This paper evaluates the processes and mechanisms available for integrating different types of knowledge for environmental management. Following a review of the challenges associated with knowledge ...integration, we present a series of questions for identifying, engaging, evaluating and applying different knowledges during project design and delivery. These questions are used as a basis to compare three environmental management projects that aimed to integrate knowledge from different sources in the United Kingdom, Solomon Islands and Australia. Comparative results indicate that integrating different types of knowledge is inherently complex – classification of knowledge is arbitrary and knowledge integration perspectives are qualitatively very different. We argue that there is no single optimum approach for integrating local and scientific knowledge and encourage a shift in science from the development of knowledge integration products to the development of problem-focussed, knowledge integration processes. These processes need to be systematic, reflexive and cyclic so that multiple views and multiple methods are considered in relation to an environmental management problem. The results have implications for the way in which researchers and environmental managers undertake and evaluate knowledge integration projects.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
•Empirical analysis identifies a typology of seven knowledge exchange evaluations.•There are five main principles of evaluating knowledge exchange in environmental change research.•Understanding ...underlying processes is important for understanding the role of knowledge exchange in shaping outcomes.
Interdisciplinary and multi-stakeholder research is increasingly being promoted and implemented to enhance understanding of global environment change, identify holistic policy solutions, and assist implementation. These research activities are social processes aiming to enhance the exchange and translation of knowledge. Emphasis on the design and management of knowledge exchange is increasing, but learning about how to do this better is hampered by lack of conceptual development and appropriate methods to evaluate complex and multifaceted knowledge exchange processes. This paper therefore develops principles for the evaluation of knowledge exchange in interdisciplinary, multi-stakeholder environmental change research. The paper is based on an analysis of 135 peer-reviewed evaluations of knowledge exchange from diverse disciplines. The results indicate strong relationships between the field of study (e.g. health care, environmental management), the way knowledge and knowledge exchange were conceptualised and implemented, the approach used for the evaluation, and the outcomes being evaluated. A typology of seven knowledge exchange evaluations is presented to guide discussions about the underlying assumptions of different approaches to knowledge exchange and its evaluation. Five principles for knowledge exchange evaluation are also identified: (i) design for multiple end users; (ii) be explicit about why a particular approach to knowledge exchange is expected to deliver its outcomes; (iii) evaluate diverse outcomes; (iv) use evaluations as part of the process of delivering knowledge exchange; and (v) use mixed methods to evaluate knowledge exchange. We conclude that a catch-all approach to evaluation is neither appropriate nor desirable. Instead, approaches that focus on understanding the underlying processes of knowledge exchange, assess the relative contribution of other factors in shaping outcomes in addition to knowledge exchange, and that involve multiple stakeholders in implementing evaluations, will be the most appropriate for evaluating knowledge exchange in interdisciplinary global environmental change research.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
There is increasing emphasis on the need for effective ways of sharing knowledge to enhance environmental management and sustainability. Knowledge exchange (KE) are processes that generate, share ...and/or use knowledge through various methods appropriate to the context, purpose, and participants involved. KE includes concepts such as sharing, generation, coproduction, comanagement, and brokerage of knowledge. This paper elicits the expert knowledge of academics involved in research and practice of KE from different disciplines and backgrounds to review research themes, identify gaps and questions, and develop a research agenda for furthering understanding about KE. Results include 80 research questions prefaced by a review of research themes. Key conclusions are: (1) there is a diverse range of questions relating to KE that require attention; (2) there is a particular need for research on understanding the process of KE and how KE can be evaluated; and (3) given the strong interdependency of research questions, an integrated approach to understanding KE is required. To improve understanding of KE, action research methodologies and embedding evaluation as a normal part of KE research and practice need to be encouraged. This will foster more adaptive approaches to learning about KE and enhance effectiveness of environmental management.
