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How can BoTanicgardEnS grow THEirSociaL roLE?Lessons from the communities in nature programme
Bernadette LynchEdited by Sharon Telfer
Preface Across�our�programmes,�we�seek�to�pilotideas�with�potential�to�create�and�scalepositive�change,�transforming�sectorsand the�communities�they�serve.�Often,this may�be�through�the�collaboration�ofunexpected�partners,�each�with�somethingsignificant�to�offer�the�other,�and�theexploration�of�learning�developed�in�onecontext�applied�elsewhere.���
If�the�pressing�environmental�issues�of�ourtime�have�been�caused�by�people,�notplants,�then�people,�not�plants,�mustprovide�the�solutions;��a�challenge�whenmore�than�half�the�world’s�population�livesin�cities�where�there�is�too�little�contactwith�nature,�understanding�of�its�value�ormotivation�to�protect�it.�
Botanic�gardens�are�predominantly�locatedin�urban�areas.�They�provide�oases�ofbeauty�and�expertise,�and�are�committedin their�DNA�to�the�preservation�ofbiodiversity.�Yet�so�often�in�the�past�theyhave�attracted�visitors�only�from�narrow
Over the last five years, we have beenworking with Botanic GardensConservation International (BGCI) tosupport botanic gardens to ‘grow theirsocial role’, addressing the needs ofcommunities and plant conservation in a mutually beneficial approach.
Why botanic gardens? Why a moresocial role?
The�purpose�of�the�UK�Branch�of�theCalouste�Gulbenkian�Foundation�is�tobring�about�long-term�improvementsin wellbeing,�particularly�for�the�mostvulnerable,�by�creating�connectionsacross boundaries�(national�borders,communities,�disciplines�and�sectors)which�deliver�social,�cultural�andenvironmental�value.�
and�elite�sections�of�society.�A�world�thatunderstands�the�relevance�of�their�work�isone�in�which�botanic�gardens�will�prosper.�
Understanding�the�transformation�that�hasoccurred�in�museums�and�galleries�in�theUK over�the�last�twenty�years�as�the�sectorhas�learned�how�to�engage�with�communitiesbeyond�the�usual�suspects,�we�recognised�aneed�–�and�an�opportunity�–�for�botanicgardens�and�the�biodiversity�they�protect�toflourish�alongside�their�local�communities.We�had�a�hunch�that�developing�a�moresocially�engaged�role�could�be�as�good�forbotanic�gardens�as�for�the�communities�theyseek�to�engage�in�their�work,�and�help�tofoster�the�long-term�health�of�theenvironment,�which�underpins�thewellbeing�of�us�all.
And,�as�the�findings�of�the�following�reportshow,�so�it�has�proved.� Growing�a�moresocial�role�has�had�an�impact�on�thecommunities�engaged,�but�it�has�also�beeninspirational�for�the�botanic�garden�staffinvolved.�It�has�developed�the�breadth�ofskills�and�understanding�of�both.�It�canprovide�access�to�new�government�andother funding�streams.�It�can�provide�newrelevance�to�the�social�and�political�contextin�which�the�gardens�operate�with�thepotential�to�put�them�at�the�centre�of�vibrant,successful�local�communities.�
But�developing�a�more�social�role�is�not�justabout�setting�up�innovative�projects�withlocal�communities,�it’s�about�thinkingthrough�the�implications�of�putting�peopleat the�very�heart�of�a�garden’s�mission�andpurpose.�Organisational�change�is�nevereasy;�it�is�still�early�days�for�the�sector,�andthere�are�real�challenges�to�overcome�forBGCI,�for�the�gardens�and�for�the�fundingcommunity�in�supporting�long-term�change,but�the�results�so�far�suggest�that�the�impactof�doing�so�will�be�transformational.�
andrew Barnettdirector, calouste gulbenkian FoundationUK Branch
How can botanic gardens grow their social role?Report�published�in�2015�byCalouste�Gulbenkian�FoundationUK�Branchwww.gulbenkian.org.uk
Front cover: Nature Play: Nature Conservationresearch explored the impact of unstructured playin the Demonstration Garden, Royal Botanic GardenEdinburgh. Photo: RBGE.
Left: The ‘Evergreen Gardeners’ project for olderpeople with high support needs at The Geffrye,Museum of the Home. Photo: Em Fitzgerald/Geffrye Museum.
How�can�botanic�gardens�grow�their�social�role?��1
Botanic�gardens�exist�in�a�world�that�isincreasingly�precarious�for�us�all.�Thecollision�of�social�and�environmentalconcerns�is�pressing�in�behind�gardens’walls.�Whole�cultures�are�being�lost�throughclimate�change.�A�colleague�from�theFlagstaff�Arboretum,�Arizona,�describesbeing�on�the�frontline,�with�very�real�lossof species�and�livelihoods.�
Faced�with�a�troubled�world�they�canno longer�avoid,�botanic�gardens�areat a crossroads,�under�growing�pressureto�put�social�and�environmentalresponsibility�at�the�heart�of�theirmission.�This�means�not�only�conservingplants�–�which�they�have�traditionallydone�so�well�–�but�engaging�people.
The�shift�is�towards�creating�opportunitiesfor�people�to�do something,�to�work�withbotanic�gardens�–�in�towns,�cities,�countryside–�and�help�make�change�happen.�There�ismuch�to�celebrate�as�gardens�take�up�thischallenge�in�new�and�exciting�ways�in�theUK and�across�the�world.
But�we�need�more.
It�was�within�this�context�that�Communitiesin Naturewas�conceived.�The�programmewas�never�about�disconnected�short-term‘pilot’�projects.�It�was�about�gardensembracing�their�social�role,�working�withmore�diverse�communities�and�establishingstandards�for�a�community�of�practice.�
Such�a�shift�has�huge�implications�forbotanic�gardens.�
A�few�have�already�taken�a�powerful�step�inthat�direction,�leading�the�way�with�dynamicsocial�programming,�working�in�a�broadrange�of�partnerships,�positioning�botanicgardens�right�at�the�heart�of�both�globaldebates�and�actions�for�change.�Thesegardens�have�understood�that�moving�ahead
on�social�relevance�means�facing�up�to�arenewal�of�purpose,�one�that�places�thesocial�role�not�on�the�periphery�but�at�theheart�of�botanic�gardens.
There�is�much�agreement�on�theimportance�of�botanic�gardens�activelyassuming�this�social�role.�And�yet,�as�asenior�staff�member�of�a�large�gardenremarked:�“There�is�still�a�reluctance�atsenior�level�to�see�it�as�a�priority.”�
For�me,�this�dichotomy�is�all�too�familiar.I� come�from�the�professional�museumsector.�It�is�no�surprise�to�find�museumsand�botanic�gardens�sharing�a�great�deal�intheir�DNA,�including�a�certain�reluctanceto�change,�even�while�change�is�happeningall�around�them.�But,�it�seems,�changethey�must!���
Such�a�reconsideration�may�mean�somegardens�easing�the�grip�of�defensive�andanxious�definitions�of�their�intrinsic�value.It�means�taking�inspiration�from�thoseleading�the�way.�It�means�embracing�arenewal�of�purpose�that�runs�right�throughthe�organisation.�
Like�the�message�in�a�stick�of�rock,inspiring�engagement�becomes�theresponsibility�of�all�in�the�garden.�Nomember�of�staff�is�exempt,�it’s�in�everyone’sjob�description.
This�is�indeed�a�‘small�revolution�inthinking’�for�botanic�gardens,�to�the�benefitof�us�all.�I�hope�Communities in Naturewillopen�up�discussion�on�the�opportunities�–and�challenges�–�that�lie�ahead.�The�interestis�there�–�it�now�needs�significant�nurturing,based�on�strong,�clear-sighted�leadershipand�support,�for�it�to�grow�roots�andflourish.�In�this�sense,�it�is�only�thebeginning�of�Communities in Nature.
dr Bernadette Lynch
Foreword
2 How�can�botanic�gardens�grow�their�social�role?
Botanic�gardens�are�under�growingpressure to�put�social�and�environmentalresponsibility�at�the�heart�of�their�mission.Communities in Nature tested�whethergardens�could�embrace�this�social�role�byworking�with�more�diverse�communities.�
Botanic�Gardens�Conservation�International(BGCI)�ran�the�programme�between�2010and�2015,�with�support�from�the�CalousteGulbenkian�Foundation�(CGF).�Theprogramme�developed�as�it�progressed�butits�broad�aims�were�to:
l Increase�awareness�and�widerunderstanding�among�botanic�gardensabout�their�potential�to�play�a�more�socialrole�and�their�motivation�and�capacity�todo�so.
l Provide�a�model�for�botanic�gardensworldwide�to�develop�their�social�role.
l Develop�a�community�of�practice�tosupport�botanic�gardens�in�such�work.
l Foster�institutional�change�in�a�numberof�gardens.
l Increase�engagement�between�botanicgardens�and�their�local�communities.
l Increase�participation�in�environmentalissues�by�different�sectors�of�society.
l Set�up�an�initiative�that�would�thrivebeyond�CGF�support.
The�programme�supported�and�evaluatedpilot�projects�in�six�UK�botanic�gardens.BCGI�also�produced�guidance,�beganbuilding�a�community�of�practice�andreviewed�its�activities�so�as�to�offer�greatersupport�to�gardens�growing�their�social�role.�
WHAT POSITIVE IMPACT DIDTHE PROGRAMME HAVE?
Participating�gardens�engaged�with�newaudiences,�including�faith�groups,�ethnicminority�communities,�disabled�people,people�living�with�dementia,�vulnerableyoung�adults,�people�with�substancedependence,�and�those�living�indisadvantaged�communities.�Many�gardensfound�this�a�revelation.�For�a�number,opening�up�discussion�on�organisationaland�attitudinal�change�was�the�mainimpact. Some�now�recruit�from�a�morediverse�pool�of�volunteers�and�engage�witha broader�range�of�visitors.�Some�have�setup�partnerships�with�other�organisations.�
Community�participants�cited�personalbenefits�ranging�from�increased�self-confidence,�to�greater�connection�withnature,�to�practical�skills�and�learning.��
Staff�and�volunteers�welcomed�acquiringnew�skills,�including:�project�management,communication�and�teaching,�flexibility,and�working�with�particular�groups.�Forsome,�participation�marked�a�personalbreakthrough,�changing�their�perceptions.�
WHAT CHALLENGES DID THEPROJECTS FACE?
Despite�this�success,�discussion�about�thesocial�role�of�a�botanic�garden�is�still�in�itsinfancy�and�interviewees�identified�someimportant�problems.�
Foremost�was�the�lack�of�integration�of�thesocial�role�into�gardens’�mission,�visionand strategy.�In�the�main,�gardens�haveadded�new�groups�to�their�audience�profile,but�have�not�fundamentally�changed�asorganisations. Many�felt�there�was�stillmuch�to�be�done�to�engage�seniormanagement�in�the�social�role.�Some�feltall staff�roles�need�comprehensive�review.�
Most�projects�focused�on�social�inclusion,not�environmental�issues.�They�tendedto avoid�directly�tackling�‘problematic’environmental�issues,�such�as�climatechange.�Bringing�together�social�andenvironmental�concerns�remains�achallenge.�
Lack�of�evidence�has�been�cited�as�onefactor�stopping�botanic�gardens�fromassuming�greater�social�responsibility.Projects�had�excellent�anecdotal�feedbackfrom�participants,�but�evaluating�longerterm�impact�remains�much�harder.�
Summary
How�can�botanic�gardens�grow�their�social�role?��3
Some�projects�have�gained�follow-upsupport�but�‘lack�of�funding’�was�the�mostcommon�reason�for�projects�not�continuingafter�the�programme�ended.
WHAT ARE THE MAINLESSONS FROM THEPROJECTS?
The�most�successful�projects�were�flexible,adapting�to�what�participants�wanted,�anddeveloped�partnerships�with�organisationsand�community�groups.�Building�goodcommunity�relationships�meant�allocatingsufficient�time,�staff�and�resources.�
Learning�from�related�sectors,�likemuseums,�also�has�great�potential�benefit,for�example,�sharing�understanding�ofworking�with�diversity�and�publicengagement.�
There�is�a�need�for�better�communicationnot�only�between�gardens�but�also�betweeneach�garden�and�its�stakeholders�and,crucially,�within gardens.
