Knowledge Creation between Integrated Assessment Models and Initiative-Based Learning - An Interdisciplinary Approach

28 Pages Posted: 18 Nov 2016

See all articles by Enrica De Cian

Enrica De Cian

Fondazione Eni Enrico Mattei (FEEM); CMCC - Centro Euro-Mediterraneo sui Cambiamenti Climatici

Johannes Buhl

Science Centre North Rhine-Westphalia - Wuppertal Institute for Climate, Environment & Energy

Samuel Carrara

CMCC - Centro Euro-Mediterraneo sui Cambiamenti Climatici

Michela Bevione

Fondazione Eni Enrico Mattei (FEEM)

Silvia Monetti

Science Centre North Rhine-Westphalia - Wuppertal Institute for Climate, Environment & Energy

Holger Berg

Science Centre North Rhine-Westphalia - Wuppertal Institute for Climate, Environment & Energy

Date Written: November 18, 2016

Abstract

This paper explores the opportunities for integrating Initiative Based Learning (IBL) and Integrated Assessment Models (IAMs) in order to improve our understanding of learning in the context of societal transition pathways, and more specifically by focusing on solar PV as an energy transition technology. Our analysis shows that IAMs and IBL conceptualize learning in a very different way, and the two approaches have major structural differences with respect to the geographical as well as the temporal scale of analysis. This is also due to the different goals of the two methodologies. The aim of IAM is to develop long-term energy and technology scenarios for the next thirty to eighty years, and to describe learning processes mostly to account for future potential improvements in technologies, while IBL focuses on understanding the configuration of actors in specific institutional settings that legitimize and support specific technologies and ultimately lead to dynamics of social learning. Although ambitious forms of integration between IAMs and IBL are not feasible today, the two approaches can be used in parallel and lead to mutual enrichment via a process that we label a two-way recursive collaboration.

Keywords: Social Learning, Innovation Diffusion, Technology Adoption, Integrated Assessment, Case Study, Transition Research, Initiative-based Learning, Solar PV Learning Curves

JEL Classification: O31, O33, O35, Q42

Suggested Citation

De Cian, Enrica and Buhl, Johannes and Carrara, Samuel and Bevione, Michela and Monetti, Silvia and Berg, Holger, Knowledge Creation between Integrated Assessment Models and Initiative-Based Learning - An Interdisciplinary Approach (November 18, 2016). FEEM Working Paper No. 66.2016. Available at SSRN: https://ssrn.com/abstract=2871828 or http://dx.doi.org/10.2139/ssrn.2871828

Enrica De Cian

Fondazione Eni Enrico Mattei (FEEM) ( email )

Campo S. M. Formosa, Castello 5252
Venice, 30122
Italy

CMCC - Centro Euro-Mediterraneo sui Cambiamenti Climatici ( email )

via Augusto Imperatore, 16
Lecce, I-73100
Italy

Johannes Buhl

Science Centre North Rhine-Westphalia - Wuppertal Institute for Climate, Environment & Energy ( email )

Döppersberg 19
Gelsenkirchen, D-45886
Germany

Samuel Carrara

CMCC - Centro Euro-Mediterraneo sui Cambiamenti Climatici ( email )

via Augusto Imperatore, 16
Lecce, I-73100
Italy

Michela Bevione

Fondazione Eni Enrico Mattei (FEEM) ( email )

C.so Magenta 63
Milano, 20123
Italy

Silvia Monetti

Science Centre North Rhine-Westphalia - Wuppertal Institute for Climate, Environment & Energy ( email )

Döppersberg 19
Gelsenkirchen, D-45886
Germany

Holger Berg (Contact Author)

Science Centre North Rhine-Westphalia - Wuppertal Institute for Climate, Environment & Energy ( email )

Döppersberg 19
Gelsenkirchen, D-45886
Germany

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