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Communication Barriers and Lessons Learned in Energy Policy

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  • Hollie Smith

    (Department of Marine Affairs, University of Rhode Island, Kingston, RI 02881, USA
    Harrington School of Communication and Media, University of Rhode Island, Kingston, RI 02881, USA)

  • Christine Gilbert

    (Harrington School of Communication and Media, University of Rhode Island, Kingston, RI 02881, USA)

Abstract

In the past 30 years, energy researchers have concluded their academic publication with sections that deal directly with policy implications and recommendations. Yet too often, these recommendations are written with little understanding of how policymakers balance different needs, prefer to communicate, or use scientific information. In this manuscript, we outline key variables—time, training, and interpretation—that are key to understanding how to better communicate research implications to policymakers. We recommend emphasizing the power of language and the use of boundary objects in an attempt to mitigate the issues presented between researchers and policymakers.

Suggested Citation

  • Hollie Smith & Christine Gilbert, 2018. "Communication Barriers and Lessons Learned in Energy Policy," Sustainability, MDPI, vol. 10(2), pages 1-9, February.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:2:p:449-:d:130980
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    1. repec:hrv:hksfac:5345878 is not listed on IDEAS
    2. Wustenhagen, Rolf & Wolsink, Maarten & Burer, Mary Jean, 2007. "Social acceptance of renewable energy innovation: An introduction to the concept," Energy Policy, Elsevier, vol. 35(5), pages 2683-2691, May.
    3. Sovacool, Benjamin K., 2009. "The cultural barriers to renewable energy and energy efficiency in the United States," Technology in Society, Elsevier, vol. 31(4), pages 365-373.
    4. Clark, William C. & Tomich, Thomas P. & Noordwijk, Meine van & Guston, David & Delia, Catacutan & Dickson, Nancy M. & McNie, Elizabeth, 2011. "Boundary Work for Sustainable Development: Natural Resource Management at the Consultative Group on International Agricultural Research (CGIAR)," Scholarly Articles 9774653, Harvard Kennedy School of Government.
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    Cited by:

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