Science-policy interfaces for biodiversity: dynamic learning environments for successful impact View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2016-06-22

AUTHORS

Rob Tinch, Estelle Balian, Dave Carss, Driss Ezzine de Blas, Nicoleta Adriana Geamana, Ulrich Heink, Hans Keune, Carsten Nesshöver, Jari Niemelä, Simo Sarkki, Maxime Thibon, Johannes Timaeus, Angheluta Vadineanu, Sybille van den Hove, Allan Watt, Kerry A. Waylen, Heidi Wittmer, Juliette C. Young

ABSTRACT

To address the pressing problems associated with biodiversity loss, changes in awareness and behaviour are required from decision makers in all sectors. Science-policy interfaces (SPIs) have the potential to play an important role, and to achieve this effectively, there is a need to understand better the ways in which existing SPIs strive for effective communication, learning and behavioural change. Using a series of test cases across the world, we assess a range of features influencing the effectiveness of SPIs through communication and argumentation processes, engagement of actors and other aspects that contribute to potential success. Our results demonstrate the importance of dynamic and iterative processes of interaction to support effective SPI work. We stress the importance of seeing SPIs as dynamic learning environments and we provide recommendations for how they can enhance success in meeting their targeted outcomes. In particular, we recommend building long-term trust, creating learning environments, fostering participation and ownership of the process and building capacity to combat silo thinking. Processes to enable these changes may include, for example, inviting and integrating feedback, extended peer review and attention to contextualising knowledge for different audiences, and time and sustained effort dedicated to trust-building and developing common languages. However there are no ‘one size fits all’ solutions, and methods must be adapted to context and participants. Creating and maintaining effective dynamic learning environments will both require and encourage changes in institutional and individual behaviours: a challenging agenda, but one with potential for positive feedbacks to maintain momentum. More... »

PAGES

1679-1702

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s10531-016-1155-1

DOI

http://dx.doi.org/10.1007/s10531-016-1155-1

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1002278445


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72 participants
73 participation
74 peer review
75 positive feedback
76 potential
77 potential success
78 problem
79 process
80 range
81 range of features
82 recommendations
83 results
84 review
85 role
86 science-policy interface
87 sector
88 series
89 silos
90 size
91 solution
92 success
93 successful impact
94 sustained effort
95 test cases
96 time
97 trust
98 way
99 work
100 world
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