Suchergebnisse

Environmental conflict resolution practitioners have become increasingly interested in using information technology to work collaboratively across sectors. Discussions to date, however, have focused on specific tools rather than the underlying objectives that software can accomplish. Technology, like any other technique in a practitioner's repertoire, is a solution to a specific challenge identified through reflection‐in‐action. Explicitly defining the needs one wishes software to meet prevents using technology for technology's sake, provides criteria to choose between similar products or evaluate a tool's success, and helps identify needs for which suitable tools do not currently exist.

AbstractDemand has grown for actionable science to support real-world decision-making around climate change and related environmental management challenges. Producing actionable science requires scientists to hold a distinct set of competencies, yet relatively little is known about what these competencies are or how to train scientists to develop them. We conducted interviews with mid- and late-career scientists to empirically identify competencies they used when producing actionable science and to understand how they developed those competencies. We describe expertise in terms of 18 competencies—categorised as cognitive, interpersonal, or intrapersonal—that scientists integrated and applied to address the challenges associated with actionable science. We argue that scientists must engage in the social process of producing actionable science (i.e., learning by doing) to become an expert. Expert actionable scientists discussed the importance of learning through different contexts, processes, interactions, and relationships. By naming the competencies that constitute expertise, as well as methods for expertise development, our findings facilitate greater conscious awareness of the process of becoming an actionable scientist, a gradual process that starts during graduate training and continues as a career proceeds. Our results can inform the development of formal learning opportunities as well as the informal learning process that occurs whereby scientists take charge of their own learning.

AbstractNatural and cultural resource managers are increasingly working with the scientific community to create information on how best to adapt to the current and projected impacts of climate change. Engaging with these managers is a strategy that researchers can use to ensure that scientific outputs and findings are actionable (or useful and usable). In this article, the authors adapt Davidson's wheel of participation to characterize and describe common stakeholder engagement strategies across the spectrum of Inform, Consult, Participate, and Empower. This adapted framework provides researchers with a standardized vocabulary for describing their engagement approach, guidance on how to select an approach, methods for implementing engagement, and potential barriers to overcome. While there is often no one "best" approach to engaging with stakeholders, researchers can use the objectives of their project and the decision context in which their stakeholders operate to guide their selection. Researchers can also revisit this framework over time as their project objectives shift and their stakeholder relationships evolve.

AbstractDrought is a complex challenge experienced in specific locations through diverse impacts, including ecological impacts. Different professionals involved in drought preparedness and response approach the problem from different points of view, which means they may or may not recognize ecological impacts. This study examines the extent to which interviewees perceive ecological drought in the Upper Missouri Headwaters basin in southwestern Montana. Through semistructured interviews, this research investigates individuals' perceptions of drought by analyzing how they define drought, how they describe their roles related to drought, and the extent to which they emphasize ecological impacts of drought. Results suggest that while most interviewees have an integrated understanding of drought, they tend to emphasize either ecological or nonecological impacts of drought. This focus was termed their drought orientation. Next, the analysis considers how participants understand exposure to drought. Results indicate that participants view drought as a complex problem driven by both human and natural factors. Last, the paper explores understandings of the available solution space by examining interviewees' views on adaptive capacity, particularly factors that facilitate or hinder the ability of the Upper Missouri Headwaters region to cope with drought. Participants emphasized that adaptive capacity is both helped and hindered by institutional, cultural, and economic factors, as well as by available information and past resource management practices. Understanding how interviewees perceive the challenges of drought can shape drought preparedness and response, allowing those designing programs to better align their efforts to the perceptions of their target audience.