Summer 2018: Sustainability Leadership


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Sustainability Leadership

Course: BIOL/OEAS/IDS 467, BIOL/OEAS 567 (three credits)
CRNs: 35510, 35861, 35874, 35855, 35856
Course title: Sustainability Leadership
Instructors: Dr. Hans-Peter Plag, Dr. Tatyana Lobova, Dr. Eddie Hill
Term: Summer 2018 (season 1)
Time: Mondays and Wednesday, 9:00 AM - 1:00 PM
Location: BAL 2068 -- SRC 1009


Class 2 (05/16/2018): Part 1: Wicked problems, participatory modeling, and conceptual models. Part 2: Initiating the research

Class slides


Part 1: Wicked problems, participatory modeling and conceptual models

Many sustainability-related problems are “wicked problems”, i.e., social or cultural problems that are difficult or impossible to solve. These problems constitute a class of problems that defy solution, even with our most sophisticated analytical tools. They have the following characteristics: (1) There is no agreed-upon statement of the problem; in fact, there is broad disagreement on what ‘the problem’ is. (2) Because a definitive statement of the problem is lacking, the search for solutions is open ended. Different groups of stakeholders champion alternative and competing solutions. They often frame the problem in a way that favors their preferred solution. (3) Addressing the problem is complex because resource and political constraints are constantly changing. (4) Constraints also change because numerous interested parties come and go, often change their minds, change the rules by which the problem must be addressed, or fail to communicate.

The problems are also wicked for four reasons: (1) incomplete or contradictory knowledge, (2) the large number of people and opinions involved, (3) the often very large economic burden required to address the challenge, and (4) the interconnected nature of these problems with other problems.

There are different approaches to address wicked problems. Participatory modeling is a means to develop a conceptual model that could help to explore scenarios towards a common goal of a group or community.

Conceptual models, often in form of stock and flow models, provide a basis to explore and understand the processes in a complex system.

Reading List

Mandatory Readings

Kolko (2012)

Roberts (2000)

Barreteau et al. (2003)

Guyot and Honiden (2006)

Köhler et al., 2018

For conceptual stock and flow models, see https://vensim.com.


Part 2: Initiating the research

Steve Traxler, U.S. Fish and Wildlife Service, will provide background information on the three challenges addressed in the service learning.

The students will start to discuss the system associated with each of the challenges and draft goal statements. An initial concept of how different stakeholder groups are impacting the system will be discussed. This will define the wicked problem that their challenge represents.

Reading List

TBA


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