The role of systems analysis in co-learning

Walter Rossing

Wageningen Centre for Agro-ecology and Systems Analysis (WaCASA), Wageningen University

Take home messages

Systems analysis offers varied career opportunities

Model to create diversity, not to find the answer

Projects with impact start from vague deliverables

Outline of presentation

Learning and systems research cycles Different types of problems and systems

research Co-learning and boundary work Knowledge for different uses Effective co-learning strategies Challenges for systems science

Learning

Learning is the process whereby knowledge is created through the transformation of experience: the learning cycle (Kolb 1984, Prentice Hall)

Abstract versus concrete Active versus reflective

The learning cycleAction:

Implementing a

‘bright idea’

Observation:Find out

consequences

Analysis:What are

implications?

Plan:Which

improveme

nts?

Kolb 1984, Prentice Hall

Models to support the reflective phases

The learning cycle, supported by the research cycle Action:

Implementing a

‘bright idea’

Observation:Find out

consequences

Analysis:What are

implications?

Plan:Which

improveme

nts?

Describe: what?

Explain: why?

Explore: what if?

Design / select: Which?

Kolb 1984, Prentice HallGiller et al. 2008, Ecol. & Soc.

Learning to make decisions: Four types of problems..

Unstructuredproblems

Moderatelystructured problems

(goals)

Moderatelystructured problems

(means)

Structuredproblems

Close to agreement on norms and values at stake

Far from certainty on required and available knowledge

Close to certainty

Far from agreement

Hisschemöller & Hoppe 2001, Policy Studies Review Annual

... and the role of science

Unstructured problems

Science as problem recognizer

Moderately structured problems (goals)

Science as analyst or advocate

Moderately structured problems (means)

Science as mediator

Structured problems

Science as problem solver

Close to agreement on norms and values at stake

Far from certainty on required and available knowledge

Close to certainty

Far from agreement

R. Hoppe 2007, WUR-CSIRO Workshop

‘Messy’ problems

Co-learning as a way to deal with ‘messy’ problems A process in which several agents

simultaneously try to adapt to each other's behaviour so as to produce desirable global system properties

Co-learning is stimulated by boundary work: Social practices to mediate between knowledge and

action Not fixed, negotiated and re-negotiated Often implicit or ambiguous Multiple arrangements per institute and per person

possible

Five boundary arrangements in land use modelling

Sterk et al. 2009, Land Use Pol.

3 cases

1 case

4 cases

1 case

No preferred arrangement in the literature

Outline of presentation

Learning and systems research cycles Different types of problems and systems

research Co-learning and boundary work Knowledge for different uses Effective co-learning strategies Challenges for systems science

Outline of presentation

Learning and systems research cycles Different types of problems and systems

research Co-learning and boundary work Knowledge for different uses Effective co-learning strategies Challenges for systems science

Knowledge: different uses, different requirements

Adapted from Clark et al. 2011, PNAS

Credibility Saliency

Legitimacy

Enlightenment: no clear user

Decision support: single user

Negotiation support: multiple users

Technically adequate in handling of evidence?

Relevant to the decision or policy?

Fair, unbiased, respectful of all stakeholders?

Adapted from Clark et al. 2011, PNAS

Credibility Saliency

Legitimacy

Enlightenment: no clear user ***Decision support: single user

*** ***

Negotiation support: multiple users

*** *** ***

Deviation from science tradition - ++ +++

Technically adequate in handling of evidence?

Relevant to the decision or policy?

Fair, unbiased, respectful of all stakeholders?

Knowledge: different uses, different requirements

Effective co-learning strategies

Meaningful participation during agenda setting and research

Arrangements for accountability Production of boundary objects, adaptable and

robust to different viewpoints

Carberry et al. 2002McCown 2002Sterk et al. 2009 Land Use PolClark et al. 2011 PNAS

Participation in agenda setting and research Goal definition

Formulation of a case-specific

perception of sustainability

System definitionDefinition of actual or

potential agro-ecosystems

Indicator setEvaluation of the state

aspired: dimensions and

thresholds

Integrative modelsExpress system performance

in terms of indicator set

Sustainabilityassessment

• Credible: ⋎• Salient: ?• Legitimate: ?

?

Rossing et al. 2007, AGEE

Arrange for accountability

Reflexive monitoring among case study leaders and monitors

E.g. EU project PURE: IPM for pesticide reduction Innovation system

Suppliers

Retail

Extension

NGOs

Research on both production and innovation system

Process facilitation: keeping up the ambition through involvement

Model outputs as boundary objects

Objective 1

Obje

ctiv

e 2

Scenario studies Pareto based explorationOptimization

Area of possible solutions

Calculated solutions in white

Groot et al. 2009, JEM

Model outputs as boundary objects

Objective 1

Obje

ctiv

e 2

Pareto based exploration

Groot et al. 2010, EJA

Groot & Rossing, 2011, MEE

Challenges for systems science from boundary work Requirements on knowledge

Credibility: science business-as-usual Saliency: specificity versus generality Legitimacy: research versus social embedding

Requirements on organization of research (projects!) Accommodating multiple disciplines, stakeholders,

levels of analysis Providing governance to balance the above Focus on research products that stimulate co-

learning

Take home messages

Systems analysis offers varied career opportunities

Model to create diversity, not to find the answer

Projects with impact start from vague deliverables

From hermitic scientist to political activist

A focus on boundary objects stimulates co-learning

Adaptive (self-reflexive) project management is indispensable (and a research topic in itself!)

Thank you for your attention!

© Wageningen UR