Managing a World Heritage Site: Potentials and limitations of transdisciplinary approaches

Balancing the frequently conflicting priorities of conservation and economic development poses a challenge to management of the Swiss Alps Jungfrau- Aletsch World Heritage Site (WHS). This is a complex societal problem that calls for a knowledge-based solution. This in turn requires a transdisciplinary research framework in which problems are defined and solved cooperatively by actors from the scientific community and the life-world. In this article we re-examine studies carried out in the region of the Swiss Alps Jungfrau-Aletsch WHS, covering three key issues prevalent in transdisciplinary settings: integration of stakeholders into participatory processes; perceptions and positions; and negotiability and implementation. In the case of the Swiss Alps Jungfrau-Aletsch WHS the transdisciplinary setting created a situation of mutual learning among stakeholders from different levels and backgrounds. However, the studies showed that the benefits of such processes of mutual learning are continuously at risk of being diminished by the power play inherent in participatory approaches.

Reshaping Rural Extension: Learning for Sustainability (LforS): An Integrative and Learning-Based Advisory Approach for Rural Extension with Small-Scale Farmers

This publication offers concrete suggestions for implementing an integrative and learning-oriented approach to agricultural extension with the goal of fostering sustainable development. It targets governmental and non-governmental organisations, development agencies, and extension staff working in the field of rural development. The book looks into the conditions and trends that influence extension today, and outlines new challenges and necessary adaptations. It offers a basic reflection on the goals, the criteria for success and the form of a state-of-the-art approach to extension. The core of the book consists of a presentation of Learning for Sustainability (LforS), an example of an integrative, learning-oriented approach that is based on three crucial elements: stakeholder dialogue, knowledge management, and organizational development. Awareness raising and capacity building, social mobilization, and monitoring & evaluation are additional building blocks. The structure and organisation of the LforS approach as well as a selection of appropriate methods and tools are presented. The authors also address key aspects of developing and managing a learning-oriented extension approach. The book illustrates how LforS can be implemented by presenting two case studies, one from Madagascar and one from Mongolia. It addresses conceptual questions and at the same time it is practice-oriented. In contrast to other extension approaches, LforS does not limit its focus to production-related aspects and the development of value chains: it also addresses livelihood issues in a broad sense. With its focus on learning processes LforS seeks to create a better understanding of the links between different spheres and different levels of decision-making; it also seeks to foster integration of the different actors’ perspectives.

Managing a World Heritage Site – Potentials and Limitations of Transdisciplinary Approaches

Management of the World Heritage Site Swiss Alps Jungfrau-Aletsch is challenged by the interplay of conservation and economic development. This is a situation where a knowledge-based solution is sought for a complex societal problem. This sets the frame for transdisciplinary research where the problem is defined and solved cooperatively by actors from science and the life-world. In this paper we re-examine studies carried out in the region of the WHS Jungfrau-Aletsch and reveal the issue of integration into participation, the issue of perceptions and positions as well as the issue of negotiability and implementation as key issues prevalent in transdisciplinary settings. The transdisciplinary setting in the case of the WHS Jungfrau-Aletsch constructs a situation of mutual learning among stakeholders from different levels and backgrounds. However, the positive effects of mutual learning are continuously challenged by the power play inherent in participatory approaches.

Critical issues in managing protected areas by multi-stakeholder participation - analysis of a process in the Swiss Alps

Balancing the frequently conflicting priorities of conservation and economic development poses a challenge to management of the Swiss Alps Jungfrau-Aletsch World Heritage Site (WHS). This is a complex societal problem that calls for a knowledge-based solution. This in turn requires a transdisciplinary research framework in which problems are defined and solved cooperatively by actors from the scientific community and the life-world. In this article we re-examine studies carried out in the region of the Swiss Alps Jungfrau-Aletsch WHS, covering three key issues prevalent in transdisciplinary settings: integration of stakeholders into participatory processes; perceptions and positions; and negotiability and implementation. In the case of the Swiss Alps Jungfrau-Aletsch WHS the transdisciplinary setting created a situation of mutual learning among stakeholders from different levels and backgrounds. However, the studies showed that the benefits of such processes of mutual learning are continuously at risk of being diminished by the power play inherent in participatory approaches.

Managing Knowledge Transfer in Software-Maintenance Outsourcing Transitions: A System-Dynamics Perspective

The existing literature suggests that transitions in software-maintenance offshore outsourcing projects are prone to knowledge transfer blockades, i.e. situations in which the activities that would yield effective knowledge transfer do not occur, and that client management involvement is central to overcome them. However, the theoretical understanding of the knowledge transfer blockade is limited, and the reactive management behavior reported in case studies suggests that practitioners may frequently be astonished by the dynamics that may give rise to the blockade. Drawing on recent research from offshore sourcing and reference theories, this study proposes a system dynamics framework that may explain why knowledge transfer blockades emerge and how and why client management can overcome the blockade. The results suggest that blockades may emerge from a vicious circle of weak learning due to cognitive overload of vendor staff and resulting negative ability attributions that result in reduced helping behavior and thus aggravate cognitive load. Client management may avoid these vicious circles by selecting vendor staff with strong prior related experience. Longer phases of coexistence of vendor staff and subject matter experts and high formal and clan controls may also mitigate vicious circles.

Sustainable Pasture Management : LforS learning and simulation game

Three teams consisting of 2 to 5 persons each play the game. Each team represents a farm. Each team decides jointly on its strategy. In annual meetings in winter, the farm teams jointly discuss, evaluate and decide on how to proceed and actions to be taken. The farms make use of three different pasture areas (village pasture, intensive pasture and summer pasture) for grazing their livestock. The carrying capacity of each pasture area is different and varies according to the season. In each season, the farms have to decide on how many livestock units to graze on which pasture. Overgrazing and pasture degradation occur if the total number of livestock units exceeds the carrying capacity of a specific pasture area. Overgrazing results in a reduction of pasture productivity. To diversify and improve their livelihood strategy farms can make individual investments to increase productivity at the farm level, eg. in fodder production or in income generating activities. At the community level, collective investments can be made which may influence livestock and household economy, e.g. rehabilitate and improve pasture productivity, improve living conditions on remote pastures etc. Events occurring in the course of the game represent different types of (risk) factors such as meteorology, market, politics etc. that may positively or negatively influence livestock production and household economy. A sustainable management of pastures requires that farms actively regulate the development of their herds, that they take measures to prevent pasture degradation and to improve pasture productivity, and that they find a balance between livestock economy and other productive activities. The game has a double aim: a) each farm aims at its economic success and prosperity, and b) the three farm teams jointly have to find and implement strategies for a sustainable use of pasture areas.

Simulation Games - A Creative Tool for Capacity Building: Experience from the Learning for Sustainability Approach

Games that simulate complex realities to be dealt with in teams are an effective tool for fostering interactive learning processes. they link different levels of decision-making in the household, community and societal contexts. Negotiation and harmonisation of different perceptions and interests, be it within or between different households, form the basis of a common strategy for sustainable development.