WHAT SHOULD HAPPENNEXT?
A�programme�review�has�recommendednext�steps�for�the�sector,�led�by�BGCI:
l Establish�a�community�of�practice.�Thereis�clearly�a�great�deal�of�interest�in�this,not�just�in�the�UK�but�internationally.�
l Identify�and�support�‘hub�gardens’.�A‘vanguard’�group�of�gardens�alreadystrong�in�their�social�role�could�offerother�gardens�inspiration�and�guidance.
l Set�up�good�practice�standards.Establishing�principles�to�which�thesector�adheres�could�raise�the�profile�ofsuch�work,�attract�funders�and�guidetraining.�
l Develop�skills�and�capacities.�Staff�andother�participants�need�support�todevelop�the�necessary�individual�skillsand�build�a�sense�of�common�mission.
l Incorporate�the�‘social�role’�in�gardens’mission.�Its�exclusion�was�frequentlycited�as�a�primary�roadblock.�But�there�isalso�concern�that�gardens�should�not�bediverted�from�their�original�mission.�Asocial�role�must�also�be�developed�from�agarden’s�existing expertise�and�purpose.�
l Develop�different�funding�approaches.Short-term�funding�underlies�manyof these�challenges.�Networking�withfunders�is�plainly�worth�fostering�but�thesector�would�also�benefit�from�a�sharedvision�and�cohesive�strategy.
FIND OUT MORE
This�summary�draws�on�a�programmereview�by�Dr�Bernadette�Lynch,�BotanicGardens taking action for a better world:Communities in Nature Five Year Review,available�online�at�www.gulbenkian.org.uk.
For�more�details�about�the�programme,contact:�Louisa�Hooper,�ProgrammeManager,�Environment�at�CGF�or�theEducation�Department�at�BGCI.
Summary
Members of the Stroud MacularDisease Society at Westonbirt, TheNational Arboretum, display theirhandmade bird boxes. Photo: TheForestry Commission.
“Attitudinal changeis the single biggestbenefit and startingto build bridges …”Ben oliver, Learning andParticipation Manager,westonbirt, The nationalarboretum
4 How�can�botanic�gardens�grow�their�social�role?
The�Communities in Nature programmewas run�by�Botanic�Gardens�ConservationInternational�(BGCI)�between�2010�and2015,�with�the�support�of�the�CalousteGulbenkian�Foundation�(CGF).�Thepurpose of�the�programme�was�to:�
l Promote�the�‘social�role’�of�botanicgardens�in�and�beyond�the�UK.
l Encourage�gardens�to�examine�theirphilosophy,�values,�goals�and�practices.�
l Realise�gardens’�potential�to�contributetoward�positive�social�change�and�broadenvironmental�awareness.�
The�CGF�and�BGCI�have�now�commissioneda�review�of�the�programme�to:
l Assess�its�impact�and�outcomes�so�far.
l Make�recommendations�for�BGCI,�thebotanic�garden�community�and�potentialfunders�on�how�such�work�can�develop.
This�review�of�the�programme’s�lessonswas carried�out�by�Dr�Bernadette�Lynch.It draws�on�individual�project�evaluations,interim�and�final�programme�evaluations,interviews�with�participants�andstakeholders,�an�online�survey�ofparticipating�staff,�a�peer�review�forum,and a�presentation�and�workshop�at�the2015�BGCI�conference�in�St�Louis,�USA.�
introduction
Bernadette Lynch speaking atthe 2015 BGCI InternationalCongress on Education inBotanic Gardens, Missouri.Photo: BGCI.
How�can�botanic�gardens�grow�their�social�role?��5
In�2009,�with�CGF�support,�BGCIcommissioned�original�research�from�theUniversity�of�Leicester�Research�Centre�forMuseums�and�Galleries�(RCMG)�into�thepotential�for�botanic�gardens�to�develop�amore�socially�engaged�role.�
Their�report,�Towards a New Social Purpose:Redefining the Role of Botanic Gardens (Doddand�Jones,�2010),�identified�significantpotential�and�some�pioneering�work�butalso�real�barriers�to�change.�The�reportidentified�seven�key�areas�that�concernedorganisations:
l Broadening�audiences�(audiencedevelopment).
l Enhancing�relevance�to�communities(meeting�the�needs�of�communities).
l Education.
l Research�that�has�socio-economicimpact�locally�and�globally.
l Contributing�to�public�(and�political)debates�on�the�environment.
l Modelling�sustainable�behaviour.
l Actively�changing�attitudes�andbehaviour.
In�2010,�CGF�supported�BGCI�to�set�up�theCommunities in Nature programme.�Theprogramme�was�conceived�and�led�by�BGCI.Its�highly�regarded�Education�Programmeplays�a�significant�role�in�supportingbotanic�gardens�to�engage�with�their�public.The�work�was�not�initially�launched�as�afive-year�programme,�but�developedorganically,�based�on�the�lessons�learnedfrom�each�phase.�Originally�the�programmeintended�to:
l Increase�awareness�and�widerunderstanding�among�botanic�gardensabout�their�potential�to�play�a�moresocial role�in�society.
l Provide�a�model�for�botanic�gardensworldwide�to�develop�their�social�role.
l Increase�gardens’�motivation�andcapacity�to�develop�their�social�role.�
l Develop�a�community�of�practice�tosupport�botanic�gardens�in�such�work.
l Foster�institutional�change�in�a�numberof�gardens.
l Increase�engagement�between�botanicgardens�and�their�local�communities.
l Increase�participation�in�environmentalissues�by�different�sectors�of�society.
l Set�up�an�initiative�that�would�thrive�andgrow�beyond�2014�and�CGF�support.
overview of the programme
“How easy it is tobegin removingbarriers toparticipation andhow rewarding!”Sharon willoughby, ManagerPublic Programmes, royalBotanic gardens, Victoria
Broughton High School’s ‘MoreChoices, More Chances’students learning how to growtheir own food through theEdible Gardening project at theRoyal Botanic GardenEdinburgh. Photo: BGCI.
6 How�can�botanic�gardens�grow�their�social�role?
Winterbourne House and Garden ranUrban�Veg,�a�community-based�vegetablegarden�designed�as�a�two-way�exchangebetween�the�garden�and�Birmingham’sIslamic�communities.�Workshops�addressedwater�conservation,�sustainable�growingmedia,�chemical�pollution,�wildlifeawareness�and�reducing�food�miles�andcarbon�footprints.
Ness Botanic Gardens,�University�ofLiverpool,�was�keen�to�engage�with�studentsfrom�disadvantaged�backgrounds�and�ranscience-focused�workshops�for�Years�7�and10.�Students�grew�vegetables�and�learntabout�scientific�concepts,�such�asphotosynthesis�and�climate�change.
Westonbirt, The National Arboretum,worked�with�three�groups�under-represented�among�existing�visitorsthrough�its�Hidden�Voices�project:�adultsfacing�substance�dependence,�South�Asianwomen�who�have�faced�domestic�abuse,and older�people�with�Macular�Disease.Groups�carried�out�practical�conservation,contributed�to�an�audio�trail�for�visuallyimpaired�visitors,�and�produced�a�recipebook�and�photography�exhibition.
University of Leicester Botanic Gardenwanted�to�increase�their�capacity�forworking�with�disabled�people.�Their�FeelGreen�project�worked�in�partnership�withMosaic,�which�coordinates�services�fordisabled�adults.�Mosaic�trained�staff�andhelped�plan�activities�and�select�communitygroups�to�work�with.�The�garden�hasincreased�accessibility�by�improving�paths,toilets�and�information�displays.�
Royal Botanical Garden Edinburgh(RBGE)�was�keen�to�reach�young�peopleand neighbouring�deprived�communities.Its�Edible�Gardening project�focused�ongrowing,�preparing�and�sharing�healthy,sustainable�food.�Participants�maintainedtheir�own�plots�and�attended�sessions�ontopics�such�as�water�conservation,�peat-freegardening,�food�security�and�biodiversity.Each�group�designed�its�own�programmefrom�a�series�of�options.
Bristol Community Plant Collection,Bristol Zoo Gardens (BZG) wanted�toinvolve�new�audiences�in�plant�conservationand�break�down�barriers�by�bringing�peopletogether.�Recruits�from�primary�schools�indeprived�areas,�a�community�gardeninggroup,�sheltered�housing�and�a�care�homefor�people�with�dementia�grew�calendulaplants�at�their�own�sites�and�collected�seed.As�a�result,�BZG�was�able�to�establish�theUK’s�first�ever�dispersed�nationalcollection.
***
These�gardens�ran�pilot�projects. Othergardens�contributed�to�BGCI’s�manuals�forgardens:�Communities in Nature (2013)�andCaring for your Community (2015).�
CGF�also�supported�the�The Geffrye,Museum of the Home ‘EvergreenGardeners’�project�for�isolated�andvulnerable�older�adults�and�their�carers,and�‘Nature�Play’,�an�action�research�projectfor�young�children�at�the�Royal BotanicGarden Edinburgh.�These�projects�werenot�formally�part�of�the�Communities inNature programme,�but�explored�the�sameissues�and�provide�valuable�lessons.�TheNational Botanic Garden of Waleswasalso�involved�in�programme�discussions.
Participating gardens
CGF�support�enabled�BGCI�to:�
l Fund,�support�and�evaluate�pilotprojects in�six�botanic�gardens�inthe UK (see�below).
l Produce�guidance�and�promotionalmaterials,�including�online�media,advice�manuals,�and�peer-reviewedarticles�to�raise�academic�credibility.�
l Start�building�a�community�of�practice,supported�by�new�policies�andapproaches.
l Spread�and�embed�the�work�in�gardensbeyond�the�UK.�
l Review�its�general�activities,�helpingfacilitate�a�new�five-year�plan�in�2013,which�includes�an�objective�to�supportgardens�in�growing�their�social�role.�
Box�starts
How�can�botanic�gardens�grow�their�social�role?��7
Left: Urban Veg atWinterbourne Houseand Garden, Universityof Birmingham. Photo:Winterbourne Houseand Garden.
Below: Year 7 pupilsgoing pond dipping atNess Botanic Garden,University of Liverpool.Photo: NBG.
8 How�can�botanic�gardens�grow�their�social�role?
Overall,�those�participating�were�verypositive�about�the�programme�as�an�attemptto�develop�a�cohesive�strategy�for�botanicgardens’�social�role.�The�pilot�projects�havelearned�how�to:
l Approach,�develop�and�maintainrelationships�with�different�communitygroups.�
l Support�staff�to�deliver�their�projects,develop�new�skills�and�start�to�embedthis�work�within�their�mission.�
l Begin�to�accommodate�the�needs�ofindividual�groups.
They�have�also�been�able�to�provide�effectivecase�studies�for�others�to�learn�from�andbegin�implementing�at�their�sites.�
Organisational change
A�number�of�participants�saw�the�primarybenefit�as�opening�up�a�discussion�onorganisational�change.�Some�felt�theprogramme�was�a�breakthrough�inproviding�test�cases�of�social�programmesof varying�scope:
It�was�a�catalyst�for�change.�Lee Hale, Head of Winterbourne House and Garden
For�some�gardens,�the�legacy�of�their�projecthas�been�particularly�positive:
Attitudinal�change�is�the�single�biggestbenefit�and�starting�to�build�bridges�withthese�communities�… I�suppose�it’s�givingup a�level�of�control�and�I�think�that’s�verypositive�…�We�are�100%�committed�eversince.�We�now�have�a�community�volunteerteam�that�works�specifically�on�thesecommunity�programmes�…�It�has�becomea speciality�of�ours.�The�legacy�is�that�weare still�able�to�deliver.�And�it�changedour mindset.Ben Oliver, Learning and Participation Manager,
Westonbirt, The National Arboretum
Royal�Botanic�Garden�Edinburgh�alsoreported�changing�attitudes:�
It�certainly�helped�to�embed�‘community’in the�agenda�for�governance�appearing�inthe corporate�plan/strategic�plan.�It�hasn’tappeared�formally�before.Ian Edwards, Head of Exhibitions, Royal Botanic
Garden Edinburgh
The�impact�at�Bristol�Zoo�Gardens�has�beensimilarly�positive:�
The�whole�organisation�has�changed�…�asevidenced�by�the�fact�that�the�organisationfound�some�resources�to�continue�to�run�theproject�(at�a�basic�level)�afterwards.�…�It’sstrengthened�our�links�with�our�partnerorganisations�[Bristol�in�Bloom/PlantHeritage/BGCI],�also�a�long�list�of�communitypartners.�…�The�positive�feedback�frompeople�involved�amazed�me.�We�got�massivepress�coverage�internationally.�We�hadabout 300�people�attend�the�end-of-yearget-together.�We�have�maintained�ourcommunity partners.Edwin Mole, Head of Horticulture, Bristol Zoo Gardens
Bristol Drugs Project participants writingtree poems at Westonbirt, The NationalArboretum. Photo: Forestry Commission.
what positive impact did theprogramme have?
