| 1. |
- Angelstam, Per, et al.
(författare)
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Solving Problems in Social-Ecological Systems : Definition, Practice and Barriers of Transdisciplinary Research
- 2013
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Ingår i: Ambio. - : Springer Science and Business Media LLC. - 0044-7447 .- 1654-7209. ; 42:2, s. 254-265
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Tidskriftsartikel (refereegranskat)abstract
- Translating policies about sustainable development as a social process and sustainability outcomes into the real world of social-ecological systems involves several challenges. Hence, research policies advocate improved innovative problem-solving capacity. One approach is transdisciplinary research that integrates research disciplines, as well as researchers and practitioners. Drawing upon 14 experiences of problem-solving, we used group modeling to map perceived barriers and bridges for researchers' and practitioners' joint knowledge production and learning towards transdisciplinary research. The analysis indicated that the transdisciplinary research process is influenced by (1) the amount of traditional disciplinary formal and informal control, (2) adaptation of project applications to fill the transdisciplinary research agenda, (3) stakeholder participation, and (4) functional team building/development based on self-reflection and experienced leadership. Focusing on implementation of green infrastructure policy as a common denominator for the delivery of ecosystem services and human well-being, we discuss how to diagnose social-ecological systems, and use knowledge production and collaborative learning as treatments.
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| 2. |
- Elbakidze, Marine, et al.
(författare)
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Is spatial planning a collaborative learning process? A case study from a rural-urban gradient in Sweden
- 2015
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Ingår i: Land use policy. - : Elsevier BV. - 0264-8377 .- 1873-5754. ; 48, s. 270-285
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Tidskriftsartikel (refereegranskat)abstract
- International and national policies stress the importance of spatial planning for the long-term sustainability of regions. This paper identifies the extent to which the spatial planning in a Swedish region can be characterised as a collaborative learning process. By combining qualitative interviews and systems thinking methods we analysed the main attributes of public-led spatial (i.e. comprehensive) planning in nine municipalities representing a steep urban-rural gradient in the Bergslagen region of Central Sweden. We show that the attributes of strategic spatial planning needed for collaborative learning were absent or undeveloped. All studied municipalities experienced challenges in coordinating complex issues regarding long-term planning to steer territorial development and help to solve conflicts among competing interests. Stakeholder participation was identified as a basic condition for social learning in planning. Together with stakeholders we identified the causal structure behind stakeholder participation in municipal planning processes, including main drivers and feedback loops. We conclude that there is a need for arenas allowing and promoting stakeholder activity, participation and inclusion that combines both bottom-up and top-down approaches, and where evidence-based collaborative learning can occur.
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