planning and research into the context and stakeholders should begin prior to project commencement. ... getting 'Buy In' from the key stakeholders involved. This can be in the .... stakeholder hosting to increase ownership. Working outdoors ...
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Supplementary Material
Table S1: Projects from which researchers and stakeholders were interviewed Project
Interviewee roles in project
Funder
Case Study Locations
Project aim
Website
Collaborative Deer Management
Project Manager (PM), Stakeholder (S)
Rural Economy & Land Use (RELU) programme
West Sutherland, Scotland Loch Katrine, near Calendar, Scotland Welsh Marches, Herefordshire, England Poole basin, England Cairngorms and Speyside, Scotland Lake District, England
Aimed to produce a framework for the development of effective, informed, inclusive, collaborative and sustainable management of rural resources in Britain, using wild deer as a case study.
www.macaulay.ac.uk/RELU
Sustainable Uplands
Principle Investigator (PI), PostDoctoral Research Assistant (PDRA), S
RELU
Dark Peak, Peak District National Park, England Nidderdale Area of Outstanding Natural Beauty, Yorkshire Dales, England Galloway, Scotland
By combining local knowledge with social and natural science, the project explored different futures facing UK uplands, and developed new ways of financing the restoration of peatland habitats (through private investment).
www.sustainableuplands.org
Understanding Environmental Knowledge Controversies
PI, PM, CoInvestigator (Co-I), S
RELU
Ryedale, Yorkshire, England The Ouse system, Sussex, England
Aimed to address the public controversies generated by the risk management strategies and forecasting technologies associated with diffuse environmental problems such as flooding and pollution
http://knowledgecontroversies.ouce.ox.ac.uk
Testing a Community Approach to Catchment Management
PI, PM, S (x2)
RELU
Loweswater, Lake District, England
Aimed to create a new institutional meachism that could enable local people, farmers, scientists, researchers, institutional representatives and others to come and work together as equals on the complex challenges posed by bluegreen algae (cyanobacteria) present
http://www.lancaster.ac.uk/fass/projects/lo weswater/
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in Loweswater, one of the smaller Lake District lakes. Social and Environmental Inequalities in Rural Areas
PM, PDRA
RELU
England
Aimed to examine patterns of inequalities in the distribution of social, economic and environmental goods and services in rural areas
www.sei.se/relu/seira/
Hen Harrier Conservation
PI, PM, Facilitator
Natural Environment Research Council (NERC)
Scottish uplands
To faciliate dialogue between moorland stakeholders around the conservation of hen harriers
Not available
Communicating Climate Change Consequences for Land Use (C4LU)
PM
Scottish Government
Remote rural areas of Scotland
Working with land managers in remote-rural areas of Scotland, the aim was to raise awareness of potential climate change effects and to improve effective linkages between the research and land management communities in Scotland.
www.macaulay.ac.uk/LADSS/documents/C 4LUreportv5.pdf
Climate Change — Adapting to The Impacts, by Communities in Northern Peripheral Regions (ClimATIC)
PI, S
European Regional Development Fund
Cairngorms National Park and Glen Urquhart, Scotland
Working with land managers in remote-rural areas of Scotland, the aim was to raise awareness of potential climate change effects and to improve effective linkages between the research and land management communities in Scotland.
www.clim-atic.org/index.html
The conservation and restoration of plantations on ancient woodland sites (PAWS)
PI
Forestry Commission
UK-wide
Synthesised evidence to update woodland managers on PAWS restoration practices
Not available
Moors for the Future
PM
Heritage Lottery Fund
Peak District National Park
Alongside the physical conservation works undertaken by Moors for the Future is the research and monitoring of organisms, processes and
www.moorsforthefuture.org.uk
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functions that shape moorland ecosystems. Upland Vision Project
PI
Natural England
England and Wales
Worked with stakeholders to identify a vision for the future of England's uplands, to secure the adoption of sustainable land use and management practices in the uplands
Not available
Sustainable Catchment Management Programme (SCaMP)
PM (x3), S
United Utilities
North West England
Aims to apply an integrated approach to catchment management across all of our water catchment land
http://corporate.unitedutilities.com/scampindex.aspx
Black Grouse Conservation in the Southern Uplands
PI, PM, S
Scottish Natural Heritage, EU Leader+ and RSPB
Southern Uplands, Dumfries and Galloway, Scotland
Aimed to halt the decline in the black grouse in the eastern southern uplands by working with key landowners and agencies and to develop a large scale upland restoration project.