How�can�botanic�gardens�grow�their�social�role?��9
Working with new audiencesand vulnerable groups
Most�pilot�projects�chose�to�focus�onthe social�inclusion�element�rather�thanenvironmental�issues.�Many�found�thisa revelation.�Those�involved�in�projectsincluded�faith�groups,�people�from�ethnicminority�communities,�disabled�people�andpeople�with�special�needs,�people�livingwith�dementia,�vulnerable�young�adults,people�with�drug�and�alcohol�dependence,and�those�living�in�disadvantagedcommunities.�
Overall,�participating�gardens�felt�they�hadengaged�with�new�audiences,�some�verychallenging�for�the�gardens�concerned.Some�gardens�were�now�recruiting�newvolunteers�from�more�diverse�groups.�Somehad�established�new�partnerships�withother�organisations.�For�these�gardens,Communities in Nature proved�that�‘socialinclusion’�work�that�offers�activities�to�newaudiences�is�do-able,�with�the�right�will�andimagination.�Julia�Willison�instigated�theprogramme�while�based�at�BGCI.�Now�atKew,�she�feels�the�programme:
…�demonstrated�to�gardens�themselves�thatthey�could�engage�more�meaningfully�withtheir�local�communities�–�that�people�[theproject�participants]�were�really�interestedin the�work�of�botanic�gardens.Julia Willison, Head of Content and Learning, Royal
Botanic Gardens, Kew (formerly Director of Education
at BGCI)
All�the�pilot�projects�wanted�to�reach�out�tothose�who�were�not�already�regular�visitors,in�particular,�disadvantaged�groups.
Westonbirt�is�like�a�number�of�botanicgardens�in�its�visitor�profiles.�It’s�improvingbut�it�has�a�way�to�go�to�engage�with�thebroadest�community.�It�struggles�to�attractdiverse�audiences.���Ben Oliver, Learning and Participation Manager,
Westonbirt, The National Arboretum
The�garden�at�Leicester�worked�with�theAutism�Outreach�Service,�using�gardens�forgardening�allotments�and�hands-on�work�withteenagers�from�disadvantaged�backgrounds.They�still�have�the�Autism�Outreach�group�andplan�to�continue�working�with�it:
It�gave�us�the�funding�to�work�with�specialneeds�groups�and�…�a�lever�to�get�futurefunding�for�further�work.�The�groups�hada great�time�with�very�good�reviews.Ruth Godfrey, Education Officer, University of
Leicester Botanic Garden
The�Geffrye�Museum�had�previously�workedwith�older�people,�but:
…�they�tended�to�be�quite�active�retired�butnot�vulnerable�and�isolated�older�people.�Weare�now�expanding�to�include�more�isolatedolder�people�via�‘Contact�the�Elderly’.�Laura Bedford, Access and Public Programmes
Manager, The Geffrye, Museum of the Home
She�adds�that�they�are�now�interested�inexpanding�to�work�with�different�audiences,for�example,�“local�families�who�live�in�flatsin�terms�of�growing�food�and�healthy�eating”.
“It demonstrated togardens themselves thatthey could engage moremeaningfully with theirlocal communities …”Julia willison, Head of contentand Learning, royal Botanicgardens, Kew
Students from the Cabot PrimarySchool growing calendula forthe Bristol Community PlantCollection, Bristol Zoo Gardens.Photo: Jessica Johns.
what positive impact did theprogramme have?
10 How�can�botanic�gardens�grow�their�social�role?
Royal�Botanic�Garden�Edinburgh�has�alsoseen�its�relationships�expand:
We�now�have�communities�working�withus who�didn’t�before,�some�regularly�viavolunteering�or�even�in�one�case�throughtaking�up�an�apprenticeship.�Ian Edwards, Head of Exhibitions, Royal Botanic
Garden Edinburgh
In�addition,�the�programme�inspired�othergardens,�whose�staff�spoke�about�its�impacton�their�practice:
How�easy�it�is�to�begin�removing�barriers�toparticipation�and�how�rewarding!Sharon Willoughby, Manager Public Programmes,
Royal Botanic Gardens, Victoria
I�think�it’s�a�wonderful�project�and�reallyimportant�to�highlight�the�different�rolesa botanic�garden�can�play�for�differentaudiences.Bronwen Richards, Schools Education Officer,
Cambridge University Botanic Garden
Benefits for participants
The�programme�evaluation�identified�arange�of�personal�benefits�for�those�takingpart�(see�Vergou�and�Willison,�2013).�Theseincluded:�
l Increased�personal�confidence;feeling trusted;�the�opportunity�tointeract�with�other�visitors�fromdifferent�backgrounds;�the�chance�tobe involved�in�creative�projects.�
l New�practical�skills;�the�opportunity�tofulfil�important�elements�of�their�faiththrough�practical�work;�a�new�andstimulating�environment�in�which�tolearn;�bringing�people�together�incoordinated�learning.�
l Offering�fresh�air,�green�space�andexercise;�healthy�eating�and�gardening.�
l Connection�to�the�seasons;�awareness�ofnature;�a�greater�global�perspectivethrough�gardens’�collections.�
I�like�it�when�I’ve�got�mud�on�my�hands,I want�it�to�be�real�...�I�don’t�want�it�tobe theory.Urban Veg participant, Winterbourne (quoted in
BGCI/RCMG, 2011)
The�natural�high�from�that�day�got�me�throughthe�whole�weekend�[without�using�drugs],which�I�was�worried�about.Bristol Drugs Project participant, Westonbirt (quoted in
Vergou and Willison, 2013)
There�were�also�practical�impacts�in�termsof�more�inclusive�access;�for�example,�somegardens�introduced�labelling�in�differentlanguages,�others�provided�better�facilitiesfor�disabled�people.
Impact for staff and volunteers
BGCI�offered�staff�training�in�projectmanagement�and�creative�communityengagement.�Some�participants�alsoreceived�training�from�their�communitypartners,�with�projects�then�providingpractical�experience�of�community�working(Vergou�and�Willison,�2013).
Many�staff�members�commented�on�theimpact�Communities in Nature had�on�theirown�practice.�For�some,�it�marked�apersonal�breakthrough:�
It’s�the�best�thing�I’ve�done�in�myhorticultural�career�–�I�don’t�think�thatI will ever�do�anything�that�will�top�it.�Edwin Mole, Head of Horticulture, Bristol Zoo Gardens
Others�noted�a�change�in�their�own�attitudesand�perceptions:
When�I�was�working�with�the�drug-usersI was�apprehensive�but�these�weremisconceptions.�They’re�people,�just�like�me.Volunteer, Westonbirt, The National Arboretum
Garden�staff�welcomed�acquiring�new�skills.These�included:�project�management(including�time�management�andmultitasking),�evaluation,�communicationskills,�public�speaking,�teaching�skills,teamwork,�being�flexible,�active�listening,and�skills�for�working�with�particulargroups.�Their�existing�‘soft’�skills�werealso important;�community�participantscommended�the�friendly�and�approachablestaff�(Vergou�and�Willison,�2013).
“I like it when I’ve got mudon my hands, I want it tobe real ... I don’t want it tobe theory.”Urban Veg participant, winterbourne
Feel Green project horticultureworkshops for people withdisabilities at the University ofLeicester Botanic Garden.Photo: Janet Clitheroe.
How�can�botanic�gardens�grow�their�social�role?��11
Despite�the�considerable�success�of�theseprojects,�discussion�about�the�social�roleof a�botanic�garden�is�still�in�its�infancy.Participants�and�other�intervieweesidentified�some�important�problem�areas.Some�may�be�due�to�misunderstandingsabout�the�‘pilot-project’�nature�of�theprogramme.�Others�are�more�deep-seated.These�include:
l Lack�of�integration�of�the�social�role�intothe�mission,�vision�and�strategy�of�thegardens�as�a�whole.
l Limited�involvement�by�directors�andsenior�management�and�scientific/horticultural�staff�(with�some�notableexceptions).
l Avoidance�of�potentially�‘problematic’environmental�issues,�such�as�climatechange.�
l Short-term�nature�of�the�projects,�whichwere�dependent�upon�external�projectfunding.
In�the�main,�gardens�have�successfullyadded�new�groups�to�their�audience�profile,but�have�not�fundamentally�changed�asorganisations.
Royal�Botanic�Garden�Edinburgh�has�alsoseen�its�relationships�expand:
We�now�have�communities�working�withus who�didn’t�before,�some�regularly�viavolunteering�or�even�in�one�case�throughtaking�up�an�apprenticeship.�Ian Edwards, Head of Exhibitions, Royal Botanic
Garden Edinburgh
In�addition,�the�programme�inspired�othergardens,�whose�staff�spoke�about�its�impacton�their�practice:
How�easy�it�is�to�begin�removing�barriers�toparticipation�and�how�rewarding!Sharon Willoughby, Manager Public Programmes,
Royal Botanic Gardens, Victoria
I�think�it’s�a�wonderful�project�and�reallyimportant�to�highlight�the�different�rolesa botanic�garden�can�play�for�differentaudiences.Bronwen Richards, Schools Education Officer,
Cambridge University Botanic Garden
Benefits for participants
The�programme�evaluation�identified�arange�of�personal�benefits�for�those�takingpart�(see�Vergou�and�Willison,�2013).�Theseincluded:�
l Increased�personal�confidence;feeling trusted;�the�opportunity�tointeract�with�other�visitors�fromdifferent�backgrounds;�the�chance�tobe involved�in�creative�projects.�
l New�practical�skills;�the�opportunity�tofulfil�important�elements�of�their�faiththrough�practical�work;�a�new�andstimulating�environment�in�which�tolearn;�bringing�people�together�incoordinated�learning.�
l Offering�fresh�air,�green�space�andexercise;�healthy�eating�and�gardening.�
l Connection�to�the�seasons;�awareness�ofnature;�a�greater�global�perspectivethrough�gardens’�collections.�
I�like�it�when�I’ve�got�mud�on�my�hands,I want�it�to�be�real�...�I�don’t�want�it�tobe theory.Urban Veg participant, Winterbourne (quoted in
BGCI/RCMG, 2011)
The�natural�high�from�that�day�got�me�throughthe�whole�weekend�[without�using�drugs],which�I�was�worried�about.Bristol Drugs Project participant, Westonbirt (quoted in
Vergou and Willison, 2013)
There�were�also�practical�impacts�in�termsof�more�inclusive�access;�for�example,�somegardens�introduced�labelling�in�differentlanguages,�others�provided�better�facilitiesfor�disabled�people.
Impact for staff and volunteers
BGCI�offered�staff�training�in�projectmanagement�and�creative�communityengagement.�Some�participants�alsoreceived�training�from�their�communitypartners,�with�projects�then�providingpractical�experience�of�community�working(Vergou�and�Willison,�2013).
