An exploration of learning in the community energy sector in England and the role of networks in its facilitation

Alzarouni, M. (2023) An exploration of learning in the community energy sector in England and the role of networks in its facilitation. PhD thesis, University of Reading. doi: 10.48683/1926.00113703

Abstract/Summary

Despite recent growth, a changing policy landscape challenges the long-term position of community energy [CE]. Organisational learning [OL] is argued to offset the negative impacts of removing key financial mechanisms, ensuring continued CE growth. This thesis, conducted between January 18’ and June 23’, offers a learning-based exploration of CE and the contributing role of networks to these processes. An extended interpretation of the ‘4I’ learning framework is adopted as the main theoretical lens to investigate how learning processes unfold within and between CE organisations. This is achieved through a mixed-methods research design comprising 15 semi-structured interviews with senior CE representatives alongside a 17-question survey, returning 38 responses, distributed across national and regional mailing lists. Together, the data draws a picture of CE organisations' current state and networks in England by providing insights into their core characteristics, propensity to learn and network interactions. Findings highlighted the role of individuals operating within the sector. Their high skillsets and expertise saw them operating across multiple roles, spanning organisational boundaries and engaging in simultaneous learning processes between organisational levels. Contrary to initial perceptions, the created classification profiles suggested that CE organisations are much more alike than they differ. Social impact was surprisingly undervalued, suggesting they were becoming a secondary feature of the CE approach. CE networks were found to play an important role, initially offering learning and partnership opportunities with multiple CE and non-CE actors to their members. These new relationships were found to substitute network engagement for CE members, allowing them to benefit from joint partnerships and further learning opportunities. Developed CE networks were found to be well coordinated and comprise strong structures allowing for cooperation and engagement. However, regional discrepancies between CE networks suggest a shortage of cross-regional learning capabilities that impede CE development in cohorts represented by less-developed networks, necessitating greater cross-regional network collaboration.

Item Type	Thesis (PhD)
URI	https://reading-clone.eprints-hosting.org/id/eprint/113703
Identification Number/DOI	10.48683/1926.00113703
Divisions	Science > School of the Built Environment
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