Social-ecological enabling conditions for payments for ecosystem services

The concept of “enabling conditions” centers on conditions that facilitate approaches to addressing social and ecological challenges. Although multiple fields have independently addressed the concept of enabling conditions, the literature lacks a shared understanding or integration of concepts. We propose a more synthesized understanding of enabling conditions beyond disciplinary boundaries by focusing on the enabling conditions that influence the implementation of a range of environmental policies termed payments for ecosystem services (PES). Through an analysis of key literature from different disciplinary perspectives, we examined how researchers and practitioners refer to and identify enabling conditions within the context of PES. Through our synthesis, we identified 24 distinct enabling conditions organized within 4 broad themes: biophysical, economic, governance, and social-cultural conditions. We found that the literature coalesces around certain enabling conditions, such as strong ecosystem science and existing institutions, regardless of disciplinary background or journal audience. We also observed key differences in how authors perceive the direction of influence for property type, program objectives, and number of actors. Additionally, we noted an emphasis on the importance of the contextual nature of many enabling conditions that may cause certain conditions to have a disproportionate impact on successful implementation in some circumstances. Unraveling the relative importance of specific enabling conditions in diverse contexts remains a research frontier. Ultimately, no single disciplinary perspective is likely to provide all necessary insights for PES creation, and given the intertwined nature of enabling conditions, practitioners need to consider insights from multiple dimensions. Our work suggests opportunities to better connect diverse conversations through integration of concepts, a common vocabulary, and a synthetic framework

Global state and potential scope of investments in watershed services for large cities

Investments in watershed services (IWS) programs, in which downstream water users pay upstream watershed service suppliers for actions that protect drinking water, are increasing in number and scope. IWS programs represent over $170 million of investment in over 4.3 million ha of watersheds, providing water to over 230 million people. It is not yet fully clear what factors contribute to the establishment and sustainability of IWS. We conducted a representative global analysis of 416 of the world’s largest cities, including 59 (14%) with IWS programs. Using random forest ensemble learning methods, we evaluated the relative importance of social and ecological factors as predictors of IWS presence. IWS programs are more likely present in source watersheds with more agricultural land and less protected area than otherwise similar watersheds. Our results suggest potential to expand IWS as a strategy for drinking water protection and also contribute to decisions regarding suitable program locations

Integrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuit

Complex socio-environmental challenges require interdisciplinary, team-based research capacity. Graduate students are fundamental to building such capacity, yet formal opportunities for graduate students to develop these capacities and skills are uncommon. This paper presents an assessment of the Graduate Pursuit (GP) program, a formal interdisciplinary team science graduate research and training program administered by the National Socio-Environmental Synthesis Center (SESYNC). Quantitative and qualitative assessment of the program’s first cohort revealed that participants became significantly more comfortable with interdisciplinary research and team science approaches, increased their capacity to work across disciplines, and were enabled to produce tangible research outcomes. Qualitative analysis of four themes—(1) discipline, specialization, and shared purpose, (2) interpersonal skills and personality, (3) communication and teamwork, and (4) perceived costs and benefits—encompass participants’ positive and negative experiences and support findings from past assessments. The findings also identify challenges and benefits related to individual personality traits and team personality orientation, the importance of perceiving a sense of autonomy and independence, and the benefit of graduate training programs independent of the university and graduate program environment

Diverse University Students Across the United States Reveal Promising Pathways to Hunter Recruitment and Retention

Declining participation in hunting, especially among young adult hunters, affects the ability of state and federal agencies to achieve goals for wildlife management and decreases revenue for conservation. For wildlife agencies hoping to engage diverse audiences in hunter recruitment, retention, and reactivation (R3) efforts, university settings provide unique advantages: they contain millions of young adults who are developmentally primed to explore new activities, and they cultivate a social atmosphere where new identities can flourish. From 2018 to 2020, we surveyed 17,203 undergraduate students at public universities across 22 states in the United States to explore R3 potential on college campuses and assess key demographic, social, and cognitive correlates of past and intended future hunting behavior. After weighting to account for demographic differences between our sample and the larger student population, 29% of students across all states had hunted in the past. Students with previous hunting experience were likely to be white, male, from rural areas or hunting families, and pursuing degrees related to natural resources. When we grouped students into 1 of 4 categories with respect to hunting (i.e., non-hunters [50%], potential hunters [22%], active hunters [26%], and lapsed hunters [3%]), comparisons revealed differences based on demographic attributes, beliefs, attitudes, and behaviors. Compared to active hunters, potential hunters were more likely to be females or racial and ethnic minorities, and less likely to experience social support for hunting. Potential hunters valued game meat and altruistic reasons for hunting, but they faced unique constraints due to lack of hunting knowledge and skills. Findings provide insights for marketing and programming designed to achieve R3 objectives with a focus on university students. © 2021 The Wildlife Society