Many�staff�members�commented�on�theimpact�Communities in Nature had�on�theirown�practice.�For�some,�it�marked�apersonal�breakthrough:�
It’s�the�best�thing�I’ve�done�in�myhorticultural�career�–�I�don’t�think�thatI will ever�do�anything�that�will�top�it.�Edwin Mole, Head of Horticulture, Bristol Zoo Gardens
Others�noted�a�change�in�their�own�attitudesand�perceptions:
When�I�was�working�with�the�drug-usersI was�apprehensive�but�these�weremisconceptions.�They’re�people,�just�like�me.Volunteer, Westonbirt, The National Arboretum
Garden�staff�welcomed�acquiring�new�skills.These�included:�project�management(including�time�management�andmultitasking),�evaluation,�communicationskills,�public�speaking,�teaching�skills,teamwork,�being�flexible,�active�listening,and�skills�for�working�with�particulargroups.�Their�existing�‘soft’�skills�werealso important;�community�participantscommended�the�friendly�and�approachablestaff�(Vergou�and�Willison,�2013).
what challenges did theprogramme face?
Visitors from PiltonCommunity Health Projectenjoy Edible Gardening atthe Royal Botanic GardenEdinburgh. Photo: RBGE.
12 How�can�botanic�gardens�grow�their�social�role?
Organisational and staff attitudes
Senior staff
Interviewees�felt�there�was�still�much�to�bedone�to�engage�senior�management�in�thegarden’s�social�role.�As�one�put�it:�“At�leasthalf�of�the�battle�has�been�convincingpeople�in�management�that�it�will�bringbenefit�to�them.”�Lacking�clear�leadershipleft�some�staff�feeling�adrift:
It�felt�like�we�needed�a�leadershipprogramme.�…�None�of�them�saw�it�as�beingwhat�they�were�about.�Quite�small-scale�localprojects�–�that’s�what�they�see�as�the�‘legacy’.There’s�a�lack�of�understanding.�[Somedirectors]�thought�that�it�was�just�activitiesled�by�education…It’s�not�embedded�in�theorganisation.Anonymous staff member
One�said:
The�fact�is�they�thought�they�were�doing�somenice�community�engagement�work�and�theyfound�there�were�organisational�implications.�Anonymous staff member
Another�noted:�
Director-level�support�is�essential�forsystemic�change.�The�shift�and�conversationneeds�to�happen�at�multiple�levels�but�thedirector�is�responsible�for�making�sure�alldepartments�are�involved�and�is�key�toensuring�support�and�communication.Anonymous staff member
Many�looked�to�BGCI�to�take�the�lead�inaddressing�this�lack�of�leadership�(seeRecommendations).�
Some�also�felt�that�there�needs�to�be�awider discussion�on�the�role�of�botanicgardens�today:�
BGCI�needs�to�have�a�much�biggerconversation�at�director�level,�not�just�aboutprojects�but�what�botanic�gardens�are,�as�wellas�a�series�of�debates�and�lectures,�to�linkwith�leadership�programmes�and�changemanagement�...�to�work�with�directors�andspecialist�staff�to�shake�up�notions�of�gardensand�what�science�is�in�the�21st�century.��Anonymous staff member
An�evaluation�of�the�earlier�projects�foundthat�“…�the�values�and�aspirations�emergedmostly�from�staff�on�the�ground,�a�bottom-up�rather�than�top-down,�phenomenon”(BGCI/RCMG,�2011).�However,�things�didshift.�The�later�evaluation�found�directors
recognising�the�benefits�of�being�part�of�awider�programme�on�social�inclusion�andacknowledging�the�positive�impact�ofBGCI’s�organisational�workshops�(Vergouand�Willison,�2013).
The evaluation of the EvergreenGardeners project found thatsome participants’ physicaldexterity had improved as wellas their emotional wellbeing.Photo: Em Fitzgerald/GeffryeMuseum.
How�can�botanic�gardens�grow�their�social�role?��13
Other staff
The�evaluation�of�the�first�projects�notedthat�these�did�not�tend�to�involve�educationor�learning�staff,�even�though�theywere likely�to�have�the�relevant�skills(BGCI/RCMG,�2011). Where�educationstaff were�involved,�however,�there�was�adanger�that the�projects�were�seen�as�theirsole�responsibility.�
Often�the�discussions�are�not�at�Directorlevel,�they’re�only�at�education�level.�Paul Cook, formerly at Ness Botanic Gardens,
University of Liverpool
Some�education�staff�are�on�part-time�ortemporary�contracts.�Small�workforces�alsoremain�an�issue.�This�was�picked�up�by�theinitial�2010�review�(Dodd�and�Jones,�2010)and�reinforced�in�the�2015�interviews:
We�are�in�an�ideal�location�with�a�massivepossible�audience.�What�we�don’t�have�isthe staff.�Lee Hale, Head of Winterbourne House and Garden
Participating�staff�and�other�intervieweesnoted�that�(again�with�some�noticeableexceptions)�‘specialist’�(scientific�andhorticultural)�staff�had�tended�not�to�getinvolved�with�the�programme.�Feedbackshowed�these�staff�were�often�the�mostconcerned�about�whether�new�and�morediverse�community�groups�coming�into�thegardens�would�disrupt�their�‘regular’�work.Many�not�directly�involved�remained�largelyunaware�of�and�disconnected�from�theprojects.
Some�felt�a�more�comprehensive�review�ofstaff�roles�in�botanic�gardens�is�necessary,�ifgardens�are�to�meet�their�social�role.�Onefelt�the�priority�should�be�to:��
…�ensure�that�every�department/staffmember�relates�some�form�of�socialimportance�to�their�work,�be�they�finance/horticulture/�engagement.�Ideally�everyoneshould�have�some�form�of�contact�with�thegarden’s�social�provision.�Anonymous staff member
The�peer�review�forum’s�world�cafédiscussion�noted�a�need�to�break�away�fromtraditional�training�pathways;�for�example,horticulturalists�tend�to�be�trained�in�a�waythat�doesn’t�always�translate�to�sociallyengaged�work.�
Many�staff�were�very�open�and�honestabout the�insecurity�they�experienced�indiversifying�their�audience.�They�said�they
frequently�felt�under-skilled�in�the�areasof diversity,�community�engagement�andparticipation,�having�had�little�previousexperience�of�this�type�of�work.�Evendiscussing�such�concerns�was�often�newto their�traditional�ways�of�working.
Some�also�expressed�concern�about�rushinginto�working�with�more�diverse�and�hard-to-reach�audiences�without�adequatediscussion�and�preparation,�ideally�fromothers�more�experienced,�both�in�and�outof the�sector.�A�commentator�interviewedas part�of�this�evaluation�also�stressedthis point:
…there�needs�to�be�more�open,�engageddiscussion�about�this�work�in�gardens.�Beforegrabbing�a�group�to�work�with,�gardens�needto�re-frame�how�to�do�this�work�and�workpowerfully�with�academics,�activist�groups�etc.Dawn Sanders, academic specialist in botanic gardens,
University of Gothenburg
There�is�evidently�scope�for�discussionabout�leadership�and�a�new�role�forspecialist�staff�(see�Recommendations).Nevertheless,�there�is�a�great�deal�ofpotential�on�which�to�build,�especiallywith younger�staff:
There’s�a�new�generation�coming�throughwho are�hiring�people�not�scientists;�theyare botanists�but�with�people�skills.�Ian Edwards, Head of Exhibitions, Royal Botanic
Garden Edinburgh
…�these�advocates�in�embryo�are�already�tobe found�among�young�botanic�garden�staff,in�the�early�stages�of�their�careers.�So�theirinvolvement�is�essential.�BGCI/RCMG, 2011
“BGCI needs tohave a much biggerconversation at directorlevel … as well as aseries of debates andlectures, to link withleadership programmesand changemanagement.”anonymous staff member
14 How�can�botanic�gardens�grow�their�social�role?
Volunteers
To�be�open�to�developing�social�relations,gardens�need�to�reflect�on�these�perceptionswith�staff�and volunteers.�Volunteers�couldalso�be�apprehensive�about�the�programme.One�director�spoke�of:
Overcoming�the�nervousness�of�volunteersthat�working�with�the�Drugs�Project�was�notgoing�to�mean�syringes�all�over�the�place�…[seeing]�the�transformation�from�scepticismand�nervousness�…Simon Toomer, Director, Westonbirt, The National
Arboretum
Like�many�institutions�with�a�long�history,botanic�gardens�have�a�long�standingissue of�diversity�in�recruiting�staff�andvolunteers.�As�one�staff�member�said,�thereis�a�need�to�“break�the�mould�of�who�isvolunteering!”�One�recurring�suggestionwas�to�diversify�the�volunteer�base�throughstrategic�partnerships:
What’s�not�needed�are�vast�quantities�ofmoney,�just�a�different�way�of�thinking,�forexample�[gardens]�use�volunteers�anyway,but the�question�is,�which�volunteers�andcould�strategic�partnerships�help�with�this?�Jocelyn Dodd, Director, Research Centre for Museums
and Galleries, University of Leicester
Many�highlighted�the�need�to�carry�onbuilding�on�success:
The�role�of�volunteering�is�a�big priority�forus.�We�now�have�270�volunteers.�Many�ofthem�would�be�in�danger�of�exclusion.�…�[Weare]�diversifying�our�volunteering�base�toprovide�work�experience�for�young�people�tohelp�them�decide�what�they�want�to�do�in�life.Simon Toomer, Director, Westonbirt, The National
Arboretum
Combining environmentalconcerns and social engagement
Bringing�together�both�the�social�andenvironmental�aims�of�the�programme�alsoremains�a�challenge.�Addressing�toughissues�of�environmental�concern�was�notforemost�on�the�agenda�for�all�the�projects:�
I�think�creating�opportunities�for�peopleto continue�to�garden�creates�a�sense�ofwellbeing.�We�did�to�a�certain�degree�look�atthe�environment�but�it�was�very�secondary.[We�are�now�interested�in]�how�theenvironmental�impact�could�be�stronger�–but not�ignoring�the�wellbeing�aspect,�whichis�very�high�on�the�agenda�everywhere,�withmore�knowledge�and�opportunities�tomeasure�its�impact.�Laura Bedford, Access and Public Programmes
Manager, The Geffrye, Museum of the Home
To�address�this,�BGCI’s�manual,�Caringfor your Community, explicitly�highlightsprojects�which�have�a�focus�on�theenvironment�as�well�as�those�whichencompassed�social�issues�(Derewnickaet al.,�2015).
There�was�some�fear�of�raising�difficultenvironmental�subject�matter�with�thepublic.�Many�staff�felt�the�public�want�tocome�to�botanic�gardens�for�a�‘nice�day�out’.They�don’t�want�to�be�disturbed�by�talk�ofenvironmental�crises.�But�otherschallenged this:
Gardens�can�underestimate�the�appetite�forengagement�on�environmental�issues�…Community�groups�want�knowledge.�Theyenjoy�developing�expertise�and�through�thiscan�learn�about�environmental�issues.�Embedideas�by�‘stealth’,�i.e.�once�people�are�engagedthrough�doing�things�that�interest�them.Julia Willison, Head of Content and Learning, Royal
Botanic Gardens, Kew
There�was�much�agreement�thatenvironmental�issues�emerge�‘organically’when�you�engage�people�practically:�
Reconnecting�people�with�nature�is�thefirst step.�It’s�hard�to�engage�people�onenvironmental�issues�if�you�only�have�aone-off�event,�but�more�feasible�over�longer-term�engagement.�Giving�people�hope�andempowering�them�to�make�change�and�givingthem�opportunities�to�do�so�are�key.�Butbotanic�gardens�have�to�reach�out,�go�to�wherepeople�are,�work�out�how�to�take�the�learninginto�a�new�place!Anonymous staff member
Staff�members�had�many�tips�on�introducingenvironmental�themes�from�partneringwith�organisations�already�successfullyengaging�on�environmental�issues,�forexample,�The�Conservation�Volunteers�andthe�Wildlife�Trusts�in�the�UK,�to�framing�theissues�in�terms�of�things�people�already�careabout�and�are�interested�in.�One�example�isthe�Bristol�Zoo�Gardens�calendula�project:calendula�grows�wild�in�Africa,�so�aconversation�about�climate�change�inAfrica arose�naturally.
