Studying citizen science through adaptive management and learning feedbacks as mechanisms for improving conservation

Citizen science has generated a growing interest among scientists and community groups, and citizen science programs have been created specifically for conservation. We examined collaborative science, a highly interactive form of citizen science, which we developed within a theoretically informed framework. In this essay, we focused on 2 aspects of our framework: social learning and adaptive management. Social learning, in contrast to individual‐based learning, stresses collaborative and generative insight making and is well‐suited for adaptive management. Adaptive‐management integrates feedback loops that are informed by what is learned and is guided by iterative decision making. Participants engaged in citizen science are able to add to what they are learning through primary data collection, which can result in the real‐time information that is often necessary for conservation. Our work is particularly timely because research publications consistently report a lack of established frameworks and evaluation plans to address the extent of conservation outcomes in citizen science. To illustrate how our framework supports conservation through citizen science, we examined how 2 programs enacted our collaborative science framework. Further, we inspected preliminary conservation outcomes of our case‐study programs. These programs, despite their recent implementation, are demonstrating promise with regard to positive conservation outcomes. To date, they are independently earning funds to support research, earning buy‐in from local partners to engage in experimentation, and, in the absence of leading scientists, are collecting data to test ideas. We argue that this success is due to citizen scientists being organized around local issues and engaging in iterative, collaborative, and adaptive learning.     

The role of social learning for soil conservation: the case of Amba Zuria land management,Ethiopia

Social learning plays key roles in sustainable natural resource management; however, studies on its role show mixed results. Even though most current studies highlight positive outcomes, there are also negative effects of social learning with respect to natural resource management. This paper explores the influence of social learning outcomes on the adoption of soil conservation practices in Amba Zuria, Ethiopia. Data were collected through semi-structured interviews, group discussions and in workshops. The interviews were transcribed and analysed with the qualitative data analysis software ATLAS.ti. In addition, a review of pertinent documents and literature complements the analysis. We found that social learning results in positive outcomes in interactions among the actors, broader understanding on soil conservation, trust and mutual understanding, and the creation of opportunities to apply both indigenous and scientific knowledge. These outcomes, in turn, foster the adoption of stone terraces to conserve soils. No such positive results were found for farmers who were not involved in the learning process and who did not adopt stone terraces. The non-adoption can partly be explained by their exclusion from sharing the positive outcomes of social learning. The study also shows limitations related to the short duration of the learning platforms, insufficient representation of women and irregular patterns of learning schedules. Hence, Ethiopian soil conservation strategies should put emphasis on social learning in order to strengthen the collective processes of soil conservation measures.     

Adaptive social impact management for conservation and environmental management

Concerns about the social consequences of conservation have spurred increased attention the monitoring and evaluation of the social impacts of conservation projects. This has resulted in a growing body of research that demonstrates how conservation can produce both positive and negative social, economic, cultural, health, and governance consequences for local communities. Yet, the results of social monitoring efforts are seldom applied to adaptively manage conservation projects. Greater attention is needed to incorporating the results of social impact assessments in long‐term conservation management to minimize negative social consequences and maximize social benefits. We bring together insights from social impact assessment, adaptive management, social learning, knowledge coproduction, cross‐scale governance, and environmental planning to propose a definition and framework for adaptive social impact management (ASIM). We define ASIM as the cyclical process of monitoring and adaptively managing social impacts over the life‐span of an initiative through the 4 stages of profiling, learning, planning, and implementing. We outline 14 steps associated with the 4 stages of the ASIM cycle and provide guidance and potential methods for social‐indicator development, predictive assessments of social impacts, monitoring and evaluation, communication of results, and identification and prioritization of management responses. Successful ASIM will be aided by engaging with best practices – including local engagement and collaboration in the process, transparent communication of results to stakeholders, collective deliberation on and choice of interventions, documentation of shared learning at the site level, and the scaling up of insights to inform higher‐level conservation policies‐to increase accountability, trust, and perceived legitimacy among stakeholders. The ASIM process is broadly applicable to conservation, environmental management, and development initiatives at various scales and in different contexts.     

Social learning for sustainability: supporting sustainable business in Brazil regarding multiple social actors,relationships and interests

Finding solutions for complex environmental, economic and social issues in organisations relies on coordinated actions among several social actors that are involved in the sustainable development web and demands that they learn new business methods. In this scenario, which involves multiple social actors, relationships, contexts and interests, social learning has emerged as a hybrid approach to resolving complex environmental and social problems. Such an approach marks a different situation for organisations whose focus is not only on supporting such problem resolution but also on transforming such crises into opportunities to generate sustainable products and services. Thus, this study discusses how one of the largest companies in Latin America’s chemical segment formed a network with 23 social actors and is socially learning to deal with the dialectic between return on investments for its shareholders and benefits for its stakeholders. Research was conducted based on Boje’s narrative analysis. The data was built through interviews, informal conversations, textual and audio-visual documents and non-participant observation. This paper discusses the concept and describes the social learning process for sustainability (in this case, for sustainable agriculture) from the viewpoint of a for-profit organisation. In this manner, this study contributes to strengthening the connection between social learning and sustainability.     

