Adaptive management in the U.S. National Wildlife Refuge System: Science-management partnerships for conservation delivery

Moore, Clinton T.; Lonsdorf, Eric V.; Knutson, Melinda G.; Laskowski, Harold P.; Lor, Socheata

doi:10.1016/j.jenvman.2010.10.065

Cited by 54 publications

(41 citation statements)

References 18 publications

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“…Natural resource management professionals involved in adaptive management learned mostly through assessment, i.e., direct evaluation (e.g., Biggs et al 2011, Kingsford et al 2011, Martin and Pope 2011, Bonanno 2013, Giebels et al 2013, as well as through experimentation and reflection (e.g., Briceño-Linares et al , Bunnefeld et al 2011, Johnson 2011, Smith 2011, Van Wilgen et al 2011, Marcot et al 2012, and to a lesser extent through dialogue (e.g., Foxcroft and McGeoch 2011, Moore et al 2011, Kelly et al 2012, Varady et al 2013). …”

Section: Discussionmentioning

confidence: 99%

“…However, a significant number of papers showed evidence of the parallel and blended use of single-and doubleloop learning (e.g., Bunnefeld et al 2011, Johnson 2011, McLoughlin et al 2011, Moore et al 2011, Rumpff et al 2011, Scheepers et al 2011, Smith 2011, Marcot et al 2012) by implementing and modifying field experiments or developing, testing, and refining models, consistent with the approach advocated by Walters (1986) and Holling (1978). Ideally, adaptive managers should do both, realizing that a singular focus on double-loop learning will not get the job done and could result in endless cycles of reflection without implementation as suggested by Allen and Gunderson (2011).…”

Section: Discussionmentioning

confidence: 99%

“…This included three preselected subcategories: assessment, i.e., immediate evaluation of performance , Williams 2011; dialogue and oral transfer (Berkes et al 2000, Leys andVanclay 2011); and experimentation and reflection (Walters 1986, Lee 1993, Moore et al 2011.…”

Section: How Learning Took Placementioning

confidence: 99%

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Learning in Adaptive Management: Insights from Published Practice

Fabricius¹,

Cundill²

2014

E&S

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ABSTRACT. Adaptive management is often advocated as a solution to understanding and managing complexity in social-ecological systems. Given the centrality of learning in adaptive management, it remains unclear how learning in adaptive management is understood to occur, who learns, what they learn about, and how they learn. We conducted a systematic review using the Thomson Reuters Web of Science, and searched specifically for examples of the practical implementation of adaptive management between 2011 and 2013, i.e., excluding articles that suggested frameworks, models, or recommendations for future action. This provided a subset of 22 papers that were analyzed using five elements: the aims of adaptive management as stated in each paper; the reported achievements of adaptive management; what was learned; who learned; and how they learned. Our results indicate that, although most published adaptive management initiatives aimed at improvements in biological conservation or ecosystem management, scholars of adaptive management tend to report on learning more about governance and about learning, than about ecosystems or biological conservation. Whereas almost all the papers (91%) listed improvements in biological conservation and ecosystem management as aims, 59% reported these as achievements. Whereas only 27% listed improved governance as an aim, 73% mentioned this as an achievement. Conservation scientists and academics reporting on adaptive management tend to learn among themselves, and very seldom (18%) with external stakeholders. Adaptive ecosystem management is dominated by direct assessment and single-loop learning aimed at improving existing practices (86%), with about 50% engaged in double-loop learning and a similar number in deutero-learning (learning about learning). Some adaptive managers (36%) combined double-and single-loop learning and the majority of these (6/8) reported on conservation achievements. A possible explanation for these findings is that adaptive management is an evolutionary process and in most instances is still in an early pioneering stage, possibly held back by participants' capacity for learning. The constraint of learning capacity may also explain why so few adaptive management initiatives reported on learning with societal stakeholders.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Learning in Adaptive Management: Insights from Published Practice