International�gardens�were�also�seen�asoffering�much�inspiration.�Intervieweesoften�cited�Chicago,�in�particular,�for�itspartnerships�and�environmental�activismwith�people�in�the�city.�Many�staff�memberssaid�they’d�like�more�contact�withinternational�colleagues�on�this.�TheCommunities in Nature World Map showcasescase�studies�from�gardens�around�the�worldand�includes�contact�information.�Throughdeveloping�this�further,�BGCI�hopes�tofacilitate�this�international�dialogue.�
“It’s the first time I havenot thought about heroinin the day.”Bristol drug User Project, participant,westonbirt
How�can�botanic�gardens�grow�their�social�role?��15
Evaluating impact
The�original�research�identified�lack�ofevidence�of�impact�as�a�factor�inhibitingbotanic�gardens�from�assuming�greatersocial�responsibility�(Dodd�and�Jones,2010).�Projects�did�have�excellent�anecdotalfeedback�from�participants:�
It’s�the�first�time�I�have�not�thought�aboutheroin�in�the�day.Bristol Drug User Project, participant, Westonbirt
But�evaluating�long-term�impact�remainedhard.�Difficulties�included:
l Having�different�participantsthroughout.
l Issues�around�language�and�translation.�
l Low�literacy,�making�traditional�methodslike�form-filling�problematic.
l Groups�not�wanting�to�give�criticalfeedback,�as�they�were�so�grateful�forbeing�included.�
Some�staff�were�also�confused�aboutthe role�of�evaluation.�They�saw�it�as�ajudgement�rather�than�reflection�that�couldlead�to�improvement�(BGCI/RCMG,�2011).Others�felt�it�excessive�for�the�size�of�theproject�and�the�time�they�had�available.�
There�was�far�more�reporting�than�we�wereever�led�to�understand.�It�was�summer�term,which�made�it�extra�difficult�in�terms�ofcapacity.�Nobody�had�said�how�muchreporting�for�so�little�money�…�Didn’t�havetime�to�do�it�properly.�Ruth Godfrey, Education Officer, University of Leicester
Botanic Garden
Participants�at�the�World�Café�backedthis up:
The�evidence-base�is�crucial�–�need�to�be�ableto�prove�your�impact�but�often�this�can�comeout�even�more�expensive�than�doing�theactual�work�so�it’s�a�Catch-22.��World Café participant
Others�highlighted�the�need�for�a�moreimaginative�approach�to�evaluation:
We�need�to�get�off�solely�econometricmeasures!�We�need�to�learn�how�to�betterarticulate�cultural�heritage�values�andinspiration.�Gail Bromley, independent consultant (formerly Head
of Community Engagement and Volunteering, Royal
Botanic Gardens, Kew)
But�evaluation�is�crucial�for�attractingfunding,�promoting�awareness�andconvincing�senior�management�(who�oftenhave�scientific�backgrounds)�of�the�validityof�these�projects.�BGCI�Education�are�veryaware�of�this�and�have:�
l Published�results�of�pilot�projects�inpeer-reviewed�journals,�such�asEnvironmental Education Research.
l Compiled�manuals�(Communities inNature and Caring for your Community),collecting�evidence�of�the�diversity�ofsocial�inclusion�work�in�botanic�gardensaround�the�world;�this�is�currently�beingused�for�both�dissemination�andfundraising.�
l Created�the�Communities in Nature WorldMap of�community�projects�across�theworld,�including�case�studies�from�themanuals.��
BGCI has developed arange of resources tosupport gardens in‘growing their social role’and to provide evidenceof the impact of this work.
16 How�can�botanic�gardens�grow�their�social�role?
Building a community of practice
Developing�a�community�of�practice�onbotanic�gardens’�social�role�was�one�of�theprogramme’s�key�objectives.�But�it�hadmixed�success.�
The�initial�network�was�inspiring�but�it�wasnot�followed�through.�The�connection�hasnot continued�–�that�would�be�somethingvery useful.Ben Oliver, Learning and Participation Manager,
Westonbirt, The National Arboretum
Staff�participants�interviewed�called�for�astrengthened�community�of�practice,�led�bygardens�already�strong�in�this�area,�withmore�dedicated�conferences,�seminars,training,�mentoring,�exchanges,�andplacements�related�to�the�garden’s�socialrole.�
You�can�feel�very�isolated�if�you�don’t�feel�partof�a�community.�Paul Cook, formerly Ness Botanic Gardens, University
of Liverpool
A�community�of�practice�also�adds�toevidence�for�funders:�
I�think�a�community�of�practice�is�veryimportant�as�it�gives�us�access�to�evidenceand�examples�for�when�we�are�talking�toorganisations�we�may�wish�to�work�with.When�we�did�the�[Heritage�Lottery�Fund]Activity�Plan,�for�example,�we�were�able�tosay we�have�seen�this�work�in�other�places.Ben Oliver, Learning and Participation Manager,
Westonbirt, The National Arboretum
Tight�finances�and�time�pressures,�however,can�make�attending�conferences�andsimilar�meetings�difficult:�
I�did�feel�I�benefited�when�I�was�[attending],but�…�also�too�busy�delivering.�[A�communityof�practice]�has�to�be�really useful.Ruth Godfrey, Education Officer, University of Leicester
Botanic Garden
Funding and long-termsustainability
These�projects�were�pilots,�deliberatelydesigned�to�test�new�ways�of�working.Funding�was�not�intended�to�provideongoing�support.�Some�projects�havesuccessfully�found�funding�to�continuetheir work�from�other�sources:
l Westonbirt�has�received�Heritage�LotteryFunding�to�expand�the�Drugs�ProjectPartnership,�and�is�extending�theapproach�to�other�isolated�groups.�
l RGBE�has�also�secured�follow-upfunding�from�the�Heritage�Lottery�Fundto�further�embed�its�work.�It�runs�anoutreach�programme�and�severalcommunity�groups�now�have�plots�atthe garden.�
l Bristol�Zoo�Gardens�continues�to�growits social�role�through�conservation�andeducation�projects�and�involvement�incity�activities�such�as�the�Bristol�Festivalfor�Nature.�
l The�related�Geffrye�Museum�project�hasalso�gained�another�three�years’�fundingfrom�the�City�Bridge�Trust.�
But�‘lack�of�funding’�was�the�most�commonreason�for�projects�not�continuing.�
There�can�be�a�Catch-22:�when�the�garden’ssocial�role�depends�on�short-term,�externalproject�funding,�work�is�guaranteed�toremain�peripheral,�ending�once�fundingstops.�Thus,�funding�can�inadvertentlycontribute�to�the�marginalisation�of�suchwork.�
Some�respondents�also�felt�a�growingpreoccupation�with�the�marketplace�risksremoving�gardens�further�from�diverseaudiences�(who�may�not�be�able�to�affordentrance�fees�and�commercial�products�andservices).�Other�sectors�are�successfullyconfronting�this:
There�is�a�potential�tension�betweencommercial�and�community�engagement�butit�doesn’t�have�to�be�an�issue.�For�example,zoos�that�do�both�are�also�attracting�lowerincome�groups.�Anonymous senior garden manager
For�others,�a�social�role�is�simply�not�anoptional�extra:
It’s�not�an�‘add-on’�here,�it’s�frankly�the�onlyway�we�keep�going.�Rosie Plummer, Garden Director, National Botanic
Garden of Wales
The�Recommendations�section�looks�atsome�ways�of�tackling�funding�challenges.
Hillcrest Primary School pupilsparticipated in the BristolCommunity Plant Project, BristolZoo Gardens. Photo: BZG.
How�can�botanic�gardens�grow�their�social�role?��17
Responding to communities
The�first�phase�evaluation�concluded�that:“For�social�projects�to�work,�you�have�tounderstand�what�the�people�you�are�tryingto�work�with�want�to�do�and�not�just�whatyou�want�to�deliver�to�them”�(BGCI/RCMG,2011).�Some�staff�clearly�recognised�this:
At�times�it�is�important�to�stand�back�andlet the�group�leader�manage�part�of�the�day.As gatekeepers�for�their�organisation,�theymay�be�the�best�person�to�communicateaspects�of�the�programme�to�the�participants.Chris Meakin, Education Supervisor, Westonbirt, The
National Arboretum (quoted�in�Vergou�and�Willison,
2013)
Others,�however,�tried�to�second-guess�orfit�participants�into�existing�projects�anddid�not�attempt�to�find�out�what�peoplereally�wanted�or�needed.�Again,�seniormanagement�could�misunderstand�the
Capability building: Have�participants/local�communities�identified�thecapabilities�they�need;�has�the�botanicgarden�identified�the�capabilities�it�needsto�meet�these�requirements?
Community agency: Is�the�communitycentrally�involved�in�the�development,implementation�and�review�ofprogrammes?
Rooted in local needs:Has�theCommunity�led�the�identification�ofissues�and�requirements?
Reflection: Is�there�continuous�dialogue,debate�and�review�of�the�dynamics�of�therelationship�between�the�public�andthe organisation,�as�the�relationshipdevelops?�Has�the�relationship�developedto�enable�more�effective�partnership?
Principles of community engagement
purpose:�they�“did�not�see�their�social�roleas�a�bilateral�or�consultative�process”(BGCI/RCMG,�2011).�BOX�2�starts:�
Lessons from the programme
Bristol Drugs Project clientstogether with regular volunteerscoppicing the laurel shelterbeltat Westonbirt, The NationalArboretum. Photo: ForestryCommission.
The�most�successful�projects�were�thosethat�were�flexible�and�adapted�to�whatparticipants�wanted.�At�Westonbirt,�staff’spreconceptions�about�the�project�shifted�asthe�project�developed,�directly�influencedby�the�views�and�interests�of�the�projectparticipants:
We�wanted�to�be�able�to�talk�about�treeconservation�and�climate�change�but��[itbecame�clear]�this�is�not�necessarily�whatthese�groups�want�to�talk�about.�Ben Oliver, Learning and Participation Manager,
Westonbirt, The National Arboretum
Through�consultation,�the�project�changedfrom�a�model�of�one-way�‘teaching’�to�oneof�participatory�learning,�a�shift�from‘passive�beneficiary’�to�‘active�agent’�for�theindividuals�and�groups�involved:�
Previously�the�model�was�quite�passive�–�wedesigned�a�programme�for�the�curriculum.But�with�the�community�side�of�things�wewent�out�into�the�community�to�find�out�whatthey�were�interested�in.�We�trialled�sessions,gave�them�taster�sessions�and�they�chose�whatthey�liked�or�not.�We�now�build�a�programmewith them.Ben Oliver, Learning and Participation Manager,
Westonbirt, The National Arboretum
Building�trust�and�good�relationshipswith�communities�meant�taking�timeand�allocating�sufficient�staff�andresources,�particularly�in�the�planningphases�(Vergou�and�Willison,�2013).
Another�factor�is�running�multiplesessions�rather�than�one-off�events:�
The�Communities in Nature project�reallyallowed�us�to�spend�a�lot�of�time�to�developstaff�and�volunteers�over�multi-visit�sessions,breaking�down�barriers.�Ben Oliver, Learning and Participation Manager,
Westonbirt, The National Arboretum
But�this�is�another�area�that�may�requireattitudes�to�change.�Botanic�gardens�tendto offer�one-off�visits�for�their�traditionalaudiences�and�are�less�accustomed�toworking�on�longer-term�communityprojects�(Vergou�and�Willison,�2013).
Participants�also�very�much�appreciatedprojects’�attention�to�detail.�Forexample,�Winterbourne�provided�aprayer�room�for�Muslim�visitors�as�partof�their�project.�
The Urban Veg project atWinterbourne House andGarden, University ofBirmingham. Photo:Winterbourne House andGarden.
How�can�botanic�gardens�grow�their�social�role?��19
This�indicates�the�importance�of�botanicgardens�developing�audience�research�skillsif�they�are�to�grow�their�social�role�(Interimprogramme�report,�Jun�14,�unpublished).�Aworkshop�on�growing�the�social�role�at�theEuropean�Gardens�Consortium�in�Prague�in2013�concluded�that�gardens�need�modelsfor�audience�research�and�to�develop�theirstaff�skills�in�this�area.�BGCI�is�taking�stepson�this.�BGCI�Education�published�a�specialissue�of�its�education�review,�Roots, on‘Putting�the�Audience�First.�BGCI�is�alsocurrently�developing�a�proposal�for�a�toolkiton�staff�skills�and�strategies�for�audiencedevelopment�for�gardens�worldwide�(ReachOut project).
