1. Developing research teams that link science and policy Will Allen AllenW@landcareresearch.co.nz AllenW@landcareresearch.co.nz Collaborative Learning Group http://social.landcareresearch.co.nz http://social.landcareresearch.co.nz

2. Changing context for science New science teams and measures of success Learning and learning together Adaptive management – skills, methods and roles Achieving rigor and legitimacy Presentation outline

3. New Zealand tussock grasslands Auckland Hamilton Wellington Christchurch South Island high country Dunedin

4. New questions for science: From production to sustainability

6. Broader problem framing (negotiation/interpretation) Partnership approaches Integrated approaches Adaptive management (flexibility and uncertainty) Changing science – end user relationships Decision making context

7. Moving beyond science ecologists: Forming new science teams to link science with policy and management

8. Facilitator, co-learning specialist Modelers Scientist - deer ecology Conservation manager Hunters DOC: Project manager Scientists - forest ecology

9. How best to measure success ? Of our restoration activities : Eradication of pests More effective restoration

10. How best to measure success ? Or through a range of goals: Eradication of pests More effective restoration Relationship building between stakeholders (e.g. managers, DOC staff, iwi, scientists, NGOs, other gps) Better informed communities (e.g. managers, DOC staff, iwi, scientists, NGOs, other groups) Capacity building - A collaborative learning process and culture established among case-study areas

11. The experiential learning cycle Reflecting/Reviewing (data) Interpreting (information) Planning & hypothesising (knowledge) Experiencing (acting/doing)

12. “Learning that occurs only when people engage one another, sharing diverse perspectives and experiences to develop a common framework of understanding and basis for joint action”. Exploring social learning in the development of collaborative natural resource management. (Thesis, 2001. Tania Marie Schusler) Collaborative or social learning:

13. Negotiating goals, roles, perspectives and questions Our on-the-ground situation modeling and dialogue for understanding Adapted management & policy actions Monitoring & evaluation (task & process) Deciding on best activity sets Access information (local, cultural and science) New science – filling knowledge gaps Adaptive management – “learning by doing”

14. Negotiating goals, roles, perspectives and questions Our on-the-ground situation modeling and dialogue for understanding Adapted management & policy actions Monitoring & evaluation (task & process) Deciding on best activity sets Access information (local, cultural and science) New science – filling knowledge gaps Adaptive management – skills and methods

15. e.g. stakeholder analysis, conflict management, scenario development Our on-the-ground situation modeling and dialogue for understanding Adapted management & policy actions Monitoring & evaluation (task & process) Deciding on best activity sets New science – filling knowledge gaps Access information (local, cultural and science) Adaptive management – skills and methods

16. e.g. stakeholder analysis, conflict management, scenario development Our on-the-ground situation modeling and dialogue for understanding Adapted management & policy actions Monitoring & evaluation (task & process) Deciding on best activity sets New science – filling knowledge gaps e.g. interviews, science reports, story telling Adaptive management – skills and methods

17. e.g. stakeholder analysis, conflict management, scenario development Our on-the-ground situation e.g. conceptual modeling, dialogue, simulations Adapted management & policy actions Monitoring & evaluation (task & process) Deciding on best activity sets New science – filling knowledge gaps e.g. interviews, science reports, story telling Adaptive management – skills and methods

18. e.g. stakeholder analysis, conflict management, scenario development Our on-the-ground situation e.g. conceptual modeling, dialogue, simulations Adapted management & policy actions Monitoring & evaluation (task & process) Everyone – together or back with their group New science – filling knowledge gaps e.g. interviews, science reports, story telling Adaptive management – skills, methods & roles

19. e.g. stakeholder analysis, conflict management, scenario development Our on-the-ground situation e.g. conceptual modeling, dialogue, simulations Managers & policy makers Monitoring & evaluation (task & process) Everyone – together or back with their group Science: economics, ecology, hydrology, etc. e.g. interviews, science reports, story telling Adaptive management – skills, methods & roles

20. e.g. stakeholder analysis, conflict management, scenario development Our on-the-ground situation e.g. conceptual modeling, dialogue, simulations Managers & policy makers pm&e, formative, network mapping, etc Everyone – together or back with their group Science: economics, ecology, hydrology, etc. e.g. interviews, science reports, story telling Everyone Adaptive management – skills, methods & roles

21. Managing integrated and interdisciplinary teams Takes time to build a common goal Understanding assumptions makes people more equal Need to meet individual goals if people are to stay in for the long haul Appreciate process and task

22. Learning across case studies: Developing rigor Extracting generic lessons from single cases can be difficult (e.g. one plot on the hill) Cross-case analysis is better to: help us understand the variety of forms an intervention can take shed light on implementation issues increase confidence in the validity of findings

23. Learning across case studies: Supporting legitimacy Building networks across disciplines, institutions, countries and regions Supporting communities of practice Making room and rewards for working in new ways More closely linking science and policy