www.sup.org.uk/completed_projects.asp
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Table S2. Summary of themes about effective knowledge exchange emerging from analysis of interview transcripts. Design Aim high but be realistic
Aiming high can achieve a lot. However, if expectations of project outcomes are set too high participants may become frustrated by lack of progress. Aim to maintain a balance between presenting the best possible scenario and being realistic about what can practically be achieved.
Be transparent
As with honesty. It is important that all involved know the objectives of the project and what their role is likely to be as well as the project outputs and any recognition they may gain from their involvement. Time spent at the beginning introducing each other and sharing personal motivations and goals is helpful.
Context
Understand the context of the project. Understand local characteristics, traditions, norms and past experiences, use this as a starting point for planning the project. Some projects have found it useful to carry out ethnographic research prior to project commencement to ensure planning best matches context.
Dedicated KE time
KE is time consuming if done properly. If not done properly bridges can be burnt that will influence not only the effectiveness of the present project but projects to come. Dedicate time specifically for KE. Even better, have a KE officer involved in the project.
Design the process well
KE
It is vital to plan the KE process well. Spend time researching the context, the stakeholders, and possible approaches. Look into alternative approaches in case the approach selected fails. Design for flexibility and to incorporate feedback and design to suit the circumstances. It is best to plan to use a range of methods and approaches in the design.
Early bird catches the worm
Knowledge Exchange must be started early in the project. Ideally planning and research into the context and stakeholders should begin prior to project commencement.
Embed KE
KE is not just an activity to be carried out a certain points in a project. To be effective KE must be planned for and included throughout. In designing activities projects must evaluate their KE progress and how effective they have been.
Get Buy in
Ownership and ongoing commitment can be quickly established by getting ‘Buy In’ from the key stakeholders involved. This can be in the form of monetary investment or contracted time to the project. Buy in is especially important from those high up in organizations.
Independence
Ensure that the management of the project is seen as independent/neutral. This can be achieved through an independent/neutral organization leading the process or an independent facilitator being on board. Independence can help build trust in the process and speed KE.
Mixture of methods
Plan to use a variety of methods. Different people will enjoy and be best suited to different methods. Always start with those methods that will be the most comfortable to stakeholders, as trust builds more innovative methods can be used.
Plan for Flexibility
Avoid inflexible methods and strategies when planning a KE process. Leave space within the plan to adapt methods and approaches as required.
Prepare properly
Successful KE processes are those which have had significant time spent in researching the context of the project, the individuals involved and the methods and approach to take. They are also the projects that have anticipated the amount of time and resources required for effective
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KE.
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Process important product
as as
How a KE process is implemented often is as important as the end result. Ensure proper attention is paid to creating an effective KE process. However, most KE processes are in place to achieve a goal so, ensure you keep that goal in sight!
right
Take into account personalities, attitudes and worldviews of the KE core team. Teams with a similar world view and complimentary personalities will work well together irrespective of discipline. In particular select teams which are used to working across disciplines and value all different types of knowledge. Teams that have worked together in the past may work best as less time is taken in understanding one another.
Spend money on KE
KE processes take up significant time and resources. There are methods available for low budgets that are reliant on the teams personal time and energy. However, if budgets are too low corners may be cut and results will be less significant. Money spent on a well designed process, that budgets for social events, KE officer, facilitator, refreshments and stakeholder compensation may be more expensive in the short term but are the most likely to achieve long–term behavior change not only for those involved but for future generations that can benefit from improvements to knowledge and infrastructure.
