Enhancing fisheries education and research through the Canadian Fisheries Research Network: A student perspective on interdisciplinarity, collaboration and inclusivity

Abstract

Fisheries involve complex problems not easily addressed by a single discipline, methodology, or set of stakeholders. In 2010, the Canadian Fisheries Research Network (CFRN) was initiated to increase fisheries research capacity in Canada through interdisciplinary and inclusive research collaborations. As post-graduate students in the network, we reflected on the type of training necessary to tackle fisheries problems and reviewed opportunities available at Canadian universities to receive such training. This paper presents an overview of fisheries education currently available in Canada, reflects on our training within the CFRN, and proposes improvements to fisheries education and research. Our review of the subject revealed few dedicated fisheries programs, limited interdisciplinary programs, few specialized fisheries training programs, and a heavy reliance on academic supervisors to secure research opportunities in fisheries. In contrast, the CFRN enhanced our training by deliberately focusing on tools and techniques to address fisheries issues, providing venues to foster interdisciplinary and inclusive research collaborations, and exposing the realities of stakeholder collaborations. We call for post-graduate-level fisheries education and research that is interdisciplinary, collaborative, and inclusive to produce well-rounded scientists and managers, and we suggest ways that universities, researchers, and funding agencies can incorporate these themes into fisheries education and research.

Goals, challenges, and next steps in transdisciplinary fisheries research: perspectives and experiences from early-career researchers

“…The challenges facing fisheries as an industry, livelihood, and research discipline span disparate yet interconnected topics including governance, economics, food security, poverty alleviation, biodiversity conservation, climate adaptation, and social justice (Chuenpagdee and Jentoft 2019 ). These complex challenges have been recognized in the fisheries literature as ‘wicked problems’ (Jentoft and Chuenpagdee 2009 ; Turgeon et al 2018 ); i.e., problems characterized as multi-dimensional, difficult to define, evolving, having competing and intrinsically diverse interests and conflict types, and without a single or immediate solution (Rittel and Webber 1974 ).…”

“…In this way, the research process and outcomes can better attend to the needs and values of diverse rights holders, local communities, practitioners, resource managers, and decision-makers (Cvitanovic et al 2015 ; Chuenpagdee and Jentoft 2019 ; Reid et al 2020 ; Barnes et al 2021 ; Kadykalo et al 2021a ). The uptake and application of transdisciplinary methodologies are increasingly recognized as effective at finding solutions to complex and dynamic problems facing fisheries and developing equitable and legitimate management approaches (Turgeon et al 2018 ). Transdisciplinarity extends beyond multi- and interdisciplinary methodologies that incorporate collaborative elements and integrate data across academic disciplines (Klein 1990 ) to support cooperative approaches and partnerships which enable knowledge exchange across science-policy-practice divides (Turgeon et al 2018 ; Bennett 2019 ; Kelly et al 2019 ; Barnes et al 2021 ).…”

Core Competencies for Training Conservation Paleobiology Students in a Wicked World

“…Leadership skills are also crucial (Elliott et al, 2018;Englefield et al, 2019) in achieving conservation goals, but despite their importance in building trust among stakeholders, such competencies are missing from most conservation training (Englefield et al, 2019). Teamwork and collaboration (Chapman et al, 2015;Elliott et al, 2018;Turgeon et al, 2018) with researchers across disciplines (Wallen et al, 2019) and with stakeholders (Turgeon et al, 2018) are also vital.…”

Collaborative fisheries research: the Canadian Fisheries Research Network experience

“…The budget was heavily weighted to collaboration, which was the core of the network approach, and to the training and development of students and postdoctoral fellows. Students were the foundation of the research program and carried out most of the research, and the collaborative experience of the CFRN equipped them with a unique skill set to tackle the contemporary challenges of fisheries science and management in their careers (see Turgeon et al 2018). The research was coordinated, where appropriate, with DFO programs so that it would be relevant and complementary to existing initiatives.…”

“…The majority of the CFRN research funds supported the training and development of more than 50 students, postdoctoral fellows, and research associates who were afforded the experience of working collaboratively with fisheries academics, harvesters, and government and in some cases with First Nations, nongovernmental organizations, and international fisheries organizations as well. Through extensive interactions with partners and other students from institutions across Canada and internationally, this cohort acquired considerable knowledge of other sectors and disciplines, enhanced their research, developed effective communication and collaboration skills, and built relationships with a vast network of fisheries contacts (Turgeon et al 2018).…”