Reconsidering social science theories in natural resource management continuing professional education
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Reconsidering social science theories in natural resource management continuing professional education. / Stumann, Cathy Brown; Gamborg, Christian.
I: Environmental Education Research, Bind 20, Nr. 4, 2014, s. 496-525.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Reconsidering social science theories in natural resource management continuing professional education
AU - Stumann, Cathy Brown
AU - Gamborg, Christian
N1 - Published online 10 Sep 2013
PY - 2014
Y1 - 2014
N2 - Over 25 years ago, the ‘wicked problems’ concept was introduced into forestry to describe the increasingly complex work situations faced by many natural resource management (NRM) professionals and at the same time the demand and frequency of public involvement in NRM issues also grew. Research on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education.
AB - Over 25 years ago, the ‘wicked problems’ concept was introduced into forestry to describe the increasingly complex work situations faced by many natural resource management (NRM) professionals and at the same time the demand and frequency of public involvement in NRM issues also grew. Research on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education.
KW - Faculty of Science
KW - Wicked problem
KW - social sciences
U2 - 10.1080/13504622.2013.833588
DO - 10.1080/13504622.2013.833588
M3 - Journal article
VL - 20
SP - 496
EP - 525
JO - Environmental Education Research
JF - Environmental Education Research
SN - 1469-5871
IS - 4
ER -
ID: 100004331