Tailor approach
Tailor your research approach to the kind of impact you want to have i.e. if you aim to influence policy identify the key policy areas and work to those. Likewise tailor your communication to closely match the communication strategies of the organizations/individuals you most want to affect.
Understand what everyone wants
Spend time understanding what the stakeholders and project members want from the project. This can help in managing expectations and identifying potential issues/problems early on.
Select team
is
the
Engage Away days
Put time aside at the start of the project for the core team/group to get to know one another’s disciplines, background and languages. Include time for socializing.
Be enthusiastic
Enthusiasm for the process and approach is easily transferred to those involved. Enthusiasm can go far in helping to maintain momentum and achieve participant long-term involvement.
Be honest
Be honest throughout the process, about the goals of the activity and practical implications of involvement. Most participants are motivated by the chance to make a difference, but if this is unlikely to be possible make it clear from the outset. Be honest with participants about what they will gain through participation. Do not have a hidden agenda.
Build capacity for engagement
Spend time in the project building the capacity of those involved in order to operate the process on a more level playing field. Aim to create a shared skill base and include basic training activities in the project early on to improve knowledge exchange and co-production.
Build personal relationships
KE is all about relationships. Without relationships KE is ineffective. Spend time building relationships. Time to socialize is just as important early on in a process as time spent on KE activities. Schedule in social time in the project and get to know participants on a one-one basis.
Build Trust
Lack of trust will reduce how effective KE is. Spend time explicitly considering Trust levels in the project and how to improve trust. A number of activities can help build trust. In general trust building takes time and is closely relating to building relationships and being honest and transparent.
Multiple modes of communication
Let the wider local community and policy makers know what you are doing and if possible how they can get involved. Use of a website is
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particularly helpful for this, although new forms of web 2.0 technology such as twitter, facebook and youtube are also effective. Newsletters keep participants up to date. Try to use a range of different methods to communicate both internally and externally. Compensate
A barrier to involvement can be loss of income for those involved. If possible offer compensation for lost earnings. At the very least ensure that participants are compensated for their time by being provided with adequate meeting facilitates and good quality refreshments.
Keep in people's comfort zones
Be aware of what is comfortable for those involved and keep within their comfort zone. Have meetings in the local area and in a non-threatening, neutral environment. Choose activities (at least initially) that stakeholders are comfortable with.
Don’t rush it
Rushing KE is problematic as individuals take different amounts of time to build trust, confidence, to learn and to share knowledge. Time may need to be built in for reflection. However, KE projects do need to pay attention to deadlines. The use of facilitators, local knowledge brokers and activities to keep on track can be helpful.
Enjoy!
Make sure the process is enjoyable and interesting for yourself, the team leading it and those involved. Pay attention to designing enjoyable activities.
Keep it simple
Do not assume levels of literacy or education. Keep language and approaches simple and accessible. Spend time discussing and agreeing terms to be used, and the best approach to take. Involve skill sharing so that all participants gain a shared basic understanding, for example, by involving participants in G.I.S. work or spending time work shadowing gamekeepers. A stakeholder steering group may help in ensuring the language and approach is suitable.
Work aroud people's commitments
The most challenging aspect to KE processes ensuring participants stay involved. Stakeholders nearly always have other commitments and may have seasonal differences in work patterns. Consult with stakeholders as soon as possible to match process to commitments. It might work best to have morning meetings rather than evening meetings and certain times of year may not work well for attendance.
Manage dynamics
Power dynamics can have a significant impact on a process. It is incredibly important to recognize that power dynamics play a role in the process and to plan for and manage this appropriately. For example, ensuring a first name basis can go some way towards balancing power but it is still important to recognize that others will be conscious of who is a professor, a Dr. or a Sir. and will be adapting their behavior and communication as a result.
power
Record
In order to ensure transparent, trustworthy processes make sure that your KE process is properly recorded. This is also important in order to identify and learn from methods that have been particularly successful or unsuccessful. However, do be aware of methods of documentation, some participants may be uncomfortable with audio or video recording.
