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Note that though learning can take place without resulting in institutional change (and the other way round), these two steps are treated in conjunction in the analysis for simplicity. More precisely, I argue that less ambitious actors suspecting that learning will result in undesirable recommendations for institutional change may try to prevent learning in the first step hoping that their attempt at perverting the process might undermine other actors' attempts to achieve institutional change. If learning went on unobstructed, less ambitious actors will find it more difficult to dispute the findings. I owe this thought to Lowell Pritchard.
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Knight, J. 1992. Institutions and Social Conflict. Cambridge University Press, Cambridge, UK, pp. 44-47. Frank Alcock's analysis of how uncertainty seems to intensify distributional conflict in the definition of property rights in fisheries is one illustrative example. See note 51.
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This study was performed within the Swedish Water Management Research Program (VASTRA), which is financed by the Swedish Foundation for Strategic Environmental Research (MISTRA). The author is grateful to various researchers in VASTRA, the Department of Political Science, Göteborg University, and at the Centre for Transdisciplinary Environmental Research (CTM), Stockholm University, for comments on earlier drafts. Special thanks to Lennart J. Lundqvist, Henrik Ernstson, Thomas Hahn, Patrik Stålgren, Lowell Pritchard, and Yvonne Rydin for important comments on the final draft of the manuscript.
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