Global environmental change: the contribution of social science research to policy in the UK

Research into global environmental change in the United Kingdom, has sought to influence public policy. It has also served to refashion the social sciences themselves, forcing them to consider sustainability as a dimension of all social and economic behaviour. This paper describes the way in which the principle of enhanced sustainability might become a point of reference in social science research. It discusses, some of the lessons that have been learned from the Global Environmental Change Programme and then considers the relationship between this work and research on the environment undertaken within the natural sciences.This paper was presented as a keynote delivery at the Global Forum '94 Conference Towards a sustainable Future: Promoting Sustainable Development, Manchester, UK.     

Federalism and environmental politics: An Australian overview

Summary This overview paper examines past Australian conservation controversies and experiences to identify prospective means of ameliorating environmental conflict in the future. Since all community disputes should be resolved by means of political and administrative actions, emphasis is placed on federalism and intergovernmental relations, and measures are suggested which might improve environmental policy and practices in the future.Dr Bruce W. Davis is currently Head of the Department of Political Science, Dean of the Faculty of Arts, and member of the Council of the University of Tasmania. He possesses qualifications and professional experience in engineering, economics and administration. He has numerous publications within the fields of public sector planning and natural resources management, and acts in an advisory and consulting capacity to State and Federal agencies involved in national parks administration, heritage conservation and land-use planning.In addition to University commitments, Dr Davis holds the following appointments: Commissioner, Australian Heritage Commission; Member, Australian National Commission for UNESCO, Man and Biosphere Program; Trustee, World Wildlife Fund Australia; Councillor, Australian Conservation Foundation; and Consultant to IUCN, Gland, Switzerland.     

Integrators: An outcome of environmental education

Summary People working in the environmental field may refer to themselves as environmentalists, but this does not indicate how they approach their work. The term environmental integrator has been used to describe people who are specialists with breadth, in comparison to generalists with no speciality. The training of integrators involves the integration of knowledge with the teaching of problem solving and ways of dealing with people and complex organisations. A recent evaluation of the Master of Environmental Science programme at Monash University, which has an interdisciplinary focus, provided an opportunity to see if the training of environmental integrators was feasible. A questionnaire survey of graduates, and interviews with a sample of their employers, indicated that the majority of graduates worked as integrators, and valued the broad perspectives and integrative team work opportunities gained through the programme. While it is difficult to define and measure the qualities of integrators, it is apparent that the Monash programme contributed to the training of such people, and that other tertiary programmes could do likewise.Dr Ian G. Thomas graduated as a Civil Engineer and worked with a State government authority and consultants in traffic and transportation, before moving into the area of environmental assessment at State government level. The environmental area was the focus of his position at Monash University where he undertook his PhD and the research into the Monash course. Since 1990, Ian has been lecturing in the BSocSc (Socio-Environmental Assessment and Policy) course at the Royal Melbourne Institute of Technology where he is researching energy conservation and education, environmental policies for tertiary institutions, and environmental education in the Department of Planning, Policy and Landscape.     

An integrated environmental matrix for a social unit

An integrated network is conceived that qualitatively relates environmental actors and environmental systems within a social unit such as a town, an industrial district or the like. The resulting matrix shows the flow of decisions and information between its active vector representing the environmental objectives, and its passive vector representing the environmental achievements. By way of three additional vectors, the properties of environmental systems are determined and compared to the expectations created by provisions of the environmental actors. The result is a set of residuals that define the living comfort in the social unit. The network motivates interested parties such as administrations, schools or individuals to go through the exercise of finding the causes of the residuals. In order to eliminate them, definite responsibilities have to be assigned to community members. The study pretends to involve all citizens in the flow of information, facts and decisions, and to help them identify themselves in the matrix. It is anticipated that as a result of this educational exercise, individual and collective responsibilities become apparent and are accepted and practiced.     

Employability of environmental science graduates in Australia

Since the 1970s, there has been a global proliferation of environmental courses. The types of courses are described, as are the structures, philosophies and objectives of courses which have stood the test of time. Employment of environmental graduates is discussed. The degree in Australian Environmental Studies (AES) from Griffith University is described and discussed with reference to pitfalls described in the literature. In Australia, there has been an increased demand for graduates in the environmental area. The trend in employers has been widening the field of potential recruits by keeping the degree specification broad and using the duty statements in the advertisements to specify the environmental skills and knowledge required. The number of graduates from AES has increased steadily since the course was established, and despite global and national trends of proliferation of environmental courses and graduates, survey results indicated that graduates from AES are professionally employed in a wide range of employment sectors, with female and male graduates being equally successful in obtaining employment.     

An education 21 programme: orienting environmental education towards sustainable development and capacity building for Rio

Summary Environmental education is essential to the success of Agenda 21. Yet currently it is without focus and effectively side-lined. This paper supplies a strategy and accompanying methodology for establishing environmental education as a major force for implementing Agenda 21. The author proposes the establishment of an Education 21 programme and the designation of the educational community as a new Rio major group. Recommendations are made to appropriate competent bodies.Trevor Harvey is the Director of Studies in the Department of Environmental Management at Farnborough College of Technology. An earlier version of this paper was presented at the International Academic Conference on the Environment entitled, Towards a Sustainable future: Promoting Sustainable Development. Which was in Manchester, UK Part of Global Forum, June 1994.     

