Leading by listening, learning by doing: modeling democratic approaches to conservation leadership in graduate education

Abstract

Conservation professionals are increasingly called on to adopt democratic approaches that integrate public concerns and diverse societal voices yet are not taught how to do so. We use a case study approach to analyze a 3-year graduate learning initiative piloted in Mexico by Universidad Veracruzana and the University of Florida that sought to fill this gap. Two team-taught courses were integrated with multiple field and on-campus experiences (e.g., stakeholder simulations, community dissemination events, scholar-practitioner workshops, a student exchange forum), pedagogically modeling the collaborative leadership needed to address current conservation challenges. Our analysis highlights individual student and institutional impacts, drawing on systematic reflections, an external evaluation, and a student survey administered 3 years after the initiative ended. Through methodical learning opportunities, students incrementally and systematically developed skills and confidence. Their conceptualization of leadership shifted as they preferentially referred to themselves as agents of change (versus leaders), working across disciplines and collectively with multiple social actors. Students highlighted the following learning impacts: the strength of diversity across disciplines and individuals, individual and collective learning, intertwined professional and personal growth, and a new concept of conservation leadership. The university-to-university collaboration continues through multiple joint activities. Maintaining institutional support and instigating administrative change toward a democratization of educational processes is a slow and delicate proposition, yet it occurred. Finally, we emphasize integration of training to manage conflict and collaboration into conservation education as well as constant reflection to appropriately redirect programs.

Professional development in conservation: an effectiveness framework

“…Our findings are congruent with constructivist theories (Mathieson, 2015) and demonstrate that professional development interventions should be grounded in adult learning theory, learner-centred, tailored to learners' previous knowledge and experiences, suited to engage with participants' various learning styles, and focused on integration of newly acquired competences into work. Most respondents highlighted the importance of social learning experiences, reflecting both social learning theory (Bandura, 1971) and empirical evidence (Campbell et al, 2017; Kainer et al, 2019). The success of any method will depend on the competences being developed.…”

The mitigation hierarchy in environmental impact assessment and related legislation as a tool for species conservation: A case study of western chimpanzees and mining development

“…Our findings are congruent with constructivist theories (Mathieson, 2015) and demonstrate that professional development interventions should be: grounded in adult learning theory, learner-centred, tailored to learners' previous knowledge and experiences, suited to engage with participants' various learning styles, and focused on integration of newly acquired competences into work. Most respondents highlighted the importance of social learning experiences, reflecting both social learning theory (Bandura, 1971) and empirical evidence (Campbell et al, 2017;Kainer et al, 2019). The success of any method will depend on the competences being developed.…”

“…Learning cycle theories and competence frameworks can offer guidance in the design of learning processes, including which activities and techniques develop specific competences (e.g. Gibb, 2002;Kainer et al, 2019).…”

“…Before implementation, a professional development initiative should have a clear purpose (what) and rationale (why), in addition to measurable learning outcomes, progress indicators and a method of evaluation (Guskey, 2000). Evaluation should consider the time required to practise and integrate newly acquired competences on the job and for changes in the wider organisation to occur (Kainer et al, 2019). Evaluations should include details of the pedagogical activities implemented (process) and the theory that both pedagogy and outcomes were based upon, in order to measure professional development quality and to attribute any improvements (Payler et al, 2008).…”

Transformative education in agroecology: student, teacher, and client involvement in colearning

“…We need to carve out new niches where experience and perspective plus examples from our own lives can help students sort out information and develop appropriate applications. Related to the philosophy of Freire (1968), this new strategy could be called a 'democratic approach' to the course design and the role of instructors (Kainer et al, 2019). The change from 'expert to colearning catalyst' may be a challenge for many.…”