Planung und Kommunikation

Selle, Klaus

doi:10.1080/02513625.1997.10556645

Cited by 15 publications

(7 citation statements)

References 2 publications

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“…Exchange of information is an important issue in all cooperation processes, in particular in inter-and transdisciplinary projects (Selle, 1996). A lack of communication and information platforms can degrade the motivation of participants and their confidence in project partners, which finally results in lower quality of the project output.…”

Section: Organisation Of Information Flows and Communication Instrumentsmentioning

confidence: 99%

Initiating transdisciplinarity in academic case study teaching

Muhar

Vilsmaier

Glanzer

et al. 2006

International Journal of Sustainability in Higher Education

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PurposeThe purpose of this paper is to describe experiences with the initiation of transdisciplinarity in academic case study teaching with special reference to regional planning, based on the case study “Leben 2014 (Life 2014) – perspectives for regional development in the national park region Ober‐pinz‐gau, Salzburg”.Design/methodology/approachThe methodology used, was the evaluation of process steps of the project, based on the general project concept, protocols and questionnaires.FindingsA key for successful transdisciplinary cooperation is the integration of non‐academic actors at an early stage of the project. Important principles are the implementation of a structure of communication and networking in the case study region and the definition of rules of collaboration. The establishment of personal relations and network building is indispensable in order to guarantee a constant and broad exchange between all participants. Joint decision‐making processes are essential for stable cooperation, which includes a joint problem definition process at the outset of the case‐study phase as well as joint responsibility for decisions and joint ownership of ideas during and after the case‐study phase.Practical implicationsTransdisciplinarity in case‐study teaching also requires thorough preparation of academics. A constant discussion of different approaches to inter‐ and transdisciplinarity, the adaptation of existing conceptual frameworks to the specific requirements of the current case, the building of a committed teaching team and joint teaching of classes are all important. The careful selection of students and their specific preparation with respect to methodology and content are prerequisites for a successful outcome of a transdisciplinary case study.Originality/valueThe paper describes the experience of initiating transdisciplinarity in academic case study teaching.

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Section: Organisation Of Information Flows and Communication Instrumentsmentioning

confidence: 99%

Initiating transdisciplinarity in academic case study teaching

Muhar

Vilsmaier

Glanzer

et al. 2006

International Journal of Sustainability in Higher Education

View full text Add to dashboard Cite

show abstract

“…An option for formal institutionalisation could be borrowed from the German federal legislation for environmental assessment practices 5 [24]. In such cases, decision makers' use of the findings from participatory processes is required in law to be explicitly audited.…”

Section: Improving the Uptake Of Co-designs: The Institutional Approachmentioning

confidence: 99%

“…The committee was then joined by normal villagers elected as representatives of the villagers and female representatives. Together with a communications team and the project team this amounted to about [20][21][22][23][24][25] people. 3 During sessions, the co-designing group of stakeholders took part in data elicitation and model building exercises aimed at developing paper-based spidergram models, a type of directed graph.…”

Section: Mahuwementioning

confidence: 99%

Participatory Modelling in Natural Resource Management: A Comparison of Four Case Studies

Hare¹,

Letcher²,

Jakeman³

2003

Integrated Assessment

128

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The need to understand what might constitute best practice in participatory methods for resource management is becoming ever more important as the requirement for a high level of participation becomes prescribed in the environmental directives of the EU and elsewhere. Since there are numerous potential stakeholders who may participate, various different goals of participation and many potential participatory methods designed to achieve them, there is a need for better understanding of how the methods can be practicably applied to particular stakeholders and for what purpose. As input into this process, this paper presents an overview of four natural resource management projects carried out using participatory modelling methods involving stakeholders in the co-design and social learning of management solutions. From these case studies, a description is elicited of the different types of participatory process structures adopted, as well as an analysis of the influences behind the selection of stakeholders and their level of involvement. Six influences in the design of such structures are identified and illustrated with examples: project goals, democratic participatory goals, existing power structures, stakeholder numbers, researchers' normative beliefs and the scale at which decisions need to be supported. These influences place limits on the freedom of practitioners to develop the type of processes they might otherwise intend.Classification of the process structures according to the level of involvement of stakeholders and their scale of action leads to a discussion about a particular problem of co-design processes: a scale of action mismatch. That is, some process structures, due to the influences mentioned above, end up not involving all the necessary decision makers in the co-design of management solutions. As a result, there has to be additional methods employed to ensure that the results of co-design, i.e. a set of management options, can be passed on to and adopted by excluded decision makers. The paper concludes by briefly looking at examples of possible methods, such as process extensions, e.g., consultation meetings and information campaigns, and the adoption of institutional safeguards.

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“…To mark this development, in professional literature the term "communication" started to be used instead of "participation" in order to express a characteristic of today's participation: citizens are active in the process. Communication is a collective term for intermediation works in planning comprising information, participation, co-ordination and cooperation (Selle, 1996). But communication means here more than a simple summation of these activities: while participation supposes a central decision process inside the political-administrative system, in which third parties participate within the frame of information and explanation processes, the delegation of problem solutions to the procedure accepts the existence and the relevance of independent fields outside politics and administration as well as the reality of simultaneous decision processes.…”

Section: Discussionmentioning

confidence: 99%

“…Merely at project end documentation of employed techniques is required. A new and interesting application related to this type of approach is that of the Stadtforum Berlin (the town-forum Berlin, Germany, see Selle, 1994), a new edition of the citizen forums in the 70s (the Munich Forum existed that time since 25 years, see Selle, 1996) in form of partnership teamwork beyond the limits of PPP, by directing the layers of publicity to the representatives of the urban society, the professional public and of the wide public.…”

Section: The 90s: Atc-40 Approachmentioning

confidence: 99%

Review of retrofit strategies decision system in historic perspective

Dan

2004

Nat. Hazards Earth Syst. Sci.

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Abstract. Urban development is a process. In structuring and developing its phases different actors are implied, who act under different, sometimes opposite, dynamic conditions and within different reference systems. This paper aims to explore the contribution of participatism to disaster mitigation, when this concerns earthquake impact on urban settlements, through the support provided to multi-criteria decision in matters of retrofit. The research broadness in field of decision making on one side and the lack of a specific model for the retrofit of existing buildings on another side led to an extensive review of the state of the art in related models to address the issue. Core idea in the selection of existing models has been the preoccupation for collaborative issues, in other words, the consideration for the different actors implied in the planning process. The historic perspective on participative planning models is made from the view of two generations of citizen implication. The first approaches focus on the participation of the building owner/inhabitant in the planning process of building construction. As current strategies building rehabilitation and selection from alternative retrofit strategies are presented. New developments include innovative models using the internet or spatial databases. The investigated participation approaches show, that participation and communication as a more comprehensive term are an old topic in the field politics-democratisation-urbanism. In all cases it can be talked of "successful learning processes", of the improvement of the level of the professional debate. More than 30 years history of participation marked a transition in understanding the concept: from participation, based on a central decision process leading to a solution controlled and steered by the political-administrative system, to communication, characterised by simultaneous decision processes taking place outside politics and administration in cooperative procedures.

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Planung und Kommunikation

Cited by 15 publications

References 2 publications

Initiating transdisciplinarity in academic case study teaching

Initiating transdisciplinarity in academic case study teaching

Participatory Modelling in Natural Resource Management: A Comparison of Four Case Studies

Review of retrofit strategies decision system in historic perspective

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