Addressing environmental inequalities in UK policy: An action research perspective

In the UK there has been a serious attempt under the current government to foster policy making which is evidence-based and therefore more likely to deliver its intended results. In this article we consider the types of evidence and evidence making that might be required to build effective policy for addressing environmental inequalities. We draw on our experiences of developing an action research approach to policy making in the Environment Agency over a two year period from July 2002 to August 2004. We conclude that an action research approach is well suited to policy making within this new but rapidly growing area of sustainable development policy and urge further exploration of such approaches as a means of better connecting the relevant research, policy making and practitioner communities.     

Linking the environmental and social agendas

Summary In the United Kingdom there is no obvious connection between the Department of the Environment and the Home Office, nor indeed with the Department of Social Security. Yet crime rates are rising and social surveys reveal a drop in support for the institutions of governance-moral, legal and political. Other evidence clearly shows that the income and security of the very poor are declining in relation to the better off. There may well be a link between environmental deprivation, poverty and social alienation. This is not an area where heretofore any British Government has noticeably directed its energies. The UK response to the Rio Agenda 21 contains a proposal to create a Citizens' Environmental Initiative, designed ostensibly to bring sustainability to the grass roots. It now appears that this is to be a largely cosmetic exercise of grant aid to worthy local causes. It does not appear to have addressed significantly the opportunity of linking environmental and social agendas via the medium of locally promoted sustainable development. Yet the divergence efficiency and equality of treatment lies at the heart of the contemporary environmental debate. Proposals to price resource depletion and polluting emissions penalize the poor in the name of environmental efficiency. Unless there is an explicit intertwining of efficiency and equity doctrines, the cause of sustainability is doomed to self-inflicted defeat. Ecological taxation offers a solution, so long as the proceeds promote the cause of social as well as environmental justice.The address was delivered at the Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development Manchester UK (Fig. 1).     

An analysis of the problems of developing environmental education in Brazilian Federal protected areas

This paper describes the problems encountered in developing environmental education in Federal protected areas in Brazil. Results of a survey on the current status of environmental education in four categories of Federal protected areas; namely national parks, biological reserves, ecological stations and environmental protection areas, are described and discussed. The study suggests that the development of environmental education in protected areas in the country has several limitations: financial resources, lack of training, material resources and a lack of policy on environmental education. It also identifies that some of these problems seem to be inter-related with those of the National System of Conservation Units of the country which may result in a retarding of the development of environmental education in such areas.     

Panarchy use in environmental science for risk and resilience planning

Environmental sciences have an important role in informing sustainable management of built environments by providing insights about the drivers and potentially negative impacts of global environmental change. Here, we discuss panarchy theory, a multi-scale hierarchical concept that accounts for the dynamism of complex socio-ecological systems, especially for those systems with strong cross-scale feedbacks. The idea of panarchy underlies much of system resilience, focusing on how systems respond to known and unknown threats. Panarchy theory can provide a framework for qualitative and quantitative research and application in the environmental sciences, which can in turn inform the ongoing efforts in socio-technical resilience thinking and adaptive and transformative approaches to management.     

Two paradigms of professional development in environmental education

Summary In environmental education in this information age, it is particularly important to adopt the approach of enquiring critically into the environmental, educational and social values informing environmental, educational and social actions when and where required, rather than to simply adopt the approach of emphasising the acquisition and retention of information of an alleged universal type — information drawn from the stockpile of objective knowledge collected by others. This paper argues that to achieve this aim, environmental education in an information age requires aparadigm shift in the areas of professional development — a shift from a paradigm of information technology to a paradigm of information critique. A perspective on the form of this paradigm shift in the particular field of professional development in environmental education is the subject of this paper.Dr Ian Robottom is Senior Lecturer in the Curriculum Studies Centre of the School of Education, at Deakin University, Australia. His main interests lie in teacher education, educational enquiry, and environmental education. He conducts an off-campus environmental education course (B.Ed level) for practising teachers studying at a distance, is a member of the Council of the Australian Association for Environmental Education., and Editor of theAustralian Journal of Environmental Education.     

Back-alley sustainability and the role of environmental education

Environmental education can be a catalyst for sustainable development in local communities as long as it is recognised that communities have different challenges and needs. From a perspective of social change and sustainable development, environmental education can be broadly defined as the process that enables students and teachers to participate in the planning, implementation, and evaluation of educational activities aimed at resolving an environmental issue that they themselves have identified. What an 'environmental issue' is, then, depends on the perceptions and earlier experiences of the learner as well as the context in which education takes place. An illustration of such a participatory approach to environmental education is provided by the case of Pistons Middle School in Detroit, Michigan where teachers, students and outside facilitators combined action research and community problem solving.     

Stakeholder engagement and knowledge exchange in environmental research

It is commonly put forward that effective uptake of research in policy or practice must be built upon a foundation of active knowledge exchange and stakeholder engagement during the research. However, what is often lacking is a systematic appreciation of the specific practices of knowledge exchange and their relative merits. The paper reports on a 2009 survey of 21 research projects within the UK Research Councils' Rural Economy and Land Use Programme regarding the involvement and perceived impact of over a thousand stakeholders in the research. The survey reveals that most stakeholders were involved as research subjects or as event participants. Large numbers were also engaged in the research process itself, including involvement in shaping the direction of research. Stakeholder engagement is perceived as bringing significant benefits to the process of knowledge production. A close relationship is found between mechanisms and approaches to knowledge exchange and the spread of benefits for researchers and stakeholders. Mutual benefits are gained from exchange of staff or where stakeholders are members of research advisory groups. Different stakeholder sectors are also associated with different patterns of engagement, which lead to contrasting impact patterns. Any efforts to alter knowledge exchange processes and outcomes must overcome these differing engagement tendencies. Overall, much greater attention should be given to early processes of knowledge exchange and stakeholder engagement within the lifetime of research projects.