Working in partnerships
Building�or�strengthening�partnershipswith�organisations�and�community�groupswas�a�key�aspect�in�developing�successfulcommunity�projects�(Derewnicka�et�al.,2015).�Both�interviewees�and�thoseattending�the�Peer�Review�Forum�stressedthe�need�for�partnership:�
We�are�very�aware�in�the�current�economicclimate�that�we�all�have�to�do�cross-sectoralpartnerships.�Diversity sector commentator
The�Geffrye�Museum�project�demonstratesthe�value�of�partnership�in�practice.�Theyset�in�place�an�advisory�panel�that:
…�meets�on�a�quarterly�basis�and�gives�adviceon�the�project�and�where�to�gettransport/funding�etc.�It�is�made�up�ofrepresentatives�from�participatingorganisations�and�also�project�participants.Laura Bedford, Access and Public Programmes
Manager, The Geffrye, Museum of the Home
This�is�clearly�a�way�to�embed�ongoingpartnerships�that�plan,�develop,�deliver�andevaluate�collaboratively,�sharing�knowledgeand�experience.
Community-based�environmentalorganisations�at�the Peer�Review�Forum�alsosuggested�immediate�ways�of�collaboratingwith�botanic�gardens,�for�mutual�benefit:
We’ve�had�a�lot�of�support�in�urban�foodgardens�–�the�profile�has�been�raised�over�thelast�decade.�We�are�now�very�keen�to�connectit�to�others�in�the�horticulture�sector�…�I�cansee�a�shared�apprenticeship�scheme�–�twodays�a�week�in�botanic�gardens�and�two�dayswith�us.�Clare Joy, Organiclea
The�Conservation�Volunteers�(TCV)expressed�a�keen�interest�in�workingwith botanic�gardens.�They�are�alreadydoing�some�work�with�the�Botanic�Gardensin�Belfast.
Others�highlighted�the�importance�ofworking�with�existing�networks�withoverlapping�interests,�such�as�NaturalEngland’s�‘Outdoors�for�All’�working�group:�
There�are�a�range�of�organisations�deliveringcomparable�services�and�we�are�poor�attalking�to�one�another�…�We�need�a�commonvoice�to�get�through�to�those�responsiblefor policy�and�commissioning.�If�we�haveevidence�we�can�show�we�can�deliver�onpreventative�strategies�that�save�costs�furtherdownstream�…�local�social�services�andhealth�care�and�botanic�gardens�could�engagein�a�process�of�mutual�exploration.�Andbotanic�gardens�offer�a�physical�facility�thatother�organisations�simply�don’t�have.Ian Egginton-Metters, Assistant Chief Executive,
Federation of City Farms and Community Gardens
“I can see a sharedapprenticeship scheme– two days a week inbotanic gardens andtwo days with us.”clare Joy, organiclea
Above: Working with disabled visitors,the Feel Green project at the University ofLeicester Botanic Garden focused onhorticulture, plant uses, the environmentand art. Photo: ULBG.
20 How�can�botanic�gardens�grow�their�social�role?
Learning from others
There�is�plainly�a�lot�of�knowledge�andexperience�to�draw�on�in�other�gardens,other�sectors�and�community-basedorganisations.�BGCI�is�puttingconsiderable time�and�resources�intodisseminating�this�experience�fromwithin the�botanic�gardens�sector.�
Learning�from�other�sectors�has�greatpotential�benefit,�for�example,�in�sharingan understanding�of�working�with�diversity,and�opening�up�ideas�on�active�publicengagement�with�both�science�anddiversity in�botanic�gardens:�
The�diversity�world�has�been�very�goodat looking�at�arts�and�history,�but�not�sogood at including�science�and�botany.The responsibility�for�doing�that�is�forhorticulturalists�to�step�forward�to�usetheir intellect�to�marry�these�two�worldsof diversity�and�science�and�understandwhat it�means�for�diversity.�Diversity sector commentator
Museums,�in�particular,�are�further�downthe�road�of�public�participation.�As�well�aslearning�positive�lessons,�botanic�gardenscan�avoid�some�of�the�pitfalls�experiencedby�that�sector,�notably�the�dangers�of�short-term�funding�that�cannot�be�scaled�up:
My�advice�to�the�botanic�gardens�sector�is�notto�make�the�same�mistakes�as�the�museumsector�–�putting�money�into�short-termprojects.�It�is�a�waste�of�time.�Diversity sector commentator
The�Peer�Review�Forum�stronglyencouraged�gardens�to�learn�from�others,nationally�and�internationally,�who�arealready�strong�in�collaborative�workingwith diversity.�There�is�much�valuablelearning�to be�shared�from�other�sectors.The�meeting�discussed�how�gardens�mightexchange�knowledge�with�colleagues,including�academics�and�community-basedactivist�groups,�with�opportunities�forworkshops,�conferences�and�trainingschemes�with�further�help,�advice�andassistance�from�funders.
Sharing skills
As�some�pointed�out,�for�projects�to�be�trulyinclusive�and�participative,�it’s�not�onlywhat gardens�are�doing�but�how they�goabout�it�that�matters:��
It’s�one�thing�working�with�lots�of�groups,�it’sanother�thing�for�those�groups�to�feel�theyhave�a�sense�of�commitment�and�ownership.Chandan Mahal, formerly Participation and Learning
Manager, Royal Botanic Gardens, Kew
Good�practice�exists�both�within�andoutside�the�sector�that�could�be�shared.For instance,�Westonbirt�employedtwo community�officers�in�2014.�Therecruitment�process�paid�special�attentionto�applicants’�experience�in�communityengagement�and�working�with�diversegroups.�This�was�seen�as�significantprogress�made�possible�through�thegarden’s�experience�with�Communitiesin Nature.
It�was�suggested�that�colleagues�both�inother�gardens�and�within gardens�shouldbegin�to�support�each�other�more�throughpeer�mentoring�and�review,�and�thefostering�of�open�and�honest�reflectivepractice:
It�would�be�really�beneficial�to�haveshadowing�opportunities�in�anotherorganisation,�for�example,�an�expert�mentor.Ben Oliver, Learning and Participation Manager,
Westonbirt, The National Arboretum
BGCI�is�currently�assessing�the�potentialfor peer�mentoring�within�and�betweengardens�and�how�BGCI�could�support�andfacilitate�this.
Watering calendula plants at RobinsonHouse Care Home, for the BristolCommunity Plant Collection, Bristol ZooGardens. Photo: BZG.
How�can�botanic�gardens�grow�their�social�role?��21
Learning from abroad
International�respondents�outlined�a�widerange�of�projects,�including:�
l Short-term�projects,�mostly�educationaland�some�experiential�(mainly�withchildren).�
l Work�with�small�groups�from�diverse,marginalised�communities.�
l A�few�outstanding�examples�of�embeddedwork,�in�which�whole�institutions�displaya�deeply�rooted�commitment�to�theirsocial�role.�These�gardens�work�hand-in-hand�with�their�communities�inpartnership�with�community-based,�
volunteer�and�environmental�activistorganisations�and�local�governmentauthorities�(even�if�sometimes�without,as�yet,�full�cooperation�from�across�theirorganisations).�Examples�include�thebotanic�gardens�in�Sydney,�Chicago�andBrooklyn.�
This�very�broad�definition�of�‘growing�asocial�role’�raises�the�question�of�whethersome�form�of�standardisation�would�helpevaluate�such�work�(see�Recommendations).
However,�almost�seventy�per�cent�of�theinternational�respondents�said�they�hadbeen�largely�unaware�of�Communities in
Nature and�regretted�not�knowing�more.Many�were�interested�in�the�idea�of�aninternational�community�of�practice�basedon�a�scaled-up�version�of�the�programme.�
Like�the�UK�gardens,�most�of�theserespondents�highlighted�a�seeming�lackof commitment�from�leadership�to�theirgarden’s�social�role,�making�it�difficultfor the�work�to�be�supported�across�theorganisation�and�to�grow.�They�wanted�tosee�BGCI�go�beyond�a�supportive�role�to�actas leader for�the�sector,�helping�move�thesector�ahead�with�its�increasingly�importantsocial�role.�BOX�starts:�
International�colleagues�cited�these�gardensas�inspiring�in:�their�social�role;�theirinnovative�and�active�work�with�people(volunteers,�participants,�co-producers)within�their�localities;�working�with�a�widerange�of�partnerships�to�make�real�changehappen;�working�with�communities�onconservation�and�climate�change:
– Australian�Arid�Lands�Botanic�Garden,Port�Augusta�
– Bristol�Zoo�Gardens
– Brooklyn�Botanic�Garden
– Chicago�Botanic�Garden
– Cleveland�Botanical�Garden�(especiallyits�Green�Corps�programme)
– Denver�Botanic�Gardens
– Eastwoodhill,�National�Arboretum�ofNew�Zealand
– Eden�Project�
– El�Jardín�Botánico�Regional�del�Cicy,Yucatán
– Fairchild�Tropical�Botanic�Garden,Miami
– The�Geffrye,�Museum�of�the�Home,London
– Gullele�Botanic�Gardens,�Addis�Ababa
– Jardín�Botánico�de�Puebla
– Jardín�Botánico�Regional�de�Cadereyta,Queretaro�
– Jardín�Etnobotánico�de�Oaxaca
– Makerere�University�Botanical�Garden,Kampala
– Mexican�Association�of�Botanic�Gardens
– Minnesota�Landscape�Arboretum�
– Missouri�Botanical�Garden�MadagascarProgram
– The�Morton�Arboretum,�Chicago
– National�Botanic�Garden,�Havana
– National�Museums�of�Kenya,�NairobiBotanic�Garden
– New�England�Wildflower�Society�
– New�York�Botanical�Garden
– Phipps�Conservatory�and�BotanicalGardens,�Pittsburgh
– Royal�Botanic�Garden�Edinburgh
– Royal�Botanic�Gardens�Victoria
– Royal�Botanic�Gardens,�Kew�(especiallyfor�its�international�work)
– Royal�Botanic�Gardens,�Sydney
– Royal�Tasmanian�Botanical�Gardens,Hobart
– SANBI�(South�African�NationalBiodiversity�Institute)
– Singapore�Botanic�Garden
– State�Botanical�Garden�of�Georgia
– Warsaw�University�Botanic�Garden�
– Westonbirt,�The�National�Arboretum
– Xishuangbanna�Tropical�BotanicalGarden
inspirational gardens
22 How�can�botanic�gardens�grow�their�social�role?
Improve communication aboutsocial projects
There�is�a�need�for�better�communicationnot�only�between�organisations�butalso between�each�organisation�and�itsstakeholders�and,�crucially,�withinorganisations�(BGCI/RCMG,�2011).Communication�within�gardens�was�seenas a�priority:
It’s�often�hard�to�facilitate�‘up’communication�in�strongly�hierarchicalorganisations,�especially�as�many�botanicgardens�are�part�of�well-established�andtraditionally�formed�heritage/university�sites.It�therefore�requires�ongoing�commitmentand�hard�work�to�communicate�‘up’�or�dosuccessful�‘in-reach’.�There�are�greaterchallenges�communicating�work�internallythan�externally.�Systematic�change�isneeded in�order�to�keep�the�conversationgoing.�It�is�important�to�know�what�yourfellow�colleagues�are�doing�in�differentdepartments.�Not�only�to�be�in�touch�withorganisational�mission�but�to�encouragecross-departmental�collaborations.�Anonymous education staff member
The�World�Café�discussion�concluded�that�itis�particularly�important�to�publicise�thecredibility�of�the�department�responsiblefor�community�outreach�and�show�thatpublic�engagement�is�a�core�value�and�not�acost.�Suggestions�for�doing�this�included:
l Create�organisational�ownership�throughinternal�PR,�such�as�staff�conferences,inviting�staff�to�experience�and�recognisethe�importance�of�the�work�of�staffspecialising�in�different�areas.��
l Use�external/public�recognition�forinternal�influence,�for�example�sharingsuccess�stories�through�social�media.�
l Facilitate�skills/training�for�volunteers,creating�networks�of�‘friend’organisations�in�the�community.
