Abstract
Trust is often seen as an important element in settings of knowledge sharing and the co-creation of knowledge for dealing with transformations in water governance. However, seemingly similar conversations during a co-creation workshop in Uppsala resulted in both trust and distrust, and thereby influenced consequent possibilities for the co-creation of knowledge. Therefore, this article focuses on how trust influences knowledge sharing and how knowledge sharing influences trust. We use a case study approach to analyze the Uppsala co-creation workshop—part of the Climate Change Adaptation and Water Governance (CADWAGO) project—by comparing 25 conversations, making use of theories on swift trust and trust dynamics. We found four different conversation patterns (1) sending; (2) defending; (3) misunderstanding; and (4) connecting. The first three patterns influenced trust negatively and did not lead to knowledge sharing, whereas pattern four showed trust development and co-creation of knowledge. From our comparative analyses, we conclude that trust starts to emerge when there is mutual openness and empathy visible in turn-taking patterns. More specifically, trust emerges when communication styles allow for recognition and exploring underlying needs and wishes, resulting in a more dynamic dialogue, further trust development, and connection between actors. Our list of conversation patterns is provisional but we argue that understanding how different kinds of interactions can lead to trust or distrust is crucial to understanding why and how learning takes place—insights that are essential for fostering learning and transformations in water governance.
Highlights
In order to achieve scientifically rigorous and socially robust solutions in transformations towards sustainable water governance, various actors initiate gatherings for co-creation of knowledge between science and practice [1]
To investigate trust in learning settings in practice, we focus on learning interactions in a workshop setting focused on knowledge sharing and the use of knowledge for innovative solutions and systems change in water governance
To gain further insight into the importance of trust in learning processes, we investigate its role in the workshops, how it influenced knowledge sharing, and how it was influenced by knowledge sharing
Summary
In order to achieve scientifically rigorous and socially robust solutions in transformations towards sustainable water governance, various actors initiate gatherings for co-creation of knowledge between science and practice [1]. In Uppsala (Sweden), one of these learning settings was a speed-dating workshop. In this workshop, 25 short conversations took place between local actors and student teams working on a solution for dealing with storm water. Water 2017, 9, 130 participants expressed a feeling of distrust Consequent to these experiences, the question arose: how does trust influence knowledge sharing and the co-creation of knowledge for transformations in water governance?. A growing body of knowledge does not necessarily lead to better ways of dealing with environmental challenges [4].
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