Rethinking postgraduate education for marine conservation

Langholz, Jeff; Abeles, Adina

doi:10.1016/j.marpol.2013.06.014

Cited by 15 publications

(12 citation statements)

References 9 publications

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“…Pedagogy has long acknowledged that truly transformative educational experiences must include a dispositional outcome (Dewey, 1916;Colby, 2003). Development of dispositional outcomes for future marine conservation scientists involves training for working effectively in cross-disciplinary team settings (Langholz and Abeles, 2014). This view contrasts with traditional doctoral program curricula, where the acquisition of specific knowledge and methodologies is at the forefront of learning outcomes (Fig.…”

Section: Teaching Transdisciplinary Skills In Graduate Programs Through Group Problem Solvingmentioning

confidence: 99%

“…The need for broader scientific perspectives to address complex marine resource management problems has recently led to increased support for integrated marine resource science (Perry et al, 2012) and participatory management (Armitage et al, 2009). While this push has advanced the development of cross-disciplinary tools and approaches (e.g., Paterson et al, 2010), a growing number of scientists are concerned that current models for educating doctoral-level marine scientists do not address the social-ecological complexity of marine systems (Langholz and Abeles, 2014). At the same time, graduate students are forced to contemplate the time investment in cross-disciplinary education and the job prospects offered by such degrees.…”

Section: Introductionmentioning

confidence: 99%

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Transdisciplinary graduate education in marine resource science and management

Ciannelli

Hunsicker

Beaudreau

et al. 2014

ICES Journal of Marine Science

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In this article we consider the current educational needs for science and policy in marine resource management, and we propose a way to address them. The existing literature on cross-disciplinary education in response to pressing environmental problems is vast, particularly in conservation biology. However, actual changes in doctoral-level marine science programs lag behind this literature considerably. This is in part because of concerns about the time investment in cross-disciplinary education and about the job prospects offered by such programs. There is also a more fundamental divide between educational programs that focus on knowledge generation and those that focus on professional development, which can reinforce the gap in communication between scientists and marine resource managers. Ultimately, transdisciplinary graduate education programs need not only to bridge the divide between disciplines, but also between types of knowledge. Our proposed curriculum aligns well with these needs because it does not sacrifice depth for breadth, and it emphasizes collaboration and communication among diverse groups of students, in addition to development of their individual knowledge and skills.

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Section: Teaching Transdisciplinary Skills In Graduate Programs Through Group Problem Solvingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Transdisciplinary graduate education in marine resource science and management

Ciannelli

Hunsicker

Beaudreau

et al. 2014

ICES Journal of Marine Science

View full text Add to dashboard Cite

show abstract

“…Starting with the essential skills, in Langholz & Abeles' study, innovation, collaboration, and communication were considered the three most essential skills needed to succeed as leaders in marine conservation [47]. When analyzing the data, particularly the student activity verb list, the teaching-research team found that the trans-disciplinary project engaged the students in active peer collaboration and allowed the students to learn negotiation and communication with their group members.…”

Section: The Trans-disciplinary Projects Benefits Students By Equippimentioning

confidence: 99%

Trans-Disciplinary Education for Sustainable Marine and Coastal Management: A Case Study in Taiwan

et al. 2016

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Abstract:The present study aims to investigate the effect of a trans-disciplinary design of curricula, deemed a powerful tool for teaching and research on complex environmental problems, with a goal to help solve the real problems that climate change has brought to the coastal environment in Taiwan. Three major real-life problems in southern Taiwan-declining mullet fisheries, flooding, and coral bleaching-were integrated into four courses. Adopting a qualitative case study method, the researchers investigated the student perceptions of the trans-disciplinary learning experiences, their attitudes toward marine and coastal environmental protection, and their capability of solving the problems related to marine and coastal environments. The researchers employed various methods to analyze the student reflection reports, student self-evaluation forms, and the tape-recorded class meetings. The findings suggest the following: the trans-disciplinary curriculum stands to be an innovative yet indispensable design for coastal management education; such a curriculum benefits students by equipping them with essential knowledge and skills to succeed in future marine conservation; action learning for marine and coastal sustainability serves as the final goal of trans-disciplinary learning project; a trans-disciplinary case study on the design of curricula provides effective knowledge integration of marine and coastal sustainability.

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“…Despite the growing appreciation and use of social marketing for wildlife conservation, the training which conservation practitioners receive, which is still largely in the form of a university degree (Elliott, Ryan & Wyborn, 2018; Muir & Schwartz, 2009), does not include social marketing skills. An increasing number of studies have looked at the gaps in training for conservation practitioners (e.g., Barlow, Barlow, Boddam-Whetham, & Robinson, 2016; Langholz & Abeles, 2014; Lucas, Gora, & Alonso, 2017). However, to our knowledge, no study has yet explored whether this includes social marketing skills.…”

mentioning

confidence: 99%

Global Survey Reveals a Lack of Social Marketing Skills in the Conservation Sector and Shows Supply of Training Doesn’t Meet Demand

Robinson¹,

Creasey

Skeats³

et al. 2018

Social Marketing Quarterly

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Biodiversity loss is one of the principle challenges facing us today. To halt and reverse this loss, conservation practitioners must find ways to change human behaviors which threaten species and ecosystems. Increasingly, it is being recognized that social marketing could be an effective way of achieving voluntary, ethical, and long-lasting behavior change for the benefit of biodiversity. By conducting a global survey of conservation practitioners, the objective of this study was to assess the need for social marketing skills, as well as the demand, supply, and barriers to receiving social marketing training in the conservation sector. From a sample of 322 conservation practitioners from 71 countries, results suggest there is a marked lack of social marketing skills in the conservation sector, with only 16.1% of participants considering their skill level to be expert or advanced. However, 61.5% of participants reported needing advanced or expert social marketing skills to be effective in their current role. In addition, the survey revealed a high demand for training in social marketing, but also that a lack of funds, time, and available courses all present major barriers to conservation practitioners receiving such training. The implications of these results for designing methods of providing conservation practitioners with social marketing skills and removing barriers are discussed.

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Rethinking postgraduate education for marine conservation

Cited by 15 publications

References 9 publications

Transdisciplinary graduate education in marine resource science and management

Transdisciplinary graduate education in marine resource science and management

Trans-Disciplinary Education for Sustainable Marine and Coastal Management: A Case Study in Taiwan

Global Survey Reveals a Lack of Social Marketing Skills in the Conservation Sector and Shows Supply of Training Doesn’t Meet Demand

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