Social learning is a process suited to developing understanding and concerted action to tackle complex resource dilemmas, such as freshwater management. Research has begun to recognise that in practice social learning encounters a variety of institutional challenges from the shared habits and routines of stakeholders (organised by rules, norms and strategies) that are embedded in organisational structures and norms of professional behaviour. These institutional habits and routines influence the degree of willingness to engage with stakeholders, and expectations of behaviours in social learning processes. Considering this, there has been a call to understand how institutions influence social learning and emergent outcomes. We addresses this by presenting a heuristic for implementing social learning cognisant of institutional context to answer three questions: (i) How institutional influences impact implementation of social learning design; (ii) how implementation of social learning design modifies institutions influencing social learning; and (iii) how these changes in design and institutions together shape social learning outcomes? To answer these questions a freshwater planning exercise was designed, implemented and evaluated as a social learning process with community groups in two New Zealand catchments. Incorporating participatory reflection enabled the project team to modify social learning design to manage institutional influences hindering progress toward outcomes. Findings emphasise that social learning is underpinned by participants’ changing assumptions about what constitutes the institution of learning itself—from instruction to a dynamic, collective and emergent process. Reflecting on these assumptions also challenged participants’ expectations about their own and others’ behaviours and roles in freshwater planning.

中文翻译：

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应对制度挑战：设计使社区参与淡水规划的社会学习

社会学习是一个适合发展理解和协调行动以解决复杂资源困境的过程，例如淡水管理。研究已经开始认识到，在实践中，社会学习遇到了来自利益相关者的共同习惯和惯例（由规则、规范和策略组织）的各种制度挑战，这些挑战嵌入在组织结构和职业行为规范中。这些制度习惯和惯例会影响与利益相关者接触的意愿程度，以及对社会学习过程中行为的期望。考虑到这一点，人们呼吁了解机构如何影响社会学习和紧急结果。我们通过提出一种实施社会学习的启发式方法来解决这个问题，以了解制度背景来回答三个问题：(i) 制度影响如何影响社会学习设计的实施；(ii) 社会学习设计的实施如何改变影响社会学习的机构；(iii) 这些设计和制度的变化如何共同塑造社会学习成果？为了回答这些问题，新西兰两个流域的社区团体设计、实施和评估了一项淡水规划活动，作为一个社会学习过程。纳入参与式反思使项目团队能够修改社会学习设计，以管理阻碍取得成果的制度影响。研究结果强调，社会学习的基础是参与者对构成学习本身的机构不断变化的假设——从教学到动态、集体和涌现的过程。反思这些假设也挑战了参与者对他们自己和他人在淡水规划中的行为和角色的期望。