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Why do people accept environmental policies?: The prospects of higher education and changes in norms, beliefs and policy preferences
Centre for Collective Action Research, Department of Political Science, University of Gothenburg.
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.ORCID iD: 0000-0001-5491-8819
2017 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed) Epub ahead of print
Abstract [en]

Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hindering the implementation of such policy tools.

Place, publisher, year, edition, pages
Routledge, 2017.
National Category
Political Science (excluding Public Administration Studies and Globalization Studies)
Research subject
Political Science
Identifiers
URN: urn:nbn:se:ltu:diva-65041DOI: 10.1080/13504622.2017.1343281OAI: oai:DiVA.org:ltu-65041DiVA: diva2:1131353
Available from: 2017-08-14 Created: 2017-08-14 Last updated: 2017-11-24

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