Evaluating the social and ecological effectiveness of partially protected marine areas

Marine protected areas (MPAs) are a primary tool for the stewardship, conservation, and restoration of marine ecosystems, yet 69% of global MPAs are only partially protected (i.e., are open to some form of fishing). Although fully protected areas have well-documented outcomes, including increased fish diversity and biomass, the effectiveness of partially protected areas is contested. Partially protected areas may provide benefits in some contexts and may be warranted for social reasons, yet social outcomes often depend on MPAs achieving their ecological goals to distinguish them from open areas and justify the cost of protection. We assessed the social perceptions and ecological effectiveness of 18 partially protected areas and 19 fully protected areas compared with 19 open areas along 7000 km of coast of southern Australia. We used mixed methods, gathering data via semistructured interviews, site surveys, and Reef Life (underwater visual census) surveys. We analyzed qualitative data in accordance with grounded theory and quantitative data with multivariate and univariate linear mixed-effects models. We found no social or ecological benefits for partially protected areas relative to open areas in our study. Partially protected areas had no more fish, invertebrates, or algae than open areas; were poorly understood by coastal users; were not more attractive than open areas; and were not perceived to have better marine life than open areas. These findings provide an important counterpoint to some large-scale meta-analyses that conclude partially protected areas can be ecologically effective but that draw this conclusion based on narrower measures. We argue that partially protected areas act as red herrings in marine conservation because they create an illusion of protection and consume scarce conservation resources yet provide little or no social or ecological gain over open areas. Fully protected areas, by contrast, have more fish species and biomass and are well understood, supported, and valued by the public. They are perceived to have better marine life and be improving over time in keeping with actual ecological results. Conservation outcomes can be improved by upgrading partially protected areas to higher levels of protection including conversion to fully protected areas.     

Methodological integration for sustainable natural resource management beyond field/farm level: lessons from the ecoregional initiative for the humid and sub-humid tropics of Asia

SUMMARY

Integrated natural resources management (INRM) has to address both the livelihood goals of farmers and the ecological sustainability of agroecosystems and natural resources. Under the Ecoregional Initiative for the Humid and Sub-Humid Tropics of Asia — Ecor(1)Asia — one major set of activities has been the development of approaches, methodologies, and tools to meet the challenges of INRM research for sustainable agricultural development. Examples provided illustrate the role of these methodologies in the three main phases of knowledge development for improving INRM impact: knowledge generation, knowledge capitalization, and knowledge mobilization. The methodologies are designed for better integration across disciplines, spatial scales, and hierarchical levels of social organization. Attempts are made to quantify trade-offs between biophysical sustainability and socio-economic considerations. The case is made for using these methodologies in a more complementary manner to help bridge the topdown and bottom-up approaches in INRM. Inherent in the developing and implementing of these methodologies is the forging of partnerships and fostering linkages with multiple stakeholders, as well as using the knowledge base and integrative tools as communication platforms.     

Current Practice and Future Prospects for Social Data in Coastal and Ocean Planning

Coastal and ocean planning comprises a broad field of practice. The goals, political processes, and approaches applied to planning initiatives may vary widely. However, all planning processes ultimately require adequate information on both the biophysical and social attributes of a planning region. In coastal and ocean planning practice, there are well‐established methods to assess biophysical attributes; however, less is understood about the role and assessment of social data. We conducted the first global assessment of the incorporation of social data in coastal and ocean planning. We drew on a comprehensive review of planning initiatives and a survey of coastal and ocean practitioners. There was significantly more incorporation of social data in multiuse versus conservation‐oriented planning. Practitioners engaged a wide range of social data, including governance, economic, and cultural attributes of planning regions and human impacts data. Less attention was given to ecosystem services and social–ecological linkages, both of which could improve coastal and ocean planning practice. Although practitioners recognize the value of social data, little funding is devoted to its collection and incorporation in plans. Increased capacity and sophistication in acquiring critical social and ecological data for planning is necessary to develop plans for more resilient coastal and ocean ecosystems and communities. We suggest that improving social data monitoring, and in particular spatial social data, to complement biophysical data, is necessary for providing holistic information for decision‐support tools and other methods. Moving beyond people as impacts to people as beneficiaries, through ecosystem services assessments, holds much potential to better incorporate the tenets of ecosystem‐based management into coastal and ocean planning by providing targets for linked biodiversity conservation and human welfare outcomes. La Práctica Actual y los Prospectos Futuros para los Datos Sociales en la Planeación Costera y Oceánica