highlights

  • Water management in general, and flood risk management in particular, across many parts of the world, has undergone a shift from centralised to local management, with many roles and responsibilities devolved to local stakeholders (Butler and Pidgeon, 2011)

  • Drawing inspiration from the social learning literature, Learning and Action Alliances (LAAs) present a mechanism through which stakeholders can address complex, ‘wicked’ environmental problems such as those posed by water and flood risk management (Ashley et al, 2012)

  • We suggest that an LAA should aim to build capacity on all three levels; from the individuals engaged in the LAA itself, to the organisations of which they are part, and to the wider environments in which they are embedded

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Summary

Introduction

Flood risk management in particular, across many parts of the world, has undergone a shift from centralised to local management, with many roles and responsibilities devolved to local stakeholders (Butler and Pidgeon, 2011). Social learning is one of the most prominent concepts proposed for tackling the challenges of resource constraints, communication difficulties, complex responsibility arrangements and siloed thinking (Bryson et al, 2015) It facilitates the sharing of knowledge, experience and best practice, such that subsequent decisions are better informed (Pahl-Wostl et al, 2008). Drawing inspiration from the social learning literature, Learning and Action Alliances (LAAs) present a mechanism through which stakeholders can address complex, ‘wicked’ environmental problems such as those posed by water and flood risk management (Ashley et al, 2012). If the aim of LAAs is to produce action and change, processes of social learning must build the ‘capacity [within and between institutions] to achieve joint solutions and to make stakeholder participation effective in terms of achieving the goals of water management’ (Pahl-Wostl et al, 2007, emphasis added). Using examples from two LAAs (Tewkesbury and Newcastle) we investigate the challenges and opportunities that come with building capacity as part of LAAs

Social learning in LAAs
Capacity building in LAAs
Tewkesbury LAA
Newcastle LAA
Conclusions
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