Vor dem Hintergrund einer drohenden globalen Erwärmung, die eine Reduktion der klimawirksamen Treibhausgase bundesweit um 20 % bis 2010 und um 80 % bis 2050 nötig macht, sind Klimaschutzaktivitäten auf einer lokalen oder kommunalen Ebene in mehreren Dimensionen sinnvoll. Den tatsächlichen, bezifferbaren Reduktionen von CO2, die hier geleistet werden, gesellt sich ein vorbildhafter Druck auf eine stockende internationale Klimapolitik hinzu, ebenso leistet die Klimaschutzpolitik von unten einer nachhaltigen Entwicklung der lokalen Ebene durch Lerneffekte Vorschub. Unter anderem aus diesen Gründen sieht die Enquete-Kommission des Deutschen Bundestages Nachhaltige Energieversorgung unter den Bedingungen von Globalisierung und Liberalisierung in kommunalen Klimaschutzaktivitäten als einen Bestandteil eines Instrumenten-Mixes, der einen langfristigen Umbau des derzeitigen Energiesystems in Richtung nachhaltige Energieversorgung initiieren soll.Problematischerweise werden die Auswirkungen der Globalisierung und Liberalisierung auf die kommunale Ebene von der Enquete-Kommission allerdings weder aufgegriffen noch reflektiert. Das Promotionsvorhaben fragt nach den Auswirkungen auf die Akteure des kommunalen Klimaschutzes und nach den Bedingungen, die die Globalisierung und Liberalisierung an einen kommunalen Klimaschutz als einen Bestandteil einer nachhaltigen Energieversorgung stellt. Das Projekt rückt hierbei insbesondere die Akteure Kommune und Stadtwerke in den Mittelpunkt der Betrachtung und kommt zu teilweise sehr überraschenden Ergebnissen.

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This study investigates how the structure and activities of states shape societies in different ways during processes of economic development. The analysis explores how the particular institutional configurations of developmental states in South Korea, Taiwan, and Singapore shaped trajectories of social change in ways which impacted processes of political change at later points in time. Using a path dependency approach, the study argues that a critical juncture took place in these three countries at various points in their early post-colonial periods, during which time state elites undertook a comprehensive program of reorganizing the state, society, and the organizational and institutional connections between the two, for the purpose of pursuing a strategy of rapid export-oriented industrialization. Differences in the way this critical juncture took place across these cases shaped important variations in institutional patterns of state-society relations. These differences, in turn, conditioned subsequent variation in the mode and type of political change in these countries.

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A fundamental change in societal values and economic structures is required to address increasing pressures on ecosystems and natural resources. Transition research has developed in the last decades to analyze the co-dynamics of technological, institutional, social and economic elements in the provision of key functions such as energy, water and food supply. This doctoral dissertation provides conceptual and methodological contributions to the pro-active governance of sustainability transitions. Three research gaps are identified that are addressed in this dissertation. First, a comprehensive conceptualization of learning in sustainability transitions is currently missing that comprises learning at multiple societal levels (ranging from individuals to policy-actors). Learning concepts are often not explicitly discussed in transition research even though learning is considered as fundamental for innovation processes, niche formation and development as well as breakthrough and diffusion of innovations. Second, methods for the analysis and design of transition governance processes are lacking that specify case-specific intervention points and roles of actors in the implementation of innovations. Third, participatory modeling approaches are only applied to a limited extent in transition research despite a high potential for supporting communication and learning. The conceptualization of multi-level learning developed in this doctoral research conceptualizes learning at different societal levels as specific learning contexts ranging from individual and group contexts to organizational and policy contexts. The conceptual framework further differentiates between learning processes, intensity, objects, outcomes, subjects and factors, allowing for a more detailed analysis of learning within and across learning contexts. Thus, learning contexts can be linked by processes that involve actors from different learning contexts (e.g., community groups and policy-makers), as well as exchanges of physical aspects, institutions and knowledge (in the form of ‘learning factors’). This research has also provided a classification of model uses in transition research that supports a purposeful discussion of the opportunities of modeling and promising future research directions. The methodology developed in this doctoral research aims at the analysis and design of transition governance processes by specifying the various opportunities to contribute to sustainability transitions through purposeful action at different societal levels, as well as related roles of stakeholders in implementing such processes of change. The methodology combines different streams of previous research: 1) a participatory modeling approach to identify problem perceptions, case-specific sustainability innovations as well as related implementation barriers, drivers and responsibilities; 2) a systematic review to identify supportive and impeding learning factors from the general literature that can complement case-specific factors; and 3) a method for the analysis and design of case-specific transition governance processes. Three case studies in Canada (topic: sustainable food systems), Cyprus (water-energy-food nexus) and Germany (sustainable heating supply) have been selected to test and iteratively develop the methodology described above. The results for each case study reveal that there are learning objects (i.e., learning requirements) in all learning contexts, which underscores the importance of multi-level learning in sustainability transitions, ranging from the individual to the group, organizational and policy levels. Actors have various opportunities to actively facilitate societal transformations towards sustainable development either directly through actions at their particular societal levels (i.e., context-internal learning) or indirectly through actions that influence learning at other societal levels. In fact, most of the learning factors require cooperation across learning contexts during the implementation process. The comparing of learning factors across case studies underline the importance of several factor categories, such as ‘physical a ‘disturbance or crisis’, ‘information and knowledge’. Of the 206 factors identified by stakeholders, 40 factors are case-specific and not contained in the general, review-based factor list. This underscores the value of participatory research, as general, top-down analyses might have overlooked these case-specific factors. The methodology presented in this dissertation allows for the identification and analysis of case-specific intervention points for sustainability transitions at multiple societal levels. The methodology furthermore permits the analysis of interplay between individual, group, organizational and policy actions, which is a first step towards their coordination. The focus on sustainability innovations links the broad topic of sustainability transitions to a set of opportunities for practical interventions and overcoming their implementation barriers. The methodology presented allows for the analysis and design of these interlinkages between learning contexts. While the methodology cannot provide any ‘silver bullets’ for inducing sustainability transitions, it is flexible enough to identify an appropriate abstraction level for analyzing and designing transition governance processes. The methodology developed in this doctoral research also provides several contributions for the development of participatory modeling methods in transition research. Thus, the participatory method supports an integrated analysis of barriers and drivers of sustainability innovations, and allows application in practice and education. The concepts and methods developed in this research project allow for reflection on transition governance processes from a systemic viewpoint. Experiences in the case studies underline the applicability of the concepts and methods developed for the analysis of case-specific transition governance processes. Despite substantial differences in the geographic location, culture and topics addressed, all case studies include promising sustainability innovations and the engagement of multiple actors in their implementation. The diversity and multitude of initiatives in the case study regions provides an optimistic outlook on future opportunities for large-scale sustainability transitions.