• Energy Research

Abstract Public participation is often part of planning and decision-making processes relating to the German energy transformation (Energiewende). Factors influencing the active involvement of individuals have not been fully investigated, although these factors may impact the outcome of participatory decision making. However, a few concepts are discussed relating to what kind of people participate in governance processes: political efficacy, place attachment, value orientation, and sociodemographic characteristics. We further assumed that the aspects of attitudes toward renewable energy technologies, general knowledge about environment and energy, specific knowledge about electricity-generating technologies, personality strength, and living situation might influence people's participation in planning and decision making related to energy issues. In this study, we examine the relevance of these concepts based on a survey for which (n=) 2400 respondents were recruited from an access panel to build up a quota sample on the three crossed characteristics: gender, age, and school education. Many of the respondents are aware of participation options but very few become actively engaged in participation processes. The multivariate analyses conducted showed that attitudes towards renewable energy technologies, value orientation towards nature, political efficacy, personality strength, and individuals' specific knowledge have a strong influence on whether someone becomes actively involved or not.

Abstract Public participation is often part of planning and decision-making processes relating to the German energy transformation (Energiewende). Factors influencing the active involvement of individuals have not been fully investigated, although these factors may impact the outcome of participatory decision making. However, a few concepts are discussed relating to what kind of people participate in governance processes: political efficacy, place attachment, value orientation, and sociodemographic characteristics. We further assumed that the aspects of attitudes toward renewable energy technologies, general knowledge about environment and energy, specific knowledge about electricity-generating technologies, personality strength, and living situation might influence people's participation in planning and decision making related to energy issues. In this study, we examine the relevance of these concepts based on a survey for which (n=) 2400 respondents were recruited from an access panel to build up a quota sample on the three crossed characteristics: gender, age, and school education. Many of the respondents are aware of participation options but very few become actively engaged in participation processes. The multivariate analyses conducted showed that attitudes towards renewable energy technologies, value orientation towards nature, political efficacy, personality strength, and individuals' specific knowledge have a strong influence on whether someone becomes actively involved or not.

Sustainable energy transformation depends on learning processes, which allow us to cope with constantly changing environmental and social systems. Participation processes are viewed as a means of fostering social learning. In this paper, social learning is applied as an analytical concept to investigate the cognitive effects of participation such as knowledge acquisition, changes of perspective, and knowledge dissemination. Previous studies have indicated that certain characteristics of the participation process foster social learning. However, empirical evidence is still inconclusive, which is why this paper investigates which factors foster social learning. An empirical analysis was conducted on the basis of a quantitative online survey (N = 516), which questioned people who are in some way involved in the German energy transformation (Energiewende). The results show that social learning can be enhanced through participation. In particular, moderated processes—which foster a productive exchange, encourage the building of trust among participants, and allow easy access to relevant information—are likely to provide the appropriate conditions for social learning. Personal characteristics such as an individual’s degree of knowledge might have a greater influence on why people change their perspectives than the intensity of participation.

Sustainable energy transformation depends on learning processes, which allow us to cope with constantly changing environmental and social systems. Participation processes are viewed as a means of fostering social learning. In this paper, social learning is applied as an analytical concept to investigate the cognitive effects of participation such as knowledge acquisition, changes of perspective, and knowledge dissemination. Previous studies have indicated that certain characteristics of the participation process foster social learning. However, empirical evidence is still inconclusive, which is why this paper investigates which factors foster social learning. An empirical analysis was conducted on the basis of a quantitative online survey (N = 516), which questioned people who are in some way involved in the German energy transformation (Energiewende). The results show that social learning can be enhanced through participation. In particular, moderated processes—which foster a productive exchange, encourage the building of trust among participants, and allow easy access to relevant information—are likely to provide the appropriate conditions for social learning. Personal characteristics such as an individual’s degree of knowledge might have a greater influence on why people change their perspectives than the intensity of participation.

