The Role of Conceptual Learning in Health Impact Assessment
B Harris-RoxasCentre for Health Equity Training, Research and Evaluation (CHETRE)
Part of the UNSW Research Centre for Primary Health Care and EquitySydney, Australia
All HIAs are done to learn something
But do we agree on what we’re supposed to learn?
Glasbergen puts forward a model of learning for impact assessment
• • Technical learning, which involves searching for technical solutions to fixed objectives;
• • Conceptual learning, which involves redefining goals, problem definitions and strategies; and
• • Social learning, which emphasises dialogue and increased interaction between those involved (distinct from the concept of social learning described in the psychology literature)
Glasbergen, P. (1999). Learning to Manage the Environment. Democracy and the Environment: Problems and Prospects. In W. Lafferty and J. Meadowcroft. Cheltenham, Edward Elgar: 175-193.
Does this apply to HIA?
MethodsPilot study
Secondary analysis of data on 10 HIAs –31 interviews (collected for studies in 2007 and 2009) to see how people referred to learning
Free coding (thematic identification)
Preliminary Findings
Where learning was mentioned it was usually in terms of “other people’s learning”, i.e. other people gaining understanding of health
impacts or the proposal being assessed, rather than personal learning
Where learning was alluded to it emphasised better understanding of the connection between the proposal being assessed or
related activities, and health
This often focused on mitigation or enhancement measures
Technical learning
Most learning discussed was technical in nature and focused on making changes
In a minority of cases (n=6, Total n=31 interviews) learning was described as interactive on participatory learning – coming
together enabled a better understanding of health impacts but also ways of working and facilitated other ongoing work.
Social learning
There was almost no recognition of conceptual learning, though it was evident when there
were disagreements about what the goals of the HIA were
e.g. whether the role of the HIA was to suggest markedly different alternatives or just to make
predictions and to suggest mitigation measures
Does this mean that opportunities for considering alternatives within HIAs are being lost?
Alternatives are not all the same:1.End of pipe alternatives2.Area alternatives3.Size alternatives4.Technological alternatives5. Institutional alternatives6.Goal alternatives
Without conceptual learning we won’t see the final two
Source: Thai Health Public Policy Foundation (2007) A Training Manual for Health Impact Assessment: Bangkok.
ConclusionWhilst HIAs are clearly resulting in learning further research is required to
describe the nature of the learning and the mechanisms by which this occurs
There’s also value in being explicit about what you hope to learn and what role alternatives will play – this helps to scope the assessment and may
minimise conflict
More information hiaconnect.edu.au
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