| 1. |
- Kuhn, Tinka, et al.
(författare)
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Literature syntheses to inform marine ecosystem management: lessons learned from stakeholder participation
- 2023
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Ingår i: Ecosystems and People. - : Informa UK Limited. - 2639-5908 .- 2639-5916. ; 19:1
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Tidskriftsartikel (refereegranskat)abstract
- Systematic literature syntheses are a key element in the scientific realm, considering the steadily growing amount of available knowledge. Involving stakeholders in the research process brings a wide range of advantages, like broadening the perspectives on the problem in question, increasing the relevance of results for policy- and decision-making, the public and other end-users and thus enhancing the impact and acceptance of research. While participatory approaches are on the rise, reflections on stakeholder involvement in systematic syntheses on environmental management are scarce. We reflect on the process of involving stakeholders with expertise also from outside academia during three literature syntheses with different foci of marine and coastal ecosystem services in the Baltic Sea. Our analysis is based on notes, e-mails, minutes and recordings of internal project meetings, interviews and workshops involving both researchers and stakeholders. We discuss the challenges the participatory approach introduced and develop lessons learned to support the planning of stakeholder engagement for future literature syntheses. We conclude that stakeholder identification, communication, collaboration and knowledge translation are highly time- and resource-intensive processes. Furthermore, appropriate training and experience are necessary for the design, execution and evaluation of participatory methods tailored to each project stage. Therefore, we underline the importance of adequate consideration of the required resources during project planning and implementation. To encourage and support valuable stakeholder engagement and knowledge exchange between the research community and actors of policy and practice, more appreciation of such efforts by funding institutions and within the wider scientific community is needed.
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| 2. |
- Kuhn, Tinka, et al.
(författare)
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The Missing Links in Ecosystem Service Research
- 2023
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Ingår i: Southern Baltic Coastal Systems Analysis. - Cham : Springer. - 9783031136818 - 9783031136849 - 9783031136825 ; , s. 223-234
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Bokkapitel (refereegranskat)abstract
- The marine and coastal ecosystems of the Baltic Sea are exposed to an intensifi[1]cation and diversification of anthropogenic activities and related environmental pressures. Human interest in marine resources and space often overlap with environmental protection objectives, causing conflicts. Research can assist capacity building to enable knowledge-based decision-making in marine management and policy to help solve these issues. Three participatory systematic maps were carried out on marine and coastal ecosystem services (ES), monetary and non-monetary valuation methods applied to value them, and the interrelation of ES and human health and well-being in the Baltic Sea region. Policy advisors were engaged throughout the review process. The aim was to map existing scientific knowledge and identify knowledge gaps for the scientific communityand to support the implementation and update of the key marine protectionpolicies in the region. This chapter introduces the review methodology, providesan overview of knowledge gaps and missing links in ES research, and addressesfuture steps to connect the dots.
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| 3. |
- Suškevičs, Monika, et al.
(författare)
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Learning for social-ecological change : a qualitative review of outcomes across empirical literature in natural resource management
- 2018
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Ingår i: Journal of Environmental Planning and Management. - : Routledge. - 0964-0568 .- 1360-0559. ; 61:7, s. 1085-1112
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Forskningsöversikt (refereegranskat)abstract
- Learning is considered as a promising mechanism to cope with rapid environmental change. The implications of learning for natural resource management (NRM) have not been explored in-depth and the evidence on the topic is scattered across multiple sources. We provide a qualitative review of types of learning outcomes and consider their manifestations in NRM across selected empirical literature. We conducted a systematic search of the peer-reviewed literature (N = 1,223) and a qualitative meta-synthesis of included articles, with an explicit focus on learning outcomes and NRM changes (N = 53). Besides social learning, we found several learning concepts used, including policy and transformative learning, and multiple links between learning and NRM reported. We observe that the development of skills, together with a system approach involving multi-level capacities, is decisive for implications of learning for NRM. Future reviews could systematically compare how primary research applies different learning concepts and discusses links between learning and NRM changes.
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| 4. |
- Suškevičs, Monika, et al.
(författare)
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Process and Contextual Factors Supporting Action-Oriented Learning : A Thematic Synthesis of Empirical Literature in Natural Resource Management
- 2019
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Ingår i: Society & Natural Resources. - : Routledge. - 0894-1920 .- 1521-0723. ; 32:7, s. 731-750
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Tidskriftsartikel (refereegranskat)abstract
- Despite a long-term focus on learning in natural resource management (NRM), it is still debated how learning supports sustainable real-world NRM practices. We offer a qualitative in-depth synthesis of selected scientific empirical literature (N = 53), which explores factors affecting action-oriented learning. We inductively identify eight key process-based and contextual factors discussed in this literature. Three patterns emerge from our results. First, the literature discusses both facilitated participation and self-organized collaboration as dialogical spaces, which bridge interests and support constructive conflict management. Second, the literature suggests practice-based dialogs as those best able to facilitate action and puts a strong emphasis on experimentation. Finally, not emphasized in existing reviews and syntheses, we found multiple evidence about certain contextual factors affecting learning, including social-ecological crises, complexity, and power structures. Our review also points at important knowledge gaps, which can be used to advance the current research agenda about learning and NRM.
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