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Can We Solve It in the Workshop? : Learning in River Restoration and Climate Policy Implementation

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Can We Solve It in the Workshop? : Learning in River Restoration and Climate Policy Implementation CAN WE SOLVE IT IN THE WORKSHOP? Learning in river restoration and climate policy implementation Peter M. Rudberg Propositions 1. Ineffective implementation of environmental policy can be largely attributed to legislative limitations, rather than any limitations inherent to coercion. (this thesis) 2. With favorable legislation, learning’s promise lies in increasing policy coherence between interconnected environmental challenges. (this thesis) 3. Attributing causation is risky in policy sciences, choosing not to is even riskier. 4. In understanding some of the major global challenges, the focus should be on the knowledge-power-participation nexus (after Hisschemöller and Hoppe., 1995) rather than on the energy-water-food nexus. 5. The saying “You can’t make an omelet without breaking eggs”, does not help to answer the questions of who’s eggs should be used, who will eat the omelet or whether it might be better to change to a vegan-based diet. 6. Given that the term robot originates from “rabu”, meaning slave, the future of artificial intelligence emancipation looks rather bleak. Propositions belonging to the thesis, entitled: Can we solve it in the workshop? Learning in river restoration and climate policy implementation Peter M. Rudberg Wageningen, 18 December 2018 Can we solve it in the workshop? Learning in river restoration and climate policy implementation Peter M. Rudberg Thesis committee Promotor Prof. Dr A.P.J. (Arthur) Mol Professor of Environmental Policy Wageningen University & Research Co-promotor Dr M. (Mattijs) Smits Assistant professor, Environmental Policy Group Wageningen University & Research Other members Prof. Dr J. (Jan) Darpö, Uppsala University, Sweden Dr A.A.M. (Louis) Meuleman, European Commission DG Environment, Brussel, Belgium Prof. Dr C.J.A.M. (Katrien) Termeer, Wageningen University & Research Prof. Dr A.E.J. (Arjen) Wals, Wageningen University & Research This research was conducted under the auspices of Wageningen School of Social Sciences (WASS). Can we solve it in the workshop? Learning in river restoration and climate policy implementation Peter M. Rudberg Thesis submitted in fulfillment of the requirements for the degree of doctor at Wageningen University by the authority of the Rector Magnificus Prof. Dr A.P.J. Mol, in the presence of the Thesis Committee appointed by the Academic Board to be defended in public on Tuesday 18 December 2018 at 4 p.m. in the Aula. Peter M. Rudberg Can we solve it in the workshop? Learning in river restoration and climate policy implementation 212 Pages PhD thesis, Wageningen University, Wageningen, NL (2018) With references, with summary in English ISBN: 978-94-6343-380-8 DOI: https://doi.org/10.18174/464017 Table of Contents List of Figures .......................................................................................................... ix List of Tables ........................................................................................................... ix Abbreviations ..........................................................................................................x CHAPTER 1: Introduction ..................................................................................... 11 1.1 Introduction ....................................................................................................... 12 1.2 Learning in environmental policy literature ...................................................... 14 1.3 Learning and policy implementation modes ..................................................... 16 1.4 Conflict as crucial context for environmental policy implementation .............. 19 1.4.1 Conflicts of interest between stakeholders ............................................. 19 1.4.2 Conflicts between environmental policy goals ........................................ 20 1.4.3 Legislation: formally sanctioned institutions to regulate conflict............ 21 1.5 Effectiveness and coherence of policy outcomes ............................................. 21 1.6 Conceptual model .............................................................................................. 22 1.7 Research objectives and questions .................................................................... 23 1.8 Methodology ...................................................................................................... 23 1.8.1 Research approach and design ................................................................. 23 1.8.2 Case studies introduction ......................................................................... 24 1.8.3 Case studies selection............................................................................... 25 1.8.4 Data collection .......................................................................................... 28 1.8.5 Data analysis ............................................................................................. 30 1.8.6 Research validity ....................................................................................... 31 1.9 Thesis outline ..................................................................................................... 35 CHAPTER 2: Understanding policy coherence: analytical framework and examples of sector-environment policy interactions in the EU .............................. 37 2.1 Introduction ....................................................................................................... 38 2.2 Policy coherence as a problem of interaction within and across levels ............ 42 2.3 The three steps of policy coherence analysis .................................................... 44 2.4 A closer examination of policy coherence: illustrative examples ..................... 52 2.4.1 Coherence of biofuels promotion in relation to land use change and its impacts on biodiversity ................................................................................. 53 v 2.4.2 Coherence of cohesion policy for environment and growth in relation to waste treatment ............................................................................................ 57 2.4.3 Coherence of renewable electricity promotion and inland water protection ...................................................................................................... 60 2.5 Discussion and conclusion ................................................................................. 62 CHAPTER 3: Mitigating the Adverse Effects of Hydropower Projects: A Comparative Review of River Restoration and Hydropower Regulation in Sweden and the United States .................................................................................. 69 3.1 Introduction ....................................................................................................... 71 3.2 Hydropower production and restoration measures ......................................... 73 3.2.1 Production, Capacity, and Licenses .......................................................... 74 3.2.2 River Restoration Measures ..................................................................... 75 3.2.3 Findings ..................................................................................................... 76 3.3 Hydropower Regulation ..................................................................................... 77 3.3.1 Sweden ..................................................................................................... 78 3.3.2 United States ............................................................................................ 81 3.4 Comparison ........................................................................................................ 85 3.5 Conclusion .......................................................................................................... 88 CHAPTER 4: Learning-based intervention for river restoration: analyzing the lack of outcomes in the Ljusnan River basin, Sweden ....................................... 91 4.1 Introduction ....................................................................................................... 92 4.2 Procedural and institutional factors fostering or hindering social learning ...... 94 4.3 The Ljusnan River Basin and Process ................................................................. 96 4.4 Methodology ...................................................................................................... 98 4.5 Analyzing the Ljusnan Process ......................................................................... 100 4.5.1 Fostering procedural elements .............................................................. 100 4.5.2 Fostering and hindering institutional elements ..................................... 102 4.6 Discussion ......................................................................................................... 105 4.6.1 Can the Ljusnan process be characterized as a learning-based intervention? ............................................................................................... 105 4.6.2 Outcomes from the Ljusnan process ...................................................... 105 4.6.3 Critical role of legislation ........................................................................ 106 vi 4.6.4 Comparing the Ljusnan process with learning-based interventions for river restoration related to hydropower production in the EU and US ...... 108 4.7 Conclusion ........................................................................................................ 109 CHAPTER 5: Beyond generic adaptive capacity: exploring
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