The Role of Universities in Supporting Integrated Coastal Management in the United Kingdom

Fletcher, Stephen

doi:10.1080/08920750701682049

Cited by 6 publications

(5 citation statements)

References 12 publications

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“…The combined concept of service learning for the students and PAR for the community was envisioned as the approach of the program linking university-community partnerships and higher education in the process, and was proven to be an adequate approach to promote social learning with a university-hosted program for coastal sustainability. The program was consistent with the mission of the university, i.e., offering higher education for students, and presented a solution to the problem of promoting HESD or university involvement in community-based work [38,49]. The involvement of students in the program activities facilitated learning of all the participants, including faculty members.…”

Section: Challenges For the Futurementioning

confidence: 95%

“…The Sea Grant College Program is, however, adopted by only a few nations and literature on university-community partnerships for costal sustainability is limited despite emphasis given to the need for networking among stakeholders at the early stage of ICM promotion [47,48]. Fletcher (2008) [49], in his paper on the role of universities in supporting ICM in the UK, stated that the difficulties to be involved for individual academics included that contributing to management practice may not be aligned to the mission of the universities. Those difficulties are similar to the barriers to enhancing the contribution of universities to the promotion of ESD in other disciplines.…”

Section: Purpose: Scholarship Of Engagement For Coastal Sustainabilitymentioning

confidence: 99%

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A University-Hosted Program in Pursuit of Coastal Sustainability: The Case of Tokyo Bay

et al. 2013

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This study presents a unique way by which a university program can contribute to capacity development for coastal sustainability. The program is steered by a working group of volunteer faculty members, having different academic backgrounds, in collaboration with students and marine professionals, including fisherfolk and environment education interpreters. Although the program began with conventional educational ideas and style, its practical framework evolved to include interactive activities with collaborators in the community, all of which were geared toward social learning. The combination of service learning and participatory action research (PAR) was proven to be an adequate approach to link higher education for sustainable development (HESD) and university-community partnerships and to promote learning for coastal sustainability. Challenges identified include (1) ensuring continuity of learning and (2) reducing the heavy workload of faculty members involved in program preparation and coordination. The authors would like to emphasize the possibilities offered by the engagement of scholarship in the capacity development for coastal sustainability by focusing on community-based efforts.

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Section: Challenges For the Futurementioning

confidence: 95%

Section: Purpose: Scholarship Of Engagement For Coastal Sustainabilitymentioning

confidence: 99%

A University-Hosted Program in Pursuit of Coastal Sustainability: The Case of Tokyo Bay

et al. 2013

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“…In particular, it raises questions on how teachers can be seen as credible role models on the practical application of ICM concepts, unless they either have prior practical experience as an ICM practitioner, or are engaged with applied ICM processes in parallel with academic life. In direct contrast, evidence from a study of the contribution of universities to ICM in the UK by Fletcher (2008) suggests that some academics are under pressure to withdraw from applied ICM roles in order to focus on research activities and other projects that generate more reliable (and perceived higher status) income streams. Furthermore, the role of an academic is demanding in itself and to expect an individual to maintain two parallel careers is, in most cases, unrealistic.…”

Section: Discussionmentioning

confidence: 99%

“…A total of 100 usable completed surveys were received. Given that a total of approximately 570 students are studying undergraduate or postgraduate ICM courses in UK universities in any given academic year (Fletcher 2008), this represents a national response rate of approximately 18%. The profile of respondents is presented in Table 3.…”

Section: Methodsmentioning

confidence: 99%

“…A medium‐term action identified in the Scottish Coastal Strategy is to ‘ascertain ways in which training for ICZM can be improved and disseminated’ (Scottish Coastal Forum 2004, section 4.2.6). However, in contrast to the upbeat tone of national aspirations, a recent study examining the contribution of universities to ICM in the UK, found that university‐sourced capacity‐building provision is likely to contract due to changes within the university sector and the relatively small numbers of students selecting ICM courses (Fletcher 2008).…”

Section: Capacity For Icmmentioning

confidence: 99%

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The pedagogy of integrated coastal management

Fletcher

Potts

Ballinger

2008

Geographical Journal

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Capacity building is commonly considered to be a fundamental prerequisite to successful integrated coastal management (ICM). Capacity building for ICM is an educational process, in which skills and knowledge are taught, learned and then applied, within a coastal management process. Previous research into ICM capacity building has tended to focus upon identifying the skills and knowledge required for effective ICM rather than the pedagogic elements of capacity building; that is, how the effectiveness of learning can be improved. This paper reports on a study that focuses on establishing the favoured learning style of students studying ICM in UK universities in order to consider more generally the role of pedagogy in ICM. Kolb's Learning Styles Inventory, a widely used generic learning styles test, was used to establish preferred learning styles. The results showed that ICM learners exhibited a complete range of learning styles, but that 47% were classified as ‘convergers’, who prefer to learn through practice and consider the teacher to be a facilitator and role model rather than knowledge giver. It is concluded that ICM capacity building leaders should consider pedagogic issues more fully in the design and delivery of capacity‐building activities and that a specific pedagogy of ICM is required.

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