Boundary spanners as trust ambassadors in collaborative natural resource management

Coleman, Kimberly; Stern, Marc J.

doi:10.1080/09640568.2017.1303462

Cited by 38 publications

(24 citation statements)

References 36 publications

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“…Learning spaces can be created within interdisciplinary teams within the agency in which scientists and planners debate appropriate courses of action; between external scientists and Forest Service employees; and between the Forest Service and a wide array of external stakeholders, representing industry, recreational, environmental, political, tribal, and other interests. This table depicts the basic steps taken in some of the most successful case studies observed by the lead author and colleagues (e.g., Butler & Schultz, 2019;Coleman & Stern, 2018a, 2018b. It also draws upon key concepts from principled negotiation (Fisher, Ury, & Patton, 1991).…”

Section: Lessons Learned From the Collaborative Forest Landscape Restoration Programmentioning

confidence: 99%

Opening learning spaces to create actionable knowledge for conservation

Stern

Briske

Meadow

2021

Conservat Sci and Prac

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The limited application of science to environmental management has been termed the "science-management knowledge gap." This gap is widely assumed to be a consequence of inefficient knowledge transfer from science to application.However, this metaphor misrepresents knowledge as a "thing" that can be readily exchanged in complex systems, rather than a "process of relating" that involves negotiation and dialogue among stakeholders. We advocate for development of a more explicit alternative model of knowledge creation founded on Nonaka's Theory of Organizational Knowledge Creation, which emphasizes how knowledge is converted into more usable forms through socialization, externalization, combination, and internalization within "learning spaces."Effective learning spaces require sufficient trust to enable open, honest, and receptive interactions among stakeholders. We advocate that greater emphasis on knowledge conversions within effectively designed learning spaces will accelerate development of actionable knowledge beyond that of existing models.

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Section: Lessons Learned From the Collaborative Forest Landscape Restoration Programmentioning

confidence: 99%

Opening learning spaces to create actionable knowledge for conservation

Stern

Briske

Meadow

2021

Conservat Sci and Prac

Self Cite

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“…Thus, an understanding of how to predict, prevent, and manage social conflicts that can arise when working with diverse stakeholder groups could significantly aid achievement of conservation goals and reach equitable solutions. For example, previous studies have suggested that processes characterized by adequate stores of trust, a collective sense of identity, and participatory strategies designed to minimize power asymmetries can improve long‐term management and promote resilient collaborations (Coleman & Stern, 2018; Mosimane, Breen, & Nkhata, 2012; Schoon et al, 2015; Stern & Baird, 2015). However, trust, identity, and power are often explored separately without consideration of how dynamic interactions between these concepts collectively impact conservation practices and outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…Conservation practitioners often understand that trust builds partnerships and facilitates processes, whereas distrust can lead to disagreements, faction‐building, and efforts to thwart processes altogether (Coleman & Stern, 2018; Stern, 2008). Hardin (2002) describes trust as a relationship in which an entity (trustor) accepts vulnerability to another entity (trustee) who acts on behalf of the trustor.…”

Section: Introductionmentioning

confidence: 99%

“…For example, if the policy landscape changes or the system otherwise faces a large‐scale disturbance, interpersonal forms of trust (rational and affinitive trust) can enable collaboration while systems‐based trust is re‐built (Baral & Stern, 2011). Similarly, interpersonal conflict can often be assuaged by external facilitation and the development of clear procedures for debate and disagreement (systems‐based trust; Coleman & Stern, 2018). Developing clear procedures can also help stakeholders to navigate the loss of affinitive or rational trust in the case of turnover of key personnel (Coleman & Stern, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, interpersonal conflict can often be assuaged by external facilitation and the development of clear procedures for debate and disagreement (systems‐based trust; Coleman & Stern, 2018). Developing clear procedures can also help stakeholders to navigate the loss of affinitive or rational trust in the case of turnover of key personnel (Coleman & Stern, 2018).…”

Section: Introductionmentioning

confidence: 99%

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An understanding of trust, identity, and power can enhance equitable and resilient conservation partnerships and processes

Dietsch

Wald

Stern

et al. 2021

Conservat Sci and Prac

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Conservation practitioners regularly engage in partnerships and processes to develop and achieve important conservation goals aimed at alleviating the biodiversity crisis. These processes, and the partnerships needed for success, are subject to complex social dynamics that can result in negative outcomes if not well understood and addressed. As an illustration, a heavy reliance on authoritybased power in a conservation process could lead to alliances with some groups and alienation of others. Such ingroup/outgroup dynamics can prompt threats to one's identity and distrust of others, which may lead to disengagement or active blocking of progress toward goals (e.g., legal action). To support practitioners in addressing the biodiversity crisis, we review key concepts and theory from the literature in relation to how trust, identity, and power operate in the context of conservation partnerships and processes. We further offer a list of considerations for conservation practitioners seeking to co-develop goals that are achievable, equitable, and responsive to the needs of diverse interests, as well as sustainable over time given shifting social and ecological conditions.

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A systemic analysis of participatory land and water governance in the Tsitsa River Catchment, South Africa

Fry,

Clifford‐Holmes,

Palmer

2024

Syst Res Behav Sci

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Effective governance of complex social‐ecological systems requires diverse stakeholders to be engaged in meaningful participatory processes. Meaningful participation must be intelligible and significant to local actors and coherent within a broader, multilevel governance system. This study explores the complexities of participatory land and water governance in South Africa's Tsitsa River Catchment. Embedded within a transdisciplinary landscape restoration project (the Tsitsa Project), this study combines a diagram‐based analysis of local actor mental models with a narrative‐based analysis of participant observation data. Challenges, opportunities, and general principles are identified. Limited accessibility, resource constraints, and the legacy of centralised governance impede participation. The research identifies the critical role of local actors, particularly those with deep community ties, in driving inclusive processes. Building trust through face‐to‐face interactions and culturally appropriate communication strategies also emerged as vital elements for success. This research can inform participatory projects and interventions in rural and developing world contexts.

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Boundary spanners as trust ambassadors in collaborative natural resource management

Cited by 38 publications

References 36 publications

Opening learning spaces to create actionable knowledge for conservation

Opening learning spaces to create actionable knowledge for conservation

An understanding of trust, identity, and power can enhance equitable and resilient conservation partnerships and processes

A systemic analysis of participatory land and water governance in the Tsitsa River Catchment, South Africa

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