Abstract Energy scenarios are a tool for exploring possible future developments or states of energy systems. However, traditional energy scenarios mainly concentrate on technological feasibility and economic impacts and lack consideration of social feasibility. Participatory methods, meaning the involvement of external scientists and stakeholders in the scenario development process, can integrate different types of knowledge, perspectives, and values to improve energy scenario development. This paper reports on an approach which is deduced from the strengths and weaknesses of current research applying participatory methods to generate qualitative scenarios. Three different participatory methods - envisioning storylines, futures wheel, and evaluation of narratives - are combined in order to balance the strengths and weaknesses of each of them to create transparent, plausible qualitative scenarios without predisposition. At these three workshops, a total of 25 external and eleven internal participants discussed future developments of the German energy transformation (Energiewende). The paper examines whether this approach overcomes the limitations of current approaches and is ultimately suitable for improving energy scenarios. The findings suggest that a combination of different participatory methods and also a variety of participants help to overcome bias, explore different future pathways in depth, and distinguish between certain and uncertain developments.

Abstract Energy scenarios are a tool for exploring possible future developments or states of energy systems. However, traditional energy scenarios mainly concentrate on technological feasibility and economic impacts and lack consideration of social feasibility. Participatory methods, meaning the involvement of external scientists and stakeholders in the scenario development process, can integrate different types of knowledge, perspectives, and values to improve energy scenario development. This paper reports on an approach which is deduced from the strengths and weaknesses of current research applying participatory methods to generate qualitative scenarios. Three different participatory methods - envisioning storylines, futures wheel, and evaluation of narratives - are combined in order to balance the strengths and weaknesses of each of them to create transparent, plausible qualitative scenarios without predisposition. At these three workshops, a total of 25 external and eleven internal participants discussed future developments of the German energy transformation (Energiewende). The paper examines whether this approach overcomes the limitations of current approaches and is ultimately suitable for improving energy scenarios. The findings suggest that a combination of different participatory methods and also a variety of participants help to overcome bias, explore different future pathways in depth, and distinguish between certain and uncertain developments.

Abstract In order to combat climate change and reduce carbon dioxide emissions as suggested by the Intergovernmental Panel on Climate Change (IPCC), the contemplation of different knowledge types is discussed as a leverage point for transforming towards sustainability. In order to analyse how a science-practice dialogue can improve the understanding of transformation processes towards low-carbon societies, we set up a dialogue process in North Rhine-Westphalia to envision a low-carbon future. We addressed the deficits of previous transdisciplinary projects and tested different dialogue formats. The approach applied put us scientists in the unusual position as facilitators of dialogue. This contained some challenges but also offered an in-depth understanding of the science-practice dialogue that would not been possible with traditional scientific methods. The participating stakeholder perceived bringing together different actors with complementary knowledge and experience and associated mutual learning as beneficial. However, the wish not only to gain knowledge but to influence decision making determines whether a dialogue process is perceived as effective. We found that envisioning processes are valuable to explore highly uncertain future processes. In addition, the envisioning workshop revealed the actual source of conflicts and thus, creates an effective dialogue by addressing the actual differences and not the symptoms.

Abstract In order to combat climate change and reduce carbon dioxide emissions as suggested by the Intergovernmental Panel on Climate Change (IPCC), the contemplation of different knowledge types is discussed as a leverage point for transforming towards sustainability. In order to analyse how a science-practice dialogue can improve the understanding of transformation processes towards low-carbon societies, we set up a dialogue process in North Rhine-Westphalia to envision a low-carbon future. We addressed the deficits of previous transdisciplinary projects and tested different dialogue formats. The approach applied put us scientists in the unusual position as facilitators of dialogue. This contained some challenges but also offered an in-depth understanding of the science-practice dialogue that would not been possible with traditional scientific methods. The participating stakeholder perceived bringing together different actors with complementary knowledge and experience and associated mutual learning as beneficial. However, the wish not only to gain knowledge but to influence decision making determines whether a dialogue process is perceived as effective. We found that envisioning processes are valuable to explore highly uncertain future processes. In addition, the envisioning workshop revealed the actual source of conflicts and thus, creates an effective dialogue by addressing the actual differences and not the symptoms.