Making sense of energy advice

Panel: Panel 6. Dynamics of consumption

Author:
Sarah Darby, University of Oxford

Abstract

This paper analyses the ways in which householders, advisers and evaluators make sense of domestic energy advice: how they interpret the process and how they assess its usefulness. Using constructivist learning theory as a guide, it emphasises the contribution made by personal experience and tacit knowledge (procedural knowledge) in developing householders’ ability to understand and manage their energy use, and advisers’ ability to interpret and respond to a situation.

Energy advice programmes in the UK were chosen as subjects for study because they link householders, advisers, suppliers and installers in order to achieve objectives such as a reduction in CO2 emissions, a more energy-efficient housing stock, and improved health and comfort. Material from interviews with householders and advisers in contrasting programmes is analysed, to show some of the processes by which they learn and increase their understanding and abilities. It raises the issue of how householders become capable of teaching themselves and adapting to changing conditions.

Careful use of qualitative research can provide valuable information on what and how householders learn, whether they have been formally advised or not. This information is worthwhile in its own right and can also be used to supplement quantitative data on installation of efficiency measures or behavioural change. It allows advisers and policy makers to reflect on their work more productively, to develop their programmes in the most suitable way for a given set of circumstances and to choose the most suitable criteria for reviewing programme effectiveness.