l Create�social�enterprise�and�self-supporting�models�that�can�generaterevenue�off�the�back�of�projects�initiallyfunded�in�the�short�term.�
Issues with funding
Issues�with�short-term�funding�run�throughmany�of�these�challenges:
As�someone�new�to�the�funding�applicationprocess�I�am�disappointed�that�hardly�anyfunders�give�funds�for�staff�wages.�This�is�areal�problem�with�a�community�project.Anonymous staff member
The�majority�of�funding�is�for�short-termprojects�and�so�a�whole�organisation�may�becommitted�to�the�cause�but�they�are�thentrapped�in�short-term�goals�if�this�is�the�onlyfunding�they�can�secure.�World Café participant
The�programme�evaluation�noted�that:“While�short-term�project�funding�may�sowthe�seeds�for�change,�strategic�financing�isessential�to�sustain�change�over�the�longerterm”�(Vergou�and�Willison,�2013).�TheWorld�Café�discussed�how�funders�couldbest�use�their�resources�to�support�gardensto�grow�their�social�role.�Funders�wereenthusiastic�about�becoming�involved:
We�would�want�to�see�a�holistic�approachthat integrates�outcomes�for�people�withopportunities�that�these�green�spaces�offerin urban�spaces�for�diverse�and�under-represented�communities�in�skills,education,�volunteering.�There�could�be�aneven�bigger�relationship�with�schools�–there is�wonderful�potential.�This�is�not�todownplay�[the�gardens’]�conservation�role.We�are�always�able�to�fund�projects�thatfurther�a�knowledge-pursuing�strategy�and[we]�try�and�fund�biodiversity�projects.�…Gardens�could�access�government�funding�foran�apprenticeship�programme�for�under-represented�communities.�There�is�a�strongbusiness�case�for�diversifying�[audiences�andfunding�sources].�Jo Reilly, Head of Participation and Learning, Heritage
Lottery Fund
We�are�really�interested�in�communicatingwith�urban�audiences�about�widerenvironmental�issues,�particularly�becausethere’s�a�disconnect�with�younger�people.�Jenny Dadd, Grants Manager (Environment Lead),
Esmée Fairbairn Foundation
Some,�however,�flagged�that�lack�of�visioncan�also�be�a�problem:�
Funding�is�a�bit�of�an�excuse�for�gardens�whoare�not�ready�to�embrace�this�type�of�work.�Julia Willison, Head of Content and Learning, Royal
Botanic Gardens, Kew
Funders�also�felt�that�the�sector�lacked�ashared�vision�and�a�cohesive�strategy�builton�partnerships�with�other�organisationswith�overlapping�missions:��
Botanic�gardens�is�not�a�movement�but�itcould�be�–�we�don’t�hear�from�botanicgardens.Jenny Dadd, Grants Manager (Environment Lead),
Esmée Fairbairn Foundation
Botanic�gardens�should�look�at�leveragingexisting�progress�and�resources�involvingsectors�that�may�be�further�along�in�relationto�‘social�role’�funding.�
In�turn,�funders�could�consider:
l Backing�flexible�projects�with�broadoutcomes�that�may�be�refined�incollaboration�with�local�communitiesduring�the�extended�planning�phase(Vergou�and�Willison,�2013).
l Helping�gardens�focus�on�businessplanning,�including�examining�thetension�between�‘commercial’�and‘social role’�mission�development.��
BGCI�is�already�exploring�some�of�this:�
I�am�very�interested�in�developing�businessmodels�for�botanic�gardens,�for�how�theycan continue�to�develop�this�work�on�anongoing basis.�Asimina Vergou, Head of Education, BGCI
Further�networking�and�co-developmentconversations�with�funders�are�plainlyworth�fostering.�See�the�Recommendationssection�for�more�on�developing�funding.
How�can�botanic�gardens�grow�their�social�role?��23
This�section�outlines�a�range�of�broadrecommendations�for�transforming�botanicgardens�in�order�for�them�to�meet�theirsocial�role.�It�also�includes�suggestions�forpractical�next�steps,�largely�to�be�taken�byBGCI�in�collaboration�with�others�andgardens�themselves.
Establish a ‘community ofpractice’
There�is�clearly�a�great�deal�of�interest�in�acommunity�of�practice,�working�not�just�inthe�UK�but�internationally.�BGCI�has�a�veryimportant�role�in�championing�this.�Butthere�is�first�an�internal�conversation�to�behad�within�BGCI�itself:�
There�is�still�work�to�do�on�understandingwhat�we�mean�at�BGCI�in�terms�of�growinggardens’�‘social�role’.Asimina Vergou, Head of Education, BGCI
BGCI�is�already�widely�disseminating�goodpractice�via�publications�(see�References).To�move�quickly�on�making�best�use�ofpractice�by�leaders�in�the�field,�this�reviewrecommends�promoting�such�gardens�to�actas�a�‘hub’,�leading,�mentoring�and�sharinggood�practice�with�other�gardens�to�helpthem�develop�their�social�role�(see�below).�
Next steps for BGCI
l Nurture�and�develop�a�community�ofpractice�on�gardens’�social�role.�
l Explore�learning�from�other�sectors�andlinking�with�other�institutions�outsidethe�sector,�for�example,�sharing�anunderstanding�of�working�with�diversityand�active�public�engagement.
l Initiate�a�sector-wide�discussion�on�a�setof�principles�for�gardens’�social�role�ingeneral,�and�Communities in Nature inparticular,�looking�at:
l Active�citizenship
l Capability�development
l Developing�sustainable�partnerships
l Being�locally�informed
l Supporting�genuine,�positive�change
l Building�strong�communities
l Fostering�‘critical�friends’
recommendations for better practice
Perspectives, an exhibition of photos ofWestonbirt, The National Arboretum,taken by Bristol Drugs Projectparticipants. Photo: Westonbirt.
24 How�can�botanic�gardens�grow�their�social�role?
Identify and support hub gardens
Lead�gardens,�already�strong�in�their�socialrole�both�in�the�UK�and�elsewhere,�couldform�a�‘vanguard’�group,�from�which�othergardens�take�inspiration�and�learn�newskills�and�strategies.
Hubs�can�help�significantly�in�both�thedevelopment�and�dissemination�ofstandards�of�good�practice�and�also�staffdevelopment.�Hubs�might�establish�virtualor�live�working�groups�comprising�botanicgarden�staff�and�partner�organisations.�Atthe�centre�of�their�own�networks,�they�couldsupport�the�development�of�communities�ofpractice�and�galvanise�changes�in�practice:
We�need�some�lead�gardens�…�to�showeveryone�else�it�can�be�done�…�thelong-term benefits�of�taking�it�further.�Paul Cook, formerly at Ness Botanic Gardens,
University of Liverpool
BGCI�needs�to�identify,�support�and�helpfind�funding�for�‘hub’�gardens.�BGCIshould work�closely�with�the�directors�ofthese�gardens�to�develop�a�network�thatcan lead�a�community�of�practice,�actingas mentors/trainers�and�supportingother gardens.
This�would�in�turn�have�implicationsfor funders�in�terms�of�their�best,�mosteffective,�sustainable�investment�and�theirrole�in�brokering�relations�with�otherfunders�and�organisations.�
Next steps for BGCI
l Identify�lead�(‘hub’)�gardens,�nationallyand�internationally,�to�help�establishstandards�of�‘social�role’�practice�and�asupportive�‘community�of�practice’�forgardens’�social�role.
l Investigate�better�ways�to�reflectcollaboratively�on�practice�through�hubmentoring�and�peer�review,�helping�tobuild�a�‘community�of�practice’.�
l Set�up�a�large�consultation�processwith potential�partners�and�establish�aCommunity�Partnership�Advisory�Board,to�roll�out�local�advisory�boards�inbotanic�gardens,�which�can�later�networkacross�the�sector.
Set up good practice standards
Those�involved�in�workshop�discussionsat the�2015�International�Congressrecommended�that�BGCI�help�the�botanicgarden�sector�to�identify�standards andperhaps�even�a�brand�to�which�gardensmight�aspire.�These�would�identify�andadvertise�principles,�standards�and�‘waysof working’�with�communities�to�which�thebotanic�garden�sector�adheres.�Models�tobuild�on�are�already�available�in�the�sector.
Such�standards�could�raise�profile,�reach�outto�funders/donors�and�be�part�of�inductionprocesses�for�new�garden�staff.�
Next steps for BGCI and funders
l Work�with�identified�hubs�to�initiatesector-wide�dialogue�on�standards.�
l Engage�with�existing�researchconsortia with�overlapping�interests(such�as�health�and�wellbeing,�andclimate�change).�
l Train�garden�staff�in�audiencedevelopment�and�data�collection,�toinform�strategic�plans�and�supportfunding�applications�and�localauthority support.�
l Establish�standards�and�branding�forbotanic�gardens’�social�role�that�canbe regularly�monitored�and�evaluatedwith community�partners.
Sowing seeds for theBristol Community PlantCollection, Bristol ZooGardens. Photo: BZG.
How�can�botanic�gardens�grow�their�social�role?��25
Develop skills and capacities ingardens and communities
This�review�has�identified�a�number�of�areaswhere�staff�and�other�participants�needsupport�to�develop�skills�and�build�a�senseof�common�mission.�
Next steps for senior staff (led by BGCI)
l Create�a�leadership�programme�forthe sector.�
l Create�a�professional�developmentnetwork�for�garden�leaders.
l Review�staff�roles,�job�descriptionsand training;�develop�a�(funded)�actionlearning/seminar�programme�aimedat shifting�the�scientist/academicrole within�botanic�gardens�from�a‘gatekeeper’�model�to�a�‘facilitator’�andfellow�participant�model.
l Institute�shared�responsibility�throughcross-departmental�programmemanagement�structures�for�planningand delivery.
Next steps for developing garden staff(led by BGCI with senior staff)
l Assess�and�address�what�skills�staff�needto�support�a�‘social�role’.�
l Address�staff’s�understanding�of�workingwith�diversity�and�related�audiencedevelopment�through�training�andmentoring.�Establish�a�‘Diversity�inNature’�professional�support�network.
l Establish�a�traineeship�scheme�inpartnership�with�activist�organisationsalready�offering�these,�such�asOrganiclea.
l Raise�individual�gardens’�social�profilethrough�leading�local�actions�for�positiveenvironmental�change.�
l Establish�‘critical�friend’�relations�withcommunity�partners�/�participants.�
Next steps around volunteers (led byBGCI with garden staff and communityorganisations)
l Review�the�social/cultural�compositionand�recruitment�of�garden�volunteers;work�in�partnership�with�volunteeragencies�and�funders�to�institute�anaccredited�volunteering�programme.�
l Develop�the�capabilities�of�participantsand�local�communities�and�those�that�thegarden�needs�to�deliver�effectively.�
Next steps around communities (led byBGCI with garden staff and communityorganisations)
l Develop�capacities�in�partnership�withcommunity/environmental�activistorganisations�for�co-producedprogrammes�in and out of�gardens,�basedon�what�people�can�bring�to gardens,�aswell�was�what�they�can�learn�fromworking�with them.
l Ensure�participants�can�make�practical,positive�change�in�their�locality�and�/orgarden,�with�a�sense�of�jointachievement.
