Please use this identifier to cite or link to this item:
Scopus Web of Science® Altmetric
Type: Book chapter
Title: Bridging the science-policy divide in the coastal zone: is there a role for learning processes?
Author: Nursey-Bray, M.
Harvey, N.
Citation: Global challenges in integrated coastal zone management, 2013 / Moksness, E., Dahl, E., Stottrup, J. (ed./s), Ch.17, pp.218-228
Publisher: John Wiley & Sons
Publisher Place: United Kingdom
Issue Date: 2013
ISBN: 9780470657560
Editor: Moksness, E.
Dahl, E.
Stottrup, J.
Statement of
Melissa Nursey-Bray and Nick Harvey
Abstract: The coastal zone has multiple institutions, actors and issues. It is also under pressure from climate change and social change. Science is often translated into policy so that multiple pressures are managed in an ad hoc and uncoordinated manner. We argue that in order to ensure science gets disseminated and used in implementation of policy in practice, we need to understand how learning occurs – individually and collectively across cultures and stakeholders. This chapter, using examples from Australia to exemplify key points, is a conceptual reflection on the utility of learning processes when adopted formally within coastal management, and whether it can help build bridges between science and policy. We conclude with a suggested learning framework based on the elements of time, partnerships, incentives, cross-cultural knowledge exchange, identity, local–global linkages and scale.
Rights: © 2013 John Wiley & Sons, Ltd.
DOI: 10.1002/9781118496480.ch17
Appears in Collections:Aurora harvest 2
Geography, Environment and Population publications

Files in This Item:
File Description SizeFormat 
  Restricted Access
Restricted Access224.21 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.