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Social valuation of ecosystem services and public policy alternatives is one of the greatest challenges facing ecological economists today. Frameworks for valuing nature increasingly include ...shared/social values as a distinct category of values. However, the nature of shared/social values, as well as their relationship to other values, has not yet been clearly established and empirical evidence about the importance of shared/social values for valuation of ecosystem services is lacking. To help address these theoretical and empirical limitations, this paper outlines a framework of shared/social values across five dimensions: value concept, provider, intention, scale, and elicitation process. Along these dimensions we identify seven main, non-mutually exclusive types of shared values: transcendental, cultural/societal, communal, group, deliberated and other-regarding values, and value to society. Using a case study of a recent controversial policy on forest ownership in England, we conceptualise the dynamic interplay between shared/social and individual values. The way in which social value is assessed in neoclassical economics is discussed and critiqued, followed by consideration of the relation between shared/social values and Total Economic Value, and a review of deliberative and non-monetary methods for assessing shared/social values. We conclude with a discussion of the importance of shared/social values for decision-making.
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•Individualist valuation approaches obscure and underplay collective meanings and significance ascribed to natural environments•There is a lack of theoretical and empirical clarity on what constitutes shared and social values and how they can be assessed•We provide a theoretical framework to discriminate dimensions of shared/social values and an overview of valuation methods•A shared values approach to valuation can enhance legitimacy, effectiveness and transparency of evidence and help manage risks
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
What is Social Learning? Reed, Mark S.; Evely, Anna C.; Cundill, Georgina ...
Ecology and society,
01/2010, Volume:
15, Issue:
4
Journal Article
Peer reviewed
Open access
Social learning is increasingly becoming a normative goal in natural resource management and policy. However, there remains little consensus over its meaning or theoretical basis. There are still ...considerable differences in understanding of the concept in the literature, including a number of articles published inEcology & Society. Social learning is often conflated with other concepts such as participation and proenvironmental behavior, and there is often little distinction made between individual and wider social learning. Many unsubstantiated claims for social learning exist, and there is frequently confusion between the concept itself and its potential outcomes. This lack of conceptual clarity has limited our capacity to assess whether social learning has occurred, and if so, what kind of learning has taken place, to what extent, between whom, when, and how. This response attempts to provide greater clarity on the conceptual basis for social learning. We argue that to be considered social learning, a process must: (1) demonstrate that a change in understanding has taken place in the individuals involved; (2) demonstrate that this change goes beyond the individual and becomes situated within wider social units or communities of practice; and (3) occur through social interactions and processes between actors within a social network. A clearer picture of what we mean by social learning could enhance our ability to critically evaluate outcomes and better understand the processes through which social learning occurs. In this way, it may be possible to better facilitate the desired outcomes of social learning processes.
This paper shows how, with the aid of computer models developed in close collaboration with decision makers and other stakeholders, it is possible to quantify and map how policy decisions are likely ...to affect multiple ecosystem services in future. In this way, potential trade-offs and complementarities between different ecosystem services can be identified, so that policies can be designed to avoid the worst trade-offs, and where possible, enhance multiple services. The paper brings together evidence from across the Rural Economy and Land Use Programme’s Sustainable Uplands project for the first time, with previously unpublished model outputs relating to runoff, agricultural suitability, biomass, heather cover, age, and utility for Red Grouse (Lagopus scotica), grass cover, and accompanying scenario narratives and video. Two contrasting scenarios, based on policies to extensify or intensify land management up to 2030, were developed through a combination of interviews and discussions during site visits with stakeholders, literature review, conceptual modeling, and process-based computer models, using the Dark Peak of the Peak District National Park in the UK as a case study. Where extensification leads to a significant reduction in managed burning and grazing or land abandonment, changes in vegetation type and structure could compromise a range of species that are important for conservation, while compromising provisioning services, amenity value, and increasing wildfire risk. However, where extensification leads to the restoration of peatlands damaged by former intensive management, there would be an increase in carbon sequestration and storage, with a number of cobenefits, which could counter the loss of habitats and species elsewhere in the landscape. In the second scenario, land use and management was significantly intensified to boost UK self-sufficiency in food. This would benefit certain provisioning services but would have negative consequences for carbon storage and water quality and would lead to a reduction in the abundance of certain species of conservation concern. The paper emphasizes the need for spatially explicit models that can track how ecosystem services might change over time, in response to policy or environmental drivers, and in response to the changing demands and preferences of society, which are far harder to anticipate. By developing such models in close collaboration with decision makers and other stakeholders, it is possible to depict scenarios of real concern to those who need to use the research findings. By engaging these collaborators with the research findings through film, it was possible to discuss adaptive options to minimize trade-offs and enhance the provision of multiple ecosystem services under the very different future conditions depicted by each scenario. By preparing for as wide a range of futures as possible in this way, it may be possible for decision makers to act rapidly and effectively to protect and enhance the provision of ecosystem services in the face of unpredictable future change.