Spillover systems in a telecoupled Anthropocene:typology, methods, and governance for global sustainability

The world has become increasingly telecoupled through distant flows of information, energy, people, organisms, goods, and matter. Recent advances suggest that telecouplings such as trade and species invasion often generate spillover systems with profound effects. To untangle spillover complexity, we make the first attempt to develop a typology of spillover systems based on six criteria: flows from and to sending and receiving systems, distances from sending and receiving systems, types of spillover effects, sizes of spillover systems, roles of agents in spillover systems, and the origin of spillover systems. Furthermore, we highlight a portfolio of qualitative and quantitative methods for detecting the often-overlooked spillover systems. To effectively govern spillover systems for global sustainability, we propose an overall goal (minimize negative and maximize positive spillover effects) and three general principles (fairness, responsibility, and capability)

The future of wildlife conservation funding: What options do U.S. college students support?

Insufficient funding is a major impediment to conservation efforts around the world. In the United States, a decline in hunting participation threatens sustainability of the “user-pay, public benefit” model that has supported wildlife conservation for nearly 100 years, forcing wildlife management agencies to contemplate alternative funding strategies. We investigated support for potential funding options among diverse college students, a rapidly expanding and politically active voting bloc with a potentially powerful influence on the future of conservation. From 2018 to 2020, we surveyed 17,203 undergraduate students at public universities across 22 states. Students preferred innovative approaches to conservation funding, with 72% supporting funding derived from industry sources (e.g., natural resource extraction companies), 63% supporting state sources (e.g., general sales tax), and 43% supporting conventional user-based sources such as license fees and excise taxes associated with outdoor recreation activities (e.g., hunting). Findings emphasize the need to broaden the base of support for conservation funding and highlight the importance of considering the preferences and perspectives of young adults and other diverse beneficiaries of wildlife conservation

Evaluating impacts of R3 workshops for first‐time hunters at universities across the United States

Abstract Declines in hunter numbers across the United States make hunter recruitment, retention, and reactivation (R3) a high priority for wildlife management. As wildlife management agencies and nongovernmental organizations seek to reach new audiences, college campuses present a unique opportunity to cultivate nontraditional path hunters. Despite recent proliferation of R3 initiatives, little research has evaluated effects of hunting programs on knowledge, attitudes, and behaviors of new hunters. We designed and implemented Getting Started Outdoors: Hunting 101 workshops specifically targeting college students without previous hunting experience, and we assessed workshop efficacy with a theoretically‐grounded approach to workshop evaluation. Using quantitative and qualitative analysis of surveys conducted before, shortly after, and 12–18 months after workshops, we assessed impacts of R3 efforts at large public universities in 16 different U.S. states. Across all states, 19 workshops attracted 314 total participants, with 255 completing both pre‐ and post‐workshop assessments and 133 completing the follow‐up surveys. Workshops significantly increased participants' confidence in hunting, reduced barriers related to inadequate knowledge and skills, and fostered positive views of hunters and hunting. Immediately after workshops, most participants said they would definitely (50%) or probably (34%) hunt in the future; 82% said they would likely (or very likely) purchase a hunting license. Over one year after the workshops, 34% of workshop participants reported having hunted, and another 45% said they would probably hunt in the future. Overall, workshops attracted a diverse population of potential hunters, increased interest in future hunting, and created hunting advocates. Findings highlight the potentially powerful impact that R3 programs focused on diverse college students can have on the future of hunting across the United States