Fabricius¹,

Cundill²

2014

E&S

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“…Adaptive management can help mitigate anthropogenic impacts resulting from several of these global changes. This includes species decline and habitat loss (Fontaine, 2011;Smith, 2011), recreational harvest of animals that migrate across political boundaries (Johnson, 2011) and other transboundary resource management issues, regulation of human participation in natural resource-based recreational activities (Martin and Pope, 2011), and management of competing interests on public lands with limited resources (Moore et al, 2011).…”

Section: Global Challenges For the Current Millennia: When Is Adaptivmentioning

confidence: 99%

Adaptive management for a turbulent future

Allen

Fontaine

Pope

et al. 2011

Journal of Environmental Management

407

238

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a b s t r a c tThe challenges that face humanity today differ from the past because as the scale of human influence has increased, our biggest challenges have become global in nature, and formerly local problems that could be addressed by shifting populations or switching resources, now aggregate (i.e., "scale up") limiting potential management options. Adaptive management is an approach to natural resource management that emphasizes learning through management based on the philosophy that knowledge is incomplete and much of what we think we know is actually wrong. Adaptive management has explicit structure, including careful elucidation of goals, identification of alternative management objectives and hypotheses of causation, and procedures for the collection of data followed by evaluation and reiteration. It is evident that adaptive management has matured, but it has also reached a crossroads. Practitioners and scientists have developed adaptive management and structured decision making techniques, and mathematicians have developed methods to reduce the uncertainties encountered in resource management, yet there continues to be misapplication of the method and misunderstanding of its purpose. Ironically, the confusion over the term "adaptive management" may stem from the flexibility inherent in the approach, which has resulted in multiple interpretations of "adaptive management" that fall along a continuum of complexity and a priori design. Adaptive management is not a panacea for the navigation of 'wicked problems' as it does not produce easy answers, and is only appropriate in a subset of natural resource management problems where both uncertainty and controllability are high. Nonetheless, the conceptual underpinnings of adaptive management are simple; there will always be inherent uncertainty and unpredictability in the dynamics and behavior of complex social-ecological systems, but management decisions must still be made, and whenever possible, we should incorporate learning into management.Published by Elsevier Ltd.

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“…For example, adaptive management can be more effective when incorporating the complementary knowledge systems of western science and IK; however, it is likely that institutional barriers and biases will need to be reflected upon before IK can be successfully integrated (Stankey et al 2005, Wilcock 2007, Berkes 2008. In practice, adaptive management approaches are often characterized by limited stakeholder participation outside of managers and scientists, a lack of iterative adjustment of the management cycle, i.e., reluctance to depart from traditional management approaches, and a greater focus on learning about governance related challenges than on learning about the effects of decision making on ecosystems (Moore et al 2011, Rist et al 2013, Fabricius and Cundill 2014.…”

Section: Introductionmentioning

confidence: 99%

Opportunities to utilize traditional phenological knowledge to support adaptive management of social-ecological systems vulnerable to changes in climate and fire regimes

Armatas¹,

Venn²,

McBride³

et al. 2016

E&S

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ABSTRACT. The field of adaptive management has been embraced by researchers and managers in the United States as an approach to improve natural resource stewardship in the face of uncertainty and complex environmental problems. Integrating multiple knowledge sources and feedback mechanisms is an important step in this approach. Our objective is to contribute to the limited literature that describes the benefits of better integrating indigenous knowledge (IK) with other sources of knowledge in making adaptive-management decisions. Specifically, we advocate the integration of traditional phenological knowledge (TPK), a subset of IK, and highlight opportunities for this knowledge to support policy and practice of adaptive management with reference to policy and practice of adapting to uncharacteristic fire regimes and climate change in the western United States.

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Adaptive management in the U.S. National Wildlife Refuge System: Science-management partnerships for conservation delivery

Cited by 54 publications

References 18 publications

Learning in Adaptive Management: Insights from Published Practice

Learning in Adaptive Management: Insights from Published Practice

Adaptive management for a turbulent future

Opportunities to utilize traditional phenological knowledge to support adaptive management of social-ecological systems vulnerable to changes in climate and fire regimes

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