1.2.2. Emergent Properties: Trust, Commitment and Reframing

One piece that often goes unaccounted for, and offers a rationale for the analytical framework presented here, is precisely how social learning processes beget social learning outcomes. In this regard, the Sol et al. [2] conceptualization is useful in that it sees them as being mediated by emergent properties, which they non-exhaustively identify as trust, commitment and reframing. Trust is a firm belief in the reliability, ability, strength or truth of someone or the expectation that others will act in an agreeable way without the need for intervening [41]. Commitment is evidenced by the degree to which participating actors (individuals and organizations) dedicate resources to achieving the goals of the project. Time, motivation and money are examples of resources. Reframing features the emergence of new, shared problem definitions regarding previously ill-defined issues faced by a relatively heterogeneous group [2]

Through an SPT stance, these dynamic components emerge from, and further shape, encounters between TD coproduction's practice dimensions of materials (stakeholders and participants, meeting spaces and tools), meanings (values, beliefs about the issue area and possible solutions) and competences (e.g., knowledges about the issue area, experience and skills for collaboration). In decoupling these properties from individual human agency, the SPT perspective offers a means of tracing their emergence between social units, generating a deeper understanding of how social learning arises and effects change. The outcomes of deepening trust and commitment and ultimately, reframing problems to produce innovative solutions are described below.
