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dc.contributor.authorO'Donnell, Emily
dc.contributor.otherSnelling, Andrea
dc.contributor.otherLamond, Jessica
dc.coverage.spatialNewcastle-upon-Tyne, UKen_UK
dc.date.accessioned2021-06-02T12:20:08Z
dc.date.available2021-06-02T12:20:08Z
dc.date.issued2021-06-02
dc.identifier.urihttps://rdmc.nottingham.ac.uk/handle/internal/9137
dc.description.abstractThe Learning and Action Alliance (LAA) framework is increasingly valued as an approach to facilitate social learning and action by enabling collaboration within and between organisations, breaking down barriers to information sharing and facilitating co-development of innovative visions to address key environmental and societal challenges. While the social learning potential of LAA has been documented in detail, the role of ‘action’ is relatively unexplored and there is little research into how LAAs might evolve over time to ensure longevity. Here, we explore the key achievements and limitations of the Newcastle LAA (established in 2014) through interviews with 15 LAA members. We find that interpretations of the concept of ‘action’ influences perceptions of success of the LAA. We update the structural framework of the LAA and expand the implementation phase to better reflect the agents of change that impact the LAAs’ ability to apply their vision to demonstration projects. Finally, we explore the longevity of the Newcastle LAA and conclude that after running for seven years, there may be a shelf-life to whole-group visioning and a move towards greater intraorganisational learning. This demonstrates a shift in the primary role of the LAA over time, from learning towards greater influence and action.en_UK
dc.language.isoenen_UK
dc.publisherThe University of Nottinghamen_UK
dc.rightsCC-BY*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subject.lcshSocial learningen_UK
dc.subject.lcshCooperativenessen_UK
dc.subject.lcshFlood controlen_UK
dc.subject.lcshNewcastle upon Tyne (England)en_UK
dc.subject.lcshOrganizational changeen_UK
dc.titleUnderstanding influence and action in Learning and Action Alliances: experience from the Newcastle Blue-Green Visionen_UK
dc.identifier.doihttp://doi.org/10.17639/nott.7111
dc.subject.freeLearning and Action Alliance; social learning; blue-green infrastructure; impact; collaborative working; stakeholders; flood risk managementen_UK
dc.subject.jacsEngineering::Civil engineering::Environmental engineeringen_UK
dc.subject.lcG Geography. Anthropology. Recreation::GE Environmental Sciencesen_UK
dc.date.collectionAugust and September 2020en_UK
uon.divisionUniversity of Nottingham, UK Campus::Faculty of Social Sciences::School of Geographyen_UK
uon.funder.controlledEngineering & Physical Sciences Research Councilen_UK
uon.datatypeInterview transcriptsen_UK
uon.grantEP/P004180/1en_UK
uon.grantEP/K013661/1en_UK
uon.grantEP/P004237/1en_UK
uon.parentprojectAchieving Urban Flood Resilience in an Uncertain Futureen_UK
uon.collectionmethodSemi-structured interviews (via telephone)en_UK
uon.legalData cannot be shared because of issues around informed consent and the use of personal identifiers.en_UK
uon.rightscontactEmily O'Donnellen_UK


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