Opening learning spaces to create actionable knowledge for conservation

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dc.contributor.authorStern, Marc J.en
dc.contributor.authorBriske, David D.en
dc.contributor.authorMeadow, Alison M.en
dc.contributor.departmentForest Resources and Environmental Conservationen
dc.date.accessioned2021-05-13T12:03:58Zen
dc.date.available2021-05-13T12:03:58Zen
dc.date.issued2021-02en
dc.description.abstractThe limited application of science to environmental management has been termed the "science-management knowledge gap." This gap is widely assumed to be a consequence of inefficient knowledge transfer from science to application. However, this metaphor misrepresents knowledge as a "thing" that can be readily exchanged in complex systems, rather than a "process of relating" that involves negotiation and dialogue among stakeholders. We advocate for development of a more explicit alternative model of knowledge creation founded on Nonaka's Theory of Organizational Knowledge Creation, which emphasizes how knowledge is converted into more usable forms through socialization, externalization, combination, and internalization within "learning spaces." Effective learning spaces require sufficient trust to enable open, honest, and receptive interactions among stakeholders. We advocate that greater emphasis on knowledge conversions within effectively designed learning spaces will accelerate development of actionable knowledge beyond that of existing models.en
dc.description.notesThe authors acknowledge reviewer contributions that improved the manuscript. Open access publication was made possible by the Virginia Tech Open Access Subvention Fund. Marc Stern's work on this paper was supported in part by the Virginia Agricultural Experiment Station and the USDA National Institute of Food and Agriculture McIntire Stennis project 1009027. Alison Meadow's work on this paper was supported by the National Climate Adaptation Science Center (N CASC) through Cooperative Agreement G16AC00265 from the United States Geological Survey (USGS). Its contents are solely the responsibility of the authors and do not necessarily represent the views of the N CASC, the USGS, or any other funding institution.en
dc.description.sponsorshipVirginia Tech Open Access Subvention Fund; Virginia Agricultural Experiment Station; USDA National Institute of Food and Agriculture McIntire Stennis project [1009027]; National Climate Adaptation Science Center (N CASC) from the United States Geological Survey (USGS) [G16AC00265]en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1111/csp2.378en
dc.identifier.eissn2578-4854en
dc.identifier.othere378en
dc.identifier.urihttp://hdl.handle.net/10919/103263en
dc.language.isoenen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectco&#8208en
dc.subjectproductionen
dc.subjectenvironmental decision&#8208en
dc.subjectmakingen
dc.subjectknowledgeen
dc.subjectlearning spacesen
dc.subjectscience&#8208en
dc.subjectmanagement gapen
dc.subjectsocial learningen
dc.subjecttheory of organizational knowledge creationen
dc.subjecttrust theoryen
dc.titleOpening learning spaces to create actionable knowledge for conservationen
dc.title.serialBiomedical Engineering and Mechanicsen
dc.title.serialInstitute for Critical Technology and Applied Scienceen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.dcmitypeStillImageen

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