Week 2 of the University of the Highlands and Islands (UHI) Sustainability Studies Network Research Seminar Series

1. Re-evaluating our role in participatory research Dr Jayne Glass, Postgraduate Research Associate Sustainability Studies seminar series 25 th November 2011 [email_address] DOING THINGS DIFFERENTLY:

3. Before we dive in… For example, Scott (2011); Reed (2008) Participation = ?

4. Tackling ‘wicked’ problems “ a problem of interaction” (van Bueren et al. 2003)

5. Transdisciplinary research approaches Based on Mobjörk (2010); Rist et al. (2007) Research Transdisciplinary Situated in the ‘real world’ Building bridges between knowledges An overall social learning process

7. 2. The knowledge integration challenge Pohl et al (2010): Researchers’ roles in knowledge co-production GAP: Action-oriented research in the agora? Academic knowledge Non-academic knowledge AGORA Agora Academic knowledge Non-academic knowledge BO Bridging organisation Co-production of knowledge

8. 3. Potential for social learning Reed et al (2010): What is social learning? DEMONSTRATE THAT: Some depth of conceptual change or change in understanding has take place in the individuals involved A degree of breadth for this change to go beyond individuals to become situated within wider social groups Occurred through social interactions and processes between actors within a social network GAP: Create better atmospheres for communication and deliberation SOCIAL LEARNING

9. A conceptual road map Glass (2011): PhD thesis Flexible research space, within which it is possible to facilitate iterative deliberation, learning and the collaborative production of knowledge A: Increase transdisciplinary capacity A1: Address ‘real world’ problems collaboratively and acknowledge the local context A2: Develop practical outcomes that bring about a degree of change B: Facilitate knowledge integration B1: Integrate multiple perspectives B2: Recognise and understand values C: Enhance potential for social learning C1: Create an ‘atmosphere of trust’ C2: Rethink assumptions and jointly solve problems A collaborative learning process which produces mutually endorsed, practical outcomes for positive change Iterative deliberation

10. Reading the map: using the Delphi technique

14. Upland estate management in Scotland ?

15. A mixed panel of interests 19 panellists Estate management professionals Academics & consultants NGOs & other interest groups Government agencies & other bodies Representative bodies Land Agents Landowners Estate managers LINK RICS SLE SAC Relu programme Consultants International Scottish Government DCS Sustainable Development Commission CNPA RSPB NTS JMT Moorland Forum Southern Uplands Partnership SNH SEBG

16. A deliberative process Round One: Establishing a context for sustainability Round Two: Discussing practical management strategies Round Three: Reflecting on the first draft Glass et al. (2011) Compiling and feeding back ideas Redrafting and piloting the workbook Developing second draft Developing first draft Round Four: Reflecting on the second draft

17. A practical output ‘ Getting the best from Scotland’s estates: twelve actions’ – A sustainability workbook Ecosystem thinking Broadening options Linking into social fabric Adapting management Thinking beyond the estate Sustainable estate principles [5] SUSTAINABILITY ACTIONS [12] More sustainable Less sustainable ! Enabling factors Constraining factors Identify and understand Proactive Underactive Active

18. High levels of motivation 88% response rate over three written rounds Responses received on/before deadline Responses received after the deadline Round Two 9 7 Round Three 6 11 Round Four 12 5

19. Reactions to the process “ Much more fun than the boring work I should have been doing this evening!” “ I’ve enjoyed this; I think you have the makings of an extremely valuable tool” “ A good basis [that] should be worked on in practice on real estates” “ Very stimulating for our thinking”

20. Reflecting on the map: was it useful?

21. A: Increased transdisciplinary capacity? A1: Address a real world problem collaboratively & acknowledge local context A2: Develop practical outcomes for positive change Initial scoping round in interview format: process not overly defined Move beyond conceptual discussion to produce something; high levels of motivation

22. B: Integrated knowledge? B1: Integrate multiple perspectives B2: Recognise and understand values Widen definition of an ‘expert’: include local, managerial knowledge; new knowledge and network Spend more time at outset exploring perceptions of the issue: researcher ‘reframes’ ideas and presents to group; anonymity

23. C: Enhanced social learning? C1: Create an ‘atmosphere of trust’ C2: Rethink assumptions and jointly solve problems Anonymous process; personal rapport with researcher; open dialogue and negotiation Reflexive process: enhance creative potential through feedback documents; slow development of ideas

24. A conceptual roadmap Glass (2011): PhD thesis Iterative deliberation

25. A conceptual roadmap Glass (2011): PhD thesis Can I use this roadmap to design or adapt my own methods?

26. Finally: an intermediary role for researchers? Academic knowledge Non-academic knowledge AGORA Can we position ourselves here?

27. Thank you Thank you to Micah Stanbridge for the use of his photographs [email_address] Acknowledgements The Henry Angest Foundation Project supervisors: Prof Martin Price ( UHI) Prof Alister Scott ( Birmingham City University ) Dr Charles Warren ( University of St Andrews ) The Sustainable Estates Advisory Group: