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Monitoring the effects of knowledge communication on conservation managers’ perception of genetic biodiversity – A case study from the Baltic Sea

Journal article
Authors Carina Lundmark
Annica Sandström
Klas Andersson
Linda Laikre
Published in Marine Policy
Volume 99
Pages 223-229
ISSN 0308-597X
Publication year 2019
Published at Department of Education and Special Education
Pages 223-229
Language en
Links doi.org/10.1016/j.marpol.2018.10.02...
Keywords Adaptive management, Conservation genetics, Deliberation, Knowledge communication, Marine management, Protected areas
Subject categories Pedagogy, Public Administration Studies

Abstract

© 2018 The Authors Despite the attention given to genetic biodiversity in international agreements such as the Convention on Biological Diversity (CBD) Strategic Plan and the Aichi Targets, previous research points at a “conservation genetics gap,” indicating that scientific insights into genetic biodiversity are poorly integrated into practical management. Both researchers and managers call for platforms for knowledge exchange between science and practice. However, few scientific studies on the potential effects of such knowledge transfer have been conducted. The present study is a follow-up to Lundmark et al. (2017), which identified significant effects of two forms of knowledge communication on conservation managers’ concerns and beliefs in regard to Baltic Sea genetic biodiversity. This study departs from Lundmark et al. (2017) and explores (a) whether the identified alterations in knowledge and beliefs persist over time, and (b) whether potential stability differs between different types of policy beliefs as well as between two types of knowledge communication (lecture and group deliberation). The results of this follow-up study show that the positive impacts on managers’ self-assessed knowledge remained, while the effects on policy beliefs largely had vanished a few months after the knowledge communication. Thus, changes in beliefs seem perishable, suggesting that continuity is more important than the form of educational efforts.

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