Sustainability science: Introducing Collaborative Learning Processes to Environmental Research Progr

1

Developing research teams that link science and
policy Will Allen AllenW_at_landcareresearch.co.nz
Collaborative Learning Group
http//social.landcareresearch.co.nz
2
Presentation outline

• Changing context for science
• New science teams and measures of success
• Learning and learning together
• Adaptive management skills, methods and roles
• Achieving rigor and legitimacy

3
New Zealand
tussock grasslands
Auckland
Hamilton
South
Wellington
Island
high
country
Christchurch
Dunedin
4
New questions for science From production to
sustainability
5
(No Transcript)
6
Decision making context

• Broader problem framing (negotiation/interpretatio
  n)
• Partnership approaches
• Integrated approaches
• Adaptive management (flexibility and
  uncertainty)
• Changing science end user relationships

7
Moving beyond science ecologists Forming new
science teams to link science with policy and
management
8
Facilitator, co-learning specialist
Scientists - forest ecology
Conservation manager
Hunters
Scientist - deer ecology
DOC Project manager
Modelers
9
How best to measure success ?

• Of our restoration activities
• Eradication of pests
• More effective restoration

10
How best to measure success ?

• Or through a range of goals
• Eradication of pests
• More effective restoration
• Relationship building between stakeholders (e.g.
  managers, DOC staff, iwi, scientists, NGOs, other
  gps)
• Better informed communities (e.g. managers, DOC
  staff, iwi, scientists, NGOs, other groups)
• Capacity building - A collaborative learning
  process and culture established among case-study
  areas

11
The experiential learning cycle
Reflecting/Reviewing (data)
Experiencing (acting/doing)
Interpreting (information)
Planning hypothesising (knowledge)
12
Collaborative or social learning
Learning that occurs only when people engage one
another, sharing diverse perspectives and
experiences to develop a common framework of
understanding and basis for joint
action. Exploring social learning in the
development of collaborative natural resource
management. (Thesis, 2001. Tania Marie Schusler)
13
Adaptive management learning by doing
Our on-the-ground situation
Negotiating goals, roles, perspectives and
questions
Monitoring evaluation (task process)
Access information (local, cultural and science)
modeling and dialogue for understanding
New science filling knowledge gaps
Deciding on best activity sets
Adapted management policy actions
14
Adaptive management skills and methods
Our on-the-ground situation
Negotiating goals, roles, perspectives and
questions
Monitoring evaluation (task process)
Access information (local, cultural and science)
modeling and dialogue for understanding
New science filling knowledge gaps
Deciding on best activity sets
Adapted management policy actions
15
Adaptive management skills and methods
e.g. stakeholder analysis, conflict management,
scenario development
Our on-the-ground situation
Monitoring evaluation (task process)
Access information (local, cultural and science)
modeling and dialogue for understanding
New science filling knowledge gaps
Deciding on best activity sets
Adapted management policy actions
16
Adaptive management skills and methods
e.g. stakeholder analysis, conflict management,
scenario development
Our on-the-ground situation
Monitoring evaluation (task process)
e.g. interviews, science reports, story telling
modeling and dialogue for understanding
New science filling knowledge gaps
Deciding on best activity sets
Adapted management policy actions
17
Adaptive management skills and methods
e.g. stakeholder analysis, conflict management,
scenario development
Our on-the-ground situation
Monitoring evaluation (task process)
e.g. interviews, science reports, story telling
e.g. conceptual modeling, dialogue, simulations
New science filling knowledge gaps
Deciding on best activity sets
Adapted management policy actions
18
Adaptive management skills, methods roles
e.g. stakeholder analysis, conflict management,
scenario development
Our on-the-ground situation
Monitoring evaluation (task process)
e.g. interviews, science reports, story telling
e.g. conceptual modeling, dialogue, simulations
New science filling knowledge gaps
Everyone together or back with their group
Adapted management policy actions
19
Adaptive management skills, methods roles
e.g. stakeholder analysis, conflict management,
scenario development
Our on-the-ground situation
Monitoring evaluation (task process)
e.g. interviews, science reports, story telling
e.g. conceptual modeling, dialogue, simulations
Science economics, ecology, hydrology, etc.
Everyone together or back with their group
Managers policy makers
20
Adaptive management skills, methods roles
e.g. stakeholder analysis, conflict management,
scenario development
Our on-the-ground situation
Everyone
e.g. interviews, science reports, story telling
pme, formative, network mapping, etc
e.g. conceptual modeling, dialogue, simulations
Science economics, ecology, hydrology, etc.
Everyone together or back with their group
Managers policy makers
21
Managing integrated and interdisciplinary teams

• Takes time to build a common goal
• Understanding assumptions makes people more equal
• Need to meet individual goals if people are to
  stay in for the long haul
• Appreciate process and task

22
Learning across case studies Developing rigor

• Extracting generic lessons from single cases can
  be difficult
• (e.g. one plot on the hill)
• Cross-case analysis is better to
• help us understand the variety of forms an
  intervention can take
• shed light on implementation issues
• increase confidence in the validity of findings

23
Learning across case studies Supporting
legitimacy

• Building networks across disciplines,
  institutions, countries and regions
• Supporting communities of practice
• Making room and rewards for working in new ways
• More closely linking science and policy

24
(No Transcript)