developing research teams that link science and policy will allen [email protected]...
TRANSCRIPT
Developing research teams that link science and policy
Will Allen [email protected]
Collaborative Learning Group http://social.landcareresearch.co.nz
• 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
Presentation outline
New Zealandtussock grasslands
Auckland
Hamilton
Wellington
Christchurch
SouthIslandhighcountry
Dunedin
New questions for science:
From production to sustainability
• Broader problem framing (negotiation/interpretation)
• Partnership approaches
• Integrated approaches
• Adaptive management (flexibility and uncertainty)
• Changing science – end user relationships
Decision making context
Moving beyond science ecologists:
Forming new science teams to link science with policy and management
Facilitator, co-learning specialist
Modelers
Scientist - deer ecology
Conservation manager
HuntersDOC: Project
manager
Scientists - forest ecology
How best to measure success ?
Of our restoration activities :
• Eradication of pests
• More effective restoration
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
The experiential learning cycle
Reflecting/Reviewing (data)
Interpreting (information)
Planning & hypothesising (knowledge)
Experiencing (acting/doing)
“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)
Collaborative or social learning:
Negotiating goals, roles, perspectives and questions
Our on-the-ground situation
modeling and dialogue for understanding
Adapted management & policy actions
Monitoring & evaluation
(task & process)
Deciding on best activity sets
Access information (local, cultural and science)
New science – filling knowledge gaps
Adaptive management – “learning by doing”
Negotiating goals, roles, perspectives and questions
Our on-the-ground situation
modeling and dialogue for understanding
Adapted management & policy actions
Monitoring & evaluation
(task & process)
Deciding on best activity sets
Access information (local, cultural and science)
New science – filling knowledge gaps
Adaptive management – skills and methods
e.g. stakeholder analysis, conflict management, scenario
development
Our on-the-ground situation
modeling and dialogue for understanding
Adapted management & policy actions
Monitoring & evaluation
(task & process)
Deciding on best activity sets
New science – filling knowledge gaps
Access information (local, cultural and science)
Adaptive management – skills and methods
e.g. stakeholder analysis, conflict management, scenario
development
Our on-the-ground situation
modeling and dialogue for understanding
Adapted management & policy actions
Monitoring & evaluation
(task & process)
Deciding on best activity sets
New science – filling knowledge gaps
e.g. interviews, science reports, story telling
Adaptive management – skills and methods
e.g. stakeholder analysis, conflict management, scenario
development
Our on-the-ground situation
e.g. conceptual modeling, dialogue, simulations
Adapted management & policy actions
Monitoring & evaluation
(task & process)
Deciding on best activity sets
New science – filling knowledge gaps
e.g. interviews, science reports, story telling
Adaptive management – skills and methods
e.g. stakeholder analysis, conflict management, scenario
development
Our on-the-ground situation
e.g. conceptual modeling, dialogue, simulations
Adapted management & policy actions
Monitoring & evaluation
(task & process)
Everyone – together or back with their group
New science – filling knowledge gaps
e.g. interviews, science reports, story telling
Adaptive management – skills, methods & roles
e.g. stakeholder analysis, conflict management, scenario
development
Our on-the-ground situation
e.g. conceptual modeling, dialogue, simulations
Managers & policy makers
Monitoring & evaluation
(task & process)
Everyone – together or back with their group
Science: economics, ecology, hydrology, etc.
e.g. interviews, science reports, story telling
Adaptive management – skills, methods & roles
e.g. stakeholder analysis, conflict management, scenario
development
Our on-the-ground situation
e.g. conceptual modeling, dialogue, simulations
Managers & policy makers
pm&e, formative, network mapping,
etc
Everyone – together or back with their group
Science: economics, ecology, hydrology, etc.
e.g. interviews, science reports, story telling
Everyone
Adaptive management – skills, methods & roles
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
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
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