The benefits of increasing the contribution of the social sciences in the fields of environmental and conservation science disciplines are increasingly recognized. However, integration between the ...social and natural sciences has been limited, in part because of the barrier caused by major philosophical differences in the perspectives between these research areas. This paper aims to contribute to more effective interdisciplinary integration by explaining some of the philosophical views underpinning social research and how these views influence research methods and outcomes. We use a project investigating the motivation of volunteers working in an adaptive co-management project to eradicate American Mink from the Cairngorms National Park in Scotland as a case study to illustrate the impact of philosophical perspectives on research. Consideration of different perspectives promoted explicit reflection of the contributing researcher’s assumptions, and the implications of his or her perspectives on the outcomes of the research. We suggest a framework to assist conservation research projects by: (1) assisting formulation of research questions; (2) focusing dialogue between managers and researchers, making underlying worldviews explicit; and (3) helping researchers and managers improve longer-term strategies by helping identify overall goals and objectives and by identifying immediate research needs.
Cross-disciplinary research is advocated as a way of improving understanding of the complexity of environmental problems; cross-disciplinary projects, centres and academic institutes have increased. ...However, there is confusion over the nature of cross-disciplinary research. Through review of papers defining themselves as cross-disciplinary that aim to address conservation problems, and by standardizing the definition of cross-disciplinary research, it is possible to evaluate the potential research impact on peers and practitioners. When papers were reclassified by authors, those reclassified as transdisciplinary were perceived to have a greater impact on practitioners, and those reclassified as non cross-disciplinary had the greatest impact on colleagues. Having clear definitions for types of cross-disciplinary research would help establish a firm foundation, not only for improving research quality, but also for evaluating research impact. While the number of cross-disciplinary studies is increasing, cross-disciplinary research falls short of integrating disciplinary methods in much depth and does not have much impact on participants outside of academia.
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Conservation conflicts are increasing and need to be managed to minimise negative impacts on biodiversity, human livelihoods, and human well-being. Here, we explore strategies and case studies that ...highlight the long-term, dynamic nature of conflicts and the challenges to their management. Conflict management requires parties to recognise problems as shared ones, and engage with clear goals, a transparent evidence base, and an awareness of trade-offs. We hypothesise that conservation outcomes will be less durable when conservationists assert their interests to the detriment of others. Effective conflict management and long-term conservation benefit will be enhanced by better integration of the underpinning social context with the material impacts and evaluation of the efficacy of alternative conflict management approaches.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Participatory approaches are often suggested to increase sustainability and adaptability of conservation programs because they are assumed to build capacity of participants to learn and manage ...projects. This article compares participatory projects with different styles of management to determine whether increasing the extent or quality of engagement of participants affects the degree to which they learn. The results show that: (1) Participants in all projects learnt something, but the extent of learning was overall highest for projects with greatest engagement; (2) The length of time participants were involved in a project did not influence how much they learned; and (3) a range of factors relating to engagement influenced learning outcomes. The results suggest that if capacity building is a desired outcome of participation, then it pays to invest in high levels of engagement right from the outset. More research to help understand the processes involved in enhancing learning is required.
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FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, UL, UM, UPUK
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