Ruling out learning and change? Lessons from urban flood mitigation

AbstractThis article shows how particular rule configurations can create conditions for learning from experimentation on an operation level. It does so by using the IAD framework in a diagnostic analysis of decisions to fund the development of drainage in the Denver Metropolitan Area before and after the 2013 Colorado Flood. The discussion first synthesizes recent developments in this research area. Then, it demonstrates how formal institutional analysis can be used to address existing gaps. To conclude, recommendations for further research to develop our understanding of the link between learning and change are presented.