Keep your goals in mind
Reiterate project goals throughout the process and keep to deadlines.
Respect context
cultural
Make sure that your approach is suitable for the cultural context in which you are working. Consider local attitudes to gender, informal livelihoods, social groupings, speaking out in public and so on.
local
All participants will have significant knowledge of their community and will be capable of analysing and assessing their personal situation, often better than trained professionals. Respect local perceptions, choices, and abilities and involve all types of knowledge when setting goals and planning research.
Respect knowledge
Share
Share out responsibilities and credit in order to help build relationships,
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responsibilities
trust in the process and foster ownership for those involved.
Use a facilitator
Effective group management is incredibly difficult and requires a professional facilitator Without good facilitation the most articulate and powerful may dominate and the process will be unable to achieve effective knowledge exchange. Ensure those running the project have good facilitation skills, if they do not hire a trained facilitator for this.
Use knowledge brokers
Make use of the local community. Take time to identify individuals that play a significant role in the community and can act as a local champion. Such individuals will be well linked and able to understand different types of community’s perspectives. Involvement of a knowledge broker will help develop local capacity, build trust and increase long-term sustainability.
Visualise
Aim to present information visually rather than in words. Tools that use maps, illustrations, cartoons, drawings, photos and models are particularly successful in KE processes.
Work outside when you can
Wherever possible, have KE activities physically in the area being discussed. Field trips are particularly valuable, especially if coupled with stakeholder hosting to increase ownership. Working outdoors makes it easier for all to articulate complex concepts and understand the reality of a situation.
Represent Involve people
the
right
Spend time researching which stakeholders are best to involve. A systematic method such as stakeholder analysis can be incredibly useful for this, discussion with an established institution with significant understanding of context and people in the area of the KE project may be equally fruitful. Make sure power dynamics between individuals are considered and attention paid to selecting individuals who can make a difference. Involve all parties as early as possible, preferably in the planning process. Time spent in one-one discussion to win over those who doubt the value of the process before you start is well worthwhile. If there are people or groups, who cannot be convinced at the outset, keep them informed and give them the option of joining in later. Remove individuals from the process that are particularly disruptive.
Not just the usual suspects
Try not to only include the ‘usual suspects’. Those of different ages, gender, backgrounds and cultures bring different knowledge, concerns and perspectives. By representing the diversity of a community in a well designed process a project can have a far greater long term reach and sustainability.
Understand and create networks
Understand the social networks that the people you want to work with are part of. Spend time creating connections both vertically and horizontally. Aim to create networks where possible between the interest groups involved as well as with potential funding sources in order to help maintain achieve the potential for long term resilience.
Personal initiative
Many effective KE processes are based on one individuals initiative. KE processes require at least one individual to push the process through and maintain momentum.
Relevance
Spend time finding what everyone wants out of the process and ensure the process is relevant to those involved.
Understand different motivations
People are motivated to become involved in a KE process for a number of reasons, for instance: academic exploration and gain, interest, to learn, fear, financial gain, professional duty, personal promotion, and support of the local community. It is important to take steps to make personal agendas explicit, perhaps through anonymous ballot at the start of the project or explicit discussion.
Impact
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Deliver quick wins
Ensure that if the project aims to create practical outcomes it delivers on these. Delivery of practical outcomes is a key motivator for involvement and identifying ‘quick wins’ for delivery early on can help build trust and relationships, improving the effectiveness of KE activities.
Work for mutual benefit
Work hard to ensure that the project is of mutual benefit. Spend time finding out what people want from the process and try hard to deliver this. Unbalanced processes, for example, those which appear to be all about academic benefit can fail to get the best from those involved and can affect trust and commitment to the process.