26 How�can�botanic�gardens�grow�their�social�role?
Incorporate the ‘social role’ ingardens’ mission
Communities in Naturewas�concerned�withincreasing�and�diversifying�audiences.�Butit�also�aimed�to�challenge�the�nature�of�agarden’s�engagement�with�people,�to�shiftthe�perspective�from�people�being�passiveconsumers�to�becoming�active�partners.�Afocus�on�‘active�citizenship’�and�‘capability’development�should�be�the�basis�of�futurefunding�applications�for�the�programme.This�may�well�mean�working�collaborativelywith�communities�not�just�inside�but�alsooutside the�garden.�Some�gardens�aroundthe�world�already�do�this.�
There�is�a�discussion�to�be�had�aboutwhether�the�sector’s�culture�encouragesthis shift.�Both�UK�and�internationalparticipants�frequently�identified�theexclusion�of�the�social�role�from�themissions�of�individual�botanic�gardensas a primary�roadblock.�But�there�is�alsoconcern�that�gardens�should�not�be�divertedfrom�their�original�mission.�In�discussionsaround�this�review,�Paul�Smith�(BGCISecretary�General)�noted�the�importanceof looking�at�how�botanic�gardens’�existingDNA�and�expertise�can�best�be�used�to�fulfilthe�garden’s�social�role.�Others�echoed�this:�
[A�social�role�is]�Huge.�It’s�core�to�our�being�–but�it’s�not�our�core�mission�and�purpose.�Anonymous botanic garden director
Participants�in�this�review�identified�twomain�ways�to�integrate�the�social�role�intothe�gardens’�mission:
l A�programme�to�support�the�developmentof�gardens’�visions/mission�statementsand�strategic�plans�with�the�social�roleembedded�through�their�work.
l The�development�of�cross-departmentalmanagement�structures�in�gardens�forplanning�and delivering�social�roleprogrammes.
Next steps for BGCI
l Launch�its�new�vision/mission�forbotanic�gardens.�
l Position�the�social�role�at�the�heart�of�itsnew�strategy,�running�throughout�theorganisational�plan�and�supported�by�arevised�communications�strategy.
l Initiate�a�sector-wide�review�of�missionfor�gardens’�social�role;�supportintegration�of�the�‘social�role’�into�therenewedmission,�vision�and�strategy�ofeach�garden;�roll-out�the�programme�ofgardens’�vision/mission�and�strategicplan�development,�with�BGCI’s�newpolicies�as�a�model.�
l Create�a�series�of�inter-disciplinarydiscussions�leading�to�a�fundeddevelopment�process�across�the�sectorand�with�other�stakeholders.�
Develop different fundingapproaches
Respondents�felt�strongly�that�there�is�a�rolehere�for�BGCI.�
Next steps for BGCI with funders
l Develop�funding�partnerships�to�supportthe�next�stage�of�Communities in Nature.
l Meet�funders�and�existing�networks�toexplore�better�strategies�for�potentialfunding�collaborations;�learn�fromfunding�in�other�sectors.
l Investigate�strategies�for�brokeringa wider�range�of�sustainable�fundingopportunities.
l Focus�on�business-planning�modelsfor gardens.
l Develop�a�strong�communicationsstrategy.
l Create�or�expand�a�fundraising/development�post�to�investigate�newpartnerships/areas�of�collaborativefunding.
l Engage�with�existing�social/environ�mentalnetworks,�environmental�activistorganisations�focused�on�active�changeand�organisations�engaged�in�community-based�urban�conservation�programmes�todemonstrate�a�practical�difference.
l Invite�UK�and�international�science�andnatural�history�museums�to�discussoverlapping�concerns�and�strategies�andpotential�collaboration�and/or�sharedfunding�and�programmes.
“Gardens could accessgovernment fundingfor an apprenticeshipprogramme for under-represented communities.There is a strong businesscase for diversifying[audiences and fundingsources].”Jo reilly, Heritage Lottery Fund
How�can�botanic�gardens�grow�their�social�role?��27
Botanic�Gardens�ConservationInternational�(BGCI)�is�very�grateful�tothe Calouste�Gulbenkian�Foundation�forfunding�and�supporting�the�Communitiesin Nature project,�which�has�been�atremendous�learning�experience�for�allinvolved.�Communities in Nature,�throughpublications,�online�content�and��innovativeprojects�in�six�botanic�gardens,�has�clearlyshown�that�reaching�out�to,�communicatingwith�and�valuing�communities�that�wouldnot�normally�visit�a�botanic�garden�is�bothworthwhile�and�rewarding.�Comments�frombotanic�garden�staff�such�as�‘It’s�the�bestthing�I�have�done�in�my�horticultural�career–�I�don’t�think�that�I�will�ever�do�anythingthat�will�top�it’�together�with�sustainedinteractions�with�those�communities�longafter�the�funding�has�gone,�suggests�that�theCommunities in Naturemodel�has�producedsustained�benefits�for�all�involved.�
The�programme�has�also�highlighted�theobstacles�associated�with�bringing�in�newideas�that�challenge�the�norm�and�whichmay�be�perceived�by�both�visitors�andbotanic�gardens�staff�as�peripheral�to�theirinterests�or�mission.�From�the�visitorswe have�learnt�that�engaging�them�ontheir own�terms�is�an�essential�precursorto any�discussions�about�plants�or�theenvironment.�From�the�staff�and�volunteerswithin�botanic�gardens�we�have�learnt�thatcommunicating�the�importance�of�ourwork can�be�difficult�not�only�to�externalaudiences�but�to�each�other�as�well.�Forexample,�botanic�garden�educatorsfrequently�struggled�to�get�seniormanagement�or�their�peers�in�science�orhorticulture�to�understand�the�relevanceof their�outreach�work,�and�vice�versa.�
To�those�of�us�who�work�in�botanic�gardensall�of�this�rings�true,�and�where�Communitiesin Nature is�particularly�valuable�is�in�itsrecommendations�about�how�we�can�breakdown�these�barriers�between�people.Developing�a�community�of�practice�withinspiring�individuals�and�approaches;involving�botanic�garden�management,horticulturalists,�scientists,�educatorsand community�leaders�from�the�outset,and exchanging�ideas�and�experiences�areall useful�ways�forward.�Of�the�greatestimportance,�however,�is�the�sure�knowledgethat�botanic�gardens�need�to�go�beyond�theirwalls�and�take�a�leading�role�in�engagingand empowering�all�communities�to�value,conserve�and�sustainably�manage�plants�andtheir�natural�environment,�in�a�way�that�hasimmediate�benefits�for�them.�At�BGCI�weare�fully�committed�to�achieving�this,�andwe will�do�all�we�can�to�mainstream�thisapproach�across�our�botanic�gardenmembership�worldwide.�Growing�our�socialrole�should�not�be�regarded�as�peripheralor extraordinary;�it�should�be�regardedas essential.
dr Paul Smith, Secretary general, Bgci
afterword
Artwork inspired bycalendula grown for theBristol Community PlantCollection, Bristol ZooGardens. Photo: BZG.
28 How�can�botanic�gardens�grow�their�social�role?
ABOUT THIS PAPER
This�paper�is�based�on�a�fuller�evaluation�byDr�Bernadette�Lynch�(Lynch,�2015).�Herreview�draws�on:�
Initial review with Communities inNature participants and stakeholdersA�combination�of�online�surveys�sent�to�allgardens�directly�funded�by�Communities inNature,�in-depth�telephone�interviews�withkey�staff�from�those�gardens,�and�theirparticipation�in�the�peer�review�meetingin London.
Peer Review ForumParticipating�gardens�met�peers,�potentialpartner�organisations,�related�sectors�andfunders�in�London.�They�presented�onthe impact�of�Communities in Nature ontheir organisation�and�provided�a�list�ofkey questions�about�the�future�of�theprogramme.�These�formed�the�basis�for�aWorld�Café�discussion�made�up�of�mixedgroups�of�Communities in Nature-fundedgardens,�potential�partners�and�fundingagencies.
International perspectivesInternational�members�of�BGCI�were�askedto�complete�an�online�survey,�with�74responses�from�gardens�around�the�world.The�preliminary�findings�of�this�reviewwere�presented�to�the�BGCI 2015International Congress on Education inBotanic Gardens,�Missouri,�with�follow-upworkshops�providing�feedback.
In�total,�127�respondents/participantsprovided�feedback,�from�the�UK�andinternationally,�and�from�within�andoutside�of�botanic�gardens.�We�areimmensely�appreciative�of�the�time�andthought�they�gave�to�considering�the�impactand�future�opportunities�for�this�initiative.�
The�review�also�draws�on�various�publishedevaluations�of�the�programme�andindividual�projects�(see�References).
For more information
Further�information�about�Communities inNature can�be�found�here:http://www.bgci.org/public-engagement/communities_in_nature/(last�accessed�7�September�2015).�Thismicrosite�includes�key�reports�and�shortfilms�from�pilot�projects,�BGCI’s�trainingmanuals�for�botanic�gardens,�and�theapplet mapping�community�projectsaround the�world.
REFERENCES
BGCI/RCMG,�2011,�Growing the Social Role:Partnerships in the Community, BGCI
Derewnicka,�L.�Vergou,�A.�Moussouri,�T.and�Ferna�ndez�Rodri�guez,�A.,�2015,�Caringfor your community: A manual for botanicgardens. BGCI�
Dodd,�J.�and�Jones,�C.,�2010,�Towards a NewSocial Purpose: Redefining the Role of BotanicGardens,�University�of�Leicester�ResearchCentre�for�Museums�and�Galleries�
The�Geffrye,�Museum�of�the�Home‘Evergreen�Gardeners’�project�report:http://www.geffrye-museum.org.uk/learning/community-outreach/older-people/evergreen-gardeners/ (lastaccessed�7�September�2015)
Lynch,�B.,�2015,�Botanic Gardens takingaction for a better world: Communities inNature: Five Year Review,�report�for�theCalouste�Gulbenkian�Foundation
Royal�Botanic�Gardens,�Edinburgh,�2015,Nature�Play�final�report:http://stories.rbge.org.uk/wp-content/uploads/2015/05/NaturePlayFinal.pdf (last�accessed�7�September�2015)
Vergou,�A.�and�Willison,�J.,�2013,Communities in Nature: Evaluation ReportExecutive Summary, BGCI
Vergou,�A.�and�Willison,�J.,�2015,Communities in Nature: Growing the SocialRole of Botanic Gardens A Manual for Gardens,BGCI
ABOUT BOTANIC GARDENSCONSERVATIONINTERNATIONAL (BGCI)
BGCI�is�an�independent�charity�whosemission�is�‘to�mobilise�botanic�gardens�andengage�partners�in�securing�plant�diversityfor�the�wellbeing�of�people�and�the�planet’.BGCI�links�more�than�2,500�botanicgardens�in�120�countries,�catalysing�them�toconserve�threatened�plant�species�and�raiseawareness�of�the�importance�of�plants�asthe earth’s�greatest�natural�resources.�At�apolicy�level,�BGCI�has�been�instrumentalin developing�the�Global Strategy for PlantConservation under�the�auspices�of�theConvention�on�Biological�Diversity�(CBD)and�has�also�developed�several�majorreports�that�have�influenced�policy�anddecision�making.�www.bgci.org
ABOUT THE CALOUSTEGULBENKIAN FOUNDATION(CGF)
The�Calouste�Gulbenkian�Foundation�(CGF)is�an�international�charitable�foundationwith�cultural,�educational,�social�andscientific�interests,�based�in�Lisbon�withoffices�in�London�and�Paris.�The�purpose�ofthe�UK�Branch�in�London�is�to�bring�aboutlong-term�improvements�in�wellbeing,particularly�for�the�most�vulnerable,�bycreating�connections�across�boundaries(national�borders,�communities,disciplines�and�sectors)�which�deliversocial,�cultural�and�environmental�value.www.gulbenkian.org.uk
***
Dr�Bernadette�Lynch�is�an�academic�andmuseum�professional�with�twenty-fiveyears’�experience�in�senior�managementin UK�and�Canadian�museums.�FormerlyDeputy�Director�at�the�ManchesterMuseum,�University�of�Manchester,�shespecialises�in�public�engagement�andparticipation,�leading�practice�andinfluencing�debate�on�the�impact�of�publicengagement.�She�is�Honorary�ResearchAssociate�at�University�College�London.�https://ucl.academia.edu/BernadetteLynch
Opposite: Watering the Urban Veg communitygarden at Winterbourne House and Garden,University of Birmingham. Photo: WinterbourneHouse and Garden.
Calouste�Gulbenkian�FoundationUK�Branch50�Hoxton�SquareLondon�N1�6PB+44 (0)20 7012 1400info@gulbenkian.org.ukwww.gulbenkian.org.uk