Social Learning for Collaborative Natural Resource Management

Schusler, Tania M.; Decker, Daniel J.; Pfeffer, Max J.

doi:10.1080/08941920390178874

Cited by 507 publications

(212 citation statements)

References 13 publications

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“…In contrast to factual scientific knowledge, this knowledge is tacit and it is not explicitly expressed except through practices. Moreover, knowledge is also influenced by the views and preferences of the decision maker in relation to those of other actors with whom the decision maker interacts in the context of a specific situation (Schusler et al, 2003;Brugnach et al, 2008). Thus knowledge is situated and it reflects the ability of people to interact with the natural and social systems.…”

Section: Different Types Of Knowledgementioning

confidence: 99%

“…Adopting these ideas has profound implications for how decisions are made, since humans have the capacity of adapting to new conditions and learning new ways of acting (Brugnach and Pahl-Wostl, 2007). Under this framework of analysis managing solutions cannot any longer be sought as independent from what those who participate value and believe to be important (Bouwen and Taillieu, 2004;Schusler et al, 2003). The understanding of problems becomes enmeshed in human's interpretations, and knowledge creation becomes an activity whose aim is finding the appropriate type of solutions that help to adapt to a particular situation .…”

Section: 2mentioning

confidence: 99%

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Ambiguity: the challenge of knowing and deciding together

Brugnach

Ingram

2012

Environmental Science & Policy

181

158

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Section: Different Types Of Knowledgementioning

confidence: 99%

Section: 2mentioning

confidence: 99%

Ambiguity: the challenge of knowing and deciding together

Brugnach

Ingram

2012

Environmental Science & Policy

181

158

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“…First, as open communication, which was associated with trickle-up effects above, fosters social learning (Schusler et al, 2003), an open communication climate could be a necessary condition for superiors to learn partnership-related values and behaviours from their subordinates. Second, as "(h)ierarchical leadership is usually not accepted" in collaborations involving parties from different sectors and backgrounds, and "power differences require a 'neutral' form of facilitation or a distributed form of leadership" (Bouwen and Taillieu, 2004, p. 146), the common description of role models being organizational leaders or superiors may not be appropriate in the context of partnership initiatives, where organizational members from various levels participate in projects together.…”

Section: Analysing Micro-level Interactions: Theoretical Inputs From mentioning

confidence: 99%

Trickle Effects of Cross-Sector Social Partnerships

2010

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Cross-sector social partnerships are often studied from a macro and meso perspective, also in an attempt to assess effectiveness and societal impact. This paper pays specific attention to the micro perspective, i.e. individual interactions between and within organizations related to partnerships that address the 'social good'. By focusing on the potential effects and mechanisms at the level of individuals and the organization(s) with which they interact, it aims to help fill a gap in research on partnerships, including more insight into the process of interaction. We conceptually explore microlevel interactions, and how partnership effects may 'trickle down' (e.g. from management to employees), or 'trickle up' (from employees to management), or 'trickle round' (e.g. between employees). Based on literature from various disciplines, we discuss how more generic theories on social exchange and contagion, social learning and attraction-selection-attrition can help shed light on micro-level interactions in a partnership, considering in particular transmission mechanisms via employees, top and middle management, and customers. In this way, partnerships can have wider benefits, as individuals have multiple roles and effects at the micro level can spread to the meso and macro levels as well. Implications for research and practice are outlined.

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“…The process applied in this research of first presenting information on implications of various forest management options and then discussing relevant issues with the participants involved two types of learning: cognitive learning by gaining new information on forests and their management and social learning by hearing other peoples' opinions about the issues (Eagly and Chaiken, 1993, p. 257;Schusler et al, 2003). Social learning can be defined as "learning that occurs when people engage one another, sharing diverse perspectives and experiences to develop a common framework of understanding and basis for joint action" (Schusler et al, 2003).…”

Section: Presentation Of Long-term Effects and Learningmentioning

confidence: 99%

Effects of presenting forest simulation results on the forest values and attitudes of forestry professionals and other forest users in Central Labrador

Berninger¹,

Kneeshaw²,

Messier³

2009

Forest Policy and Economics

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This research tested whether demonstration of the long term effect of different forest management scenarios in a large forested area changes people's forest values and attitudes. Forestry professionals and other forest users in Central Labrador were shown simulation results of three alternative forest management scenarios illustrating possible long term effects on various indicators. Forest values and attitudes towards forestry were measured before and after the presentation. Our conception of values and attitudes is based on the cognitive hierarchy model of human behaviour which states that values are more enduring and more difficult to change than attitudes. It was thus hypothesized that attitudes would change but not values and that change in forestry professionals would be less than in other forest users since foresters are trained to think about long-term effects and large-scale processes of forest management scenarios. We also hypothesized that a greater number of people would have an opinion on forest management after the presentation. All three hypotheses were partially supported by the results. The results indicated that some attitude change occurred, but that values also changed somewhat. Most of the significant changes occurred when persons with no clear opinion on several forest-related questions formed an opinion. Long-term, landscape simulation results provide valuable information and enhance understanding of both forestry professionals and other forest users. However, being provided the same information, the two groups learned different things. While forest users gained more confidence in the current forest management plan and were motivated to further participate, professionals learned more specific things. This reflects differences between technical and local knowledge.

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Social Learning for Collaborative Natural Resource Management

Cited by 507 publications

References 13 publications

Ambiguity: the challenge of knowing and deciding together

Ambiguity: the challenge of knowing and deciding together

Trickle Effects of Cross-Sector Social Partnerships

Effects of presenting forest simulation results on the forest values and attitudes of forestry professionals and other forest users in Central Labrador

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