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Association: Name: ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES URL: http://www.isanet.org
Citation: URL: http://www.allacademic.com/meta/p251684_index.html Direct Link: HTML Code:

Haug, Constanze., Massey, Eric. and Huitema, Dave. "Bridging the Gap between Science and Policy: The Role of Experiments and Policy Games in Environmental Policy" Paper presented at the annual meeting of the ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES, Hilton San Francisco, SAN FRANCISCO, CA, USA, Mar 26, 2008 <Not Available>. 2008-10-08 <http://www.allacademic.com/meta/p251684_index.html>

Haug, C. , Massey, E. and Huitema, D. , 2008-03-26 "Bridging the Gap between Science and Policy: The Role of Experiments and Policy Games in Environmental Policy" Paper presented at the annual meeting of the ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES, Hilton San Francisco, SAN FRANCISCO, CA, USA <Not Available>. 2008-10-08 from http://www.allacademic.com/meta/p251684_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Environmental problems are manifold and differ in nature, scale, and complexity. Learning which policies to employ to address them, or policy learning, often consists of simply ‘muddling through’, moving forward on a trial-and-error basis. Policy experiments are one particular way to circumvent learning by trial-and-error. Like simulation games experiments may offer a promising alternative. Experiments and games let participants explore the consequences of (future) decisions and institutional designs in a structured and safe environment. Both methods may also allow for ‘bridging the gap’ to integrate insights from various methods and approaches, adding an interactive and experiential element to the quantitative or conceptual insights gained from modeling and/or scenario exercises. This paper explores to which extent and how experiments and policy simulation games can be used to enhance policy learning. In the first part of the paper we discuss the complexity of modern environmental problems and the role of policy learning in solving them. We then sketch out the quaternary typologies of policy problems and discuss whether or not games and policy experiments are suitable in addressing complex, unstructured policy problems. In the last part of the paper, we introduce empirical evidence. A literature review will illuminate the potential of both methods. We also describe the policy simulation “gaming future EU climate policy” that we are developing and show how the preliminary outcomes of the game can contribute to the enhancement of policy learning.

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