Reflect and sustain Get participant feedback regularly
Ensure that you get feedback throughout on activities and participants concern’s/ideas. Such feedback will help the project to adapt techniques and deal with problems as they arrive to improve effectiveness.
Make time reflection
for
Build in time for all involved in KE activities to reflect on the process and outcomes. This is especially important when working in areas of conflict to ensure optimum learning and behavior change.
Learn from others good at KE
Spend time exploring similar work and institutes within an area. Don’t assume absolute knowledge over others. Include well known institutes and people and let them take a lead in running meetings and events. Go and visit other successful KE projects and speak to people who have carried out similar work. It may be useful to engage a mentor from a KE project you admire and ask them give feedback on your process as you go along.
Continuity involvement
of
Continuity of people involved is incredibly important, especially for projects dealing with some form of controversy. By including the same group of individuals critical relationships and trust develop which facilitate effective KE. Continuity of project meetings is also important. Having meetings at regular intervals embeds the project and increases chances of continuity in attendance.
Follow-up on KE success
The majority of current projects do not follow up on the success of KE activities. This is usually due to a lack of requirement or budget to do so. Put time and resources aside in your KE project plan for documenting, publicising and delivery.
Local ongoing ownership of process
The majority of KE processes aim to achieve long term behavior change. In order to ensure such change local people must be enabled to take responsibility. Projects should spend time integrating the community into decision making and research and ensuring the relevant skills are passed on. Employing a local community member onto the team can be a useful technique.
Maintain momentum
Regularly monitor progress to ensure that initiatives are built on and objectives achieved or altered as required. KE processes are lengthy and often take unpredictable turns. If there has to be a break, start from where you left off and build this into the process. It may be useful to call break a period for reflection and present it as part of the process. Review sessions, feedback forms and good facilitation can ensure that momentum is maintained.
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Interview Schedule How are we defining knowledge exchange? Knowledge exchange is the process of sharing, using, and generating information, with stakeholders, through various methods that are appropriate to the context, audience and purpose of communication.
Question 1 I'd like to begin the interview by learning a bit about the KE work in your project by asking some short answer questions. a) When did the project start and end? b) Who/which groups were you engaging with? c) How did you choose these groups/individuals? d) What were the goals of the KE process from both your perspective and the perspectives of those you were engaging with? e) Could you give a brief history of your project discussing the approach taken to KE, why the project was designed this way and if you differed your approach over time f) Has there been a long-term legacy to the knowledge exchange process in your project. If so, what has it been? Question 2 a) What do you think were the primary motivations of stakeholders for getting involved (and remaining) in knowledge exchange linked to this project? b) To what extent did motivations differ between different groups? c) Were there any groups you wanted to engage with and didn't, or couldn't? d) What did you do to try to proactively address this? e) Are there any generic incentives that other projects may be able to apply? Question 3 a) What were the main outcomes of your knowledge exchange process? b) How effective do you consider your knowledge exchange activities to have been given the goals of the knowledge exchange process outlined in answer to my earlier question? c) If there were one lesson you would like other projects to learn from your experience, what would it be”? d) what other generalisable lessons do you think it is important for others to learn from your experience”? Question 4 a) What factors do you think were key to influencing how how successful knowledge exchange in your project was? b) Could you rank these factors in order of importance? c) How do you think you could have made the process more effective? Question 5 a) What barriers have you witnessed in your project that prevented those running the project from communicating effectively with stakeholders and vice-versa, and that prevented new knowledge being generated together? b) Could you rank these barriers in order of importance? c) How did you attempt to overcome these barriers? d) What worked best, and what didn’t work?
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Question 6 Can you provide any examples as to how different stakeholders used knowledge from the project?
Question 7 At the end of this project, we would like to produce guidance that can help others learn from your experiences, and the experiences of others, to design more effective KE processes in future. How do you think we can most effectively communicate these findings to specific target groups such as academics, practitioners and policy makers? Question 8 Finally: a) Are there any other important questions/information you think we may have missed? b) Can you think of anyone else that we should discuss this project with
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