scholarly journals Perceived adaptive capacity within a multi-level governance setting: The role of bonding, bridging, and linking social capital

2020 ◽  
Vol 104 ◽  
pp. 88-97 ◽  
Author(s):  
Sabrina Dressel ◽  
Maria Johansson ◽  
Göran Ericsson ◽  
Camilla Sandström
2018 ◽  
Vol 10 (4) ◽  
pp. 1165 ◽  
Author(s):  
Anushka Sandanam ◽  
Amy Diedrich ◽  
Georgina Gurney ◽  
Tristam Richardson

2019 ◽  
Vol 46 (4) ◽  
pp. 373-381
Author(s):  
Eszter Török ◽  
Alice Jessie Clark ◽  
Annette Kjær Ersbøll ◽  
Jakob Bue Bjorner ◽  
Andreas Holtermann ◽  
...  

2021 ◽  
Vol 202 (4) ◽  
pp. 763-798
Author(s):  
Remigijus Žilinskas ◽  
Leonidas Sakalauskas

An effective, timely managed and interoperable governance process and its adaptive features are of the utmost importance in dealing with any type of crisis at the state level. This article explores civil society actors’ engagement in Lithuania to identify the functional resilience level in crisis governance of COVID-19. Social capital and adaptive capacity approaches were employed for theoretical consideration and analysis. We hypothesise that linking social capital is more important for enhancing resilience at the beginning of the crisis, while adaptive capacity gains prominence during and after the crisis. Mixed analysis methods were used in gathering data through content analysis, surveys (standardised questionnaires) and interviews with experts from civic (voluntary and non-governmental) and public (local and central government) sectors. The findings provide novel insights into the importance of civil society actors’ engagement in bolstering functional resilience and embedment of a whole of society approach in crisis governance during times of uncertainty.


2003 ◽  
Vol 2 (4) ◽  
pp. 319-328 ◽  
Author(s):  
Irene Bruegel ◽  
Simon Warren

This paper analyses existing research on social capital, school choice and educational attainment to consider the questions that need to be answered if the role of social capital in reducing or extending social inequality is to be addressed. We identify a need to distinguish between: social surveillance and genuinely educative forms of social capital; between parent–pupil interactions and family: school links that generate positive external spin-overs and those that simply enhance the competitive position of the individual child. We argue for a more gendered and more child-centred analysis of social capital that considers the role of social capital in protecting and enhancing school reputation, and for an analysis which considers possible linkages between bonding, bridging and linking social capital.


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