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Reconsidering social science theories in natural resource management continuing professional education

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Reconsidering social science theories in natural resource management continuing professional education. / Stumann, Cathy Brown; Gamborg, Christian.

I: Environmental Education Research, Bind 20, Nr. 4, 2014, s. 496-525.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Stumann, CB & Gamborg, C 2014, 'Reconsidering social science theories in natural resource management continuing professional education', Environmental Education Research, bind 20, nr. 4, s. 496-525. https://doi.org/10.1080/13504622.2013.833588

APA

Stumann, C. B., & Gamborg, C. (2014). Reconsidering social science theories in natural resource management continuing professional education. Environmental Education Research, 20(4), 496-525. https://doi.org/10.1080/13504622.2013.833588

Vancouver

Stumann CB, Gamborg C. Reconsidering social science theories in natural resource management continuing professional education. Environmental Education Research. 2014;20(4):496-525. https://doi.org/10.1080/13504622.2013.833588

Author

Stumann, Cathy Brown ; Gamborg, Christian. / Reconsidering social science theories in natural resource management continuing professional education. I: Environmental Education Research. 2014 ; Bind 20, Nr. 4. s. 496-525.

Bibtex

@article{4a7a49e58358464980a6f59d444ad3a2,
title = "Reconsidering social science theories in natural resource management continuing professional education",
abstract = "Over 25 years ago, the ‘wicked problems’ concept was introduced into forestry to describe the increasingly complex work situations faced by many natural resource management (NRM) professionals and at the same time the demand and frequency of public involvement in NRM issues also grew. Research on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education.",
keywords = "Faculty of Science, Wicked problem, social sciences",
author = "Stumann, {Cathy Brown} and Christian Gamborg",
note = "Published online 10 Sep 2013",
year = "2014",
doi = "10.1080/13504622.2013.833588",
language = "English",
volume = "20",
pages = "496--525",
journal = "Environmental Education Research",
issn = "1350-4622",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Reconsidering social science theories in natural resource management continuing professional education

AU - Stumann, Cathy Brown

AU - Gamborg, Christian

N1 - Published online 10 Sep 2013

PY - 2014

Y1 - 2014

N2 - Over 25 years ago, the ‘wicked problems’ concept was introduced into forestry to describe the increasingly complex work situations faced by many natural resource management (NRM) professionals and at the same time the demand and frequency of public involvement in NRM issues also grew. Research on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education.

AB - Over 25 years ago, the ‘wicked problems’ concept was introduced into forestry to describe the increasingly complex work situations faced by many natural resource management (NRM) professionals and at the same time the demand and frequency of public involvement in NRM issues also grew. Research on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education.

KW - Faculty of Science

KW - Wicked problem

KW - social sciences

U2 - 10.1080/13504622.2013.833588

DO - 10.1080/13504622.2013.833588

M3 - Journal article

VL - 20

SP - 496

EP - 525

JO - Environmental Education Research

JF - Environmental Education Research

SN - 1350-4622

IS - 4

ER -

ID: 100004331