Is spatial planning a collaborative learning process? A case study from a rural–urban gradient in Sweden |
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| Institution: | 1. Forest-Landscape-Society Network, School for Forest Management, Faculty of Forest Sciences, Swedish University of Agricultural Sciences, SE-739 21 Skinnskatteberg, Sweden;2. Environment, Resource Dynamics and Management Group, Department of Physical Geography and Quaternary Geology, Stockholm University, SE-106 91 Stockholm, Sweden;3. Department of Sociology, University of Montreal, 1455 de Maisonneuve Blvd. W., H-1125-44, Montreal, QC H3G 1M8, Canada;4. Vilhelmina Municipality, Torget 6, 912 81 Vilhelmina, Sweden;1. Department of Applied Economics and Statistics, University of Delaware, 213 Townsend Hall, Newark, DE 19716, USA;2. George Perkins Marsh Institute and Department of Economics, Clark University, Worcester, MA 01610-1477, USA;1. Norwegian Institute of Bioeconomy Research, P.O. Box 115, NO-1431 Ås, Norway;2. Norwegian Institute of Bioeconomy Research, P.O. Box 115, NO-1431 Ås, Norway;1. Purdue University, Department of Health and Kinesiology, West Lafayette, IN 47907, USA;2. Purdue University, Department of Forestry and Natural Resources, West Lafayette, IN 47907, USA;1. Department of Environmental Sciences, Faculty of Natural Resources and Environment, Ferdowsi University of Mashhad, Mashhad, Iran;2. School of Technology, Environments & Design, University of Tasmania, Hobart, TAS 7001, Australia |
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| Abstract: | International and national policies stress the importance of spatial planning for the long-term sustainability of regions. This paper identifies the extent to which the spatial planning in a Swedish region can be characterised as a collaborative learning process. By combining qualitative interviews and systems thinking methods we analysed the main attributes of public-led spatial (i.e. comprehensive) planning in nine municipalities representing a steep urban–rural gradient in the Bergslagen region of Central Sweden. We show that the attributes of strategic spatial planning needed for collaborative learning were absent or undeveloped. All studied municipalities experienced challenges in coordinating complex issues regarding long-term planning to steer territorial development and help to solve conflicts among competing interests. Stakeholder participation was identified as a basic condition for social learning in planning. Together with stakeholders we identified the causal structure behind stakeholder participation in municipal planning processes, including main drivers and feedback loops. We conclude that there is a need for arenas allowing and promoting stakeholder activity, participation and inclusion that combines both bottom-up and top-down approaches, and where evidence-based collaborative learning can occur. |
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| Keywords: | Comprehensive planning System thinking Stakeholder participation Causal loop diagram |
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