Learning in polycentric governance: Insights from the California Delta science enterprise

Abstract Science is critical for learning and adaptation of policy and governance systems. Increasingly, science is produced in the context of a science enterprise: a complex, polycentric institutional arrangement featuring multiple science forums and actors. The characteristics of these polycentric systems can influence whether and to what extent science supports policy‐relevant learning. Limited research, however, has examined how science enterprises function as polycentric systems and how they can be governed to support learning. Using a survey of actors involved in the science enterprise of the California Delta, we integrate the collective learning framework and ecology of games framework to analyze individual‐ and forum‐level drivers of perceived learning across the adaptive management cycle. The results suggest that social drivers such as leadership, trust, and engagement are most highly correlated with perceived learning. While science enterprise actors often perceive administrative and financial resource limitations, those constraints are less important for learning than social drivers.