Developing the Lismore CSG poll- a university/local government collaboration

Regional universities can contribute to the capacity of regional governance by providing an important source of specialist knowledge that can be used to aid problem-solving and engage communities more actively in decision-making. This paper reports a case of a partnership between a regional university and a local government authority (LGA), in a situation where the local government authority chose to run a referendum-style poll on a regionally important environmental and industrial issue; the development of the coal seam gas industry in a rural area. The partnership was adopted to produce an independently developed question for the poll. The poll question was developed by university academics who having consulted with stakeholders, provided advice to the LGA, which took responsibility for the final wording of the poll question. An evaluation of the processes involved in developing the poll question included reflection on the collaborative relationship between the university and the LGA. While the independence implicit in the university staff role was acknowledged as important, the importance of a university-LGA collaboration was also highlighted. The value of a more formally-structured process was noted, as were the importance of emphasising the university’s role as an advisory body only, and the LGA’s ownership of the final decision. Implications for policy include (1) the important role that regional Australian universities can play in enhancing governance and decision-making processes, (2) the potential for independent input to policy development processes for local and regional governance, and (3) the poll process which provides a robust method for ascertaining social acceptance of a controversial land use issue

Integrating environmental science and management: the role of system dynamics modelling

Institutional and epistemological differences between science and management present a challenge to the implementation of sustainable environmental management. Environmental problems are complex and require at least multidisciplinary, but most effectively transdisciplinary approaches for learning, understanding, decision-making and problem solving. This means building bridges between institutional and epistemological differences. The role of system dynamics modelling in integrating environmental science and management is examined in this thesis. An action research methodology is adopted where, over cycles of case studies, the practical application of system dynamics modelling is evaluated. The role of system dynamics modelling in the management of coastal sand dunes, tourism, threatened species management and water management is explored in the case studies. It has been found that system dynamics modelling is a potentially powerful tool for integrating environmental science and management, principally assisting communication between scientists and management stakeholders. System dynamics group model-building, in particular, has the potential to facilitate stakeholder learning and assist stakeholders to think holistically about the complex systems they are trying to manage. It was also found that engaging stakeholders in system dynamics group model-building process is difficult. A model of factors influencing the adoption of system dynamics group model-building has been developed from this research. The model can be applied to assess the suitability of potential case studies and identify potential weaknesses that need to be addressed if the approach is to succeed

Engaging complex geographical issues: An evaluation of mind mapping as an interactive learning tool

Conventional Western education relies, largely, on linear approaches in communicating and interpreting issues. For students and communities to fully engage with complex geographical issues – such as those surrounding global climate change, deforestation and other socio-environmental interactions – they require tools to structure the requisite data and knowledge and to differentiate between cause and effect. This paper critiques the use of mind mapping as one such tool in geographical education. We present case studies from both undergraduate and cross-cultural educational settings to demonstrate the use of mind mapping in communication, analysis and problem solving. In critiquing this educational tool, we conclude that mind mapping is particularly effective in working with learning communities whose cultures are strong on visual communication but weaker on written communication, and in cross-cultural situations where command and use of written English would disadvantage learners

Mind mapping as an interactive tool for engaging complex geographical issues

Students and communities engaging with complex geographical issues require tools to assist them structure and contextualise data. This paper examines the use of mind mapping as a tool in geographical education. Case studies are presented from a sample of undergraduate and cross-cultural educational settings demonstrating the use of mind mapping in communication, analysis and problem solving. In critiquing this educational tool, we conclude that mind mapping is particularly effective with communities whose cultures are strong on visual communication but weaker on written communication and in cross-cultural situations where use of written English would disadvantage learners