Report
on the Pilot PhD course in
Conservation, Development and Communication in Diverse
Landscapes: Theories and Methods
Nicaragua, 25 February – 5 March 2013
Department of Urban and Rural Development
Nadarajah Sriskandarajah
Report | 2
CONTENTS
Background
3
SOL Development Platform
3
Internationalization project
3
Activities proposed
PhD Course: Conservation, Development and Communication in Diverse
Landscapes: Theories and Methods, 4.5 credits
3
4
Objectives of the course
4
SOL teachers facilitating the course
4
The participants
4
Contents and implementation of the course
4
The course location
5
The field trip
5
Achievements
5
Challenges as expressed by course participants
6
Conclusions
6
Attachment 1. Course participants
7
Attachment 2. Course description
1
Attachment 3. Course schedule
1
Attachment 4. Initial assignment
2
Attachment 5. Course evaluation questions
3
Report | 3
Background
This PhD course is part of the SOL project on Internationalization of the activities of the department.
SOL Development Platform
The Department of Urban and Rural Development (SOL) has initiated a cross cutting network for
teachers, researchers and practitioners who work with internationalisation and development
issues. The core aim of the Platform is to:
•
Strengthen the input to the SLU internationalisation and development work
•
Strengthen the relevance and quality of our research and education
•
Strengthen the exchange between research and cooperation/outreach
At SOL, social scientists and natural scientists work together, and through this platform, we would
like to put emphasis on the co-dependency between people and environment, which is especially
important in developing countries since poor people are directly dependant on natural resources for
their survival. The Platform will continue to strengthen the perspectives from our partners in "the
South" as well as increase the integration of gender issues in the international work of SLU.
Internationalization project
The department was granted 1.1 million SEK from the NL faculty for continued efforts for SLU
internationalisation during 2011/2012. Some objectives of the project are:
1. To strengthen our experience in international negotiation, organization and collaboration with
universities in Asia, Africa and Latin America in MSc and PhD levels
2. To increase the quality of courses offered to our students
3. To emphasize PhD education with international partners as a new initiative in conjunction
with the three research schools connected to SOL and develop pilot courses
4. To further develop the idea of the theme of “adaptation to global environmental change”
Activities proposed
1. Journeys to meet with cooperating partners in East and South Africa, Asia and Latin America
2. Conduct PhD pilot courses in Africa and Latin America
3. Follow up of the initiative “Adaptation to Global Environmental Change”
Report | 4
PhD Course: Conservation, Development and Communication in
Diverse Landscapes: Theories and Methods, 4.5 credits
The above title of the course was arrived at with the following in mind:

pilot the idea of the tension between conservation and development goals in society as a
theme that binds the interests of the three divisions within SOL

an emphasis on methods and theories would be a way to make the pilot effort relevant to the
cross section of PhD students from the African continent connected to SLU and other
institutions in Sweden

an opportunity for members of SOL’s three divisions to work together on a common project

need to fulfil SOL’s ambitions to internationalise our education efforts in meaningful and
innovative ways.
Objectives of the course
The overall objective of the course was to elaborate on themes in the field of theory of science and
research methodology. The course is complementary to courses already offered within the research
schools associated to the Department of Urban and Rural Development.
The aim was also to give opportunities for the participating PhD students to discuss theoretical and
methodological issues in relation to their PhD projects. Practical applications were discussed in the
context of a field trip.
SOL teachers facilitating the course
The following teachers from SOL were involved in the facilitation of the course:
Prof. Rolf Johansson, (course leader) Landscape Architecture
Prof. Nadarajah Sriskandarajah, Environmental Communication
Dr. Hans Peter Hansen, Environmental Communication
Doctoral candidate Camilo Calderón, Landscape Architecture
The participants
We had eleven students from six different universities or organizations participating in the course.
Please see attached list with names, affiliation and addresses for more information. The 7 students
(3 from Africa, 3 from Latin America and 1 from Asia/USA) who received partial support towards
their travel and course expenses from a SLU Global grant are identified in the table.
Contents and implementation of the course
Report | 5
The course contained lectures, discussions, seminars and a field visit.
In lectures, key concepts and themes in the interface of natural and social sciences research were
discussed, such as social constructionism, reflexivity, gender and development, and methodologies,
such as action research and case studies. On completion of the course, participants were expected
to be able to position themselves in the landscape of theories and methods.
Please see attached course description for more information.
The course location
The course was held at the Universidad Nacional Agraria – UNA in Managua, Nicaragua. SLU has
had a fruitful cooperation with UNA spanning for over 25 years.
The field trip
A field or study trip was included as part of the course on February, 28rd to March 3rd, 2013.
The objective of the visit was to understand conservation and development dilemmas in situ, use
the experience then in the class room to describe and anlayse the experience as a complex whole,
and recognise researchable questions for further development and consideration of appropriate
methods /methodology.
The participants visited the Zapatera Archipelago National Park, 2 hours away from Managua,
where SOL has an ongoing research engagement.
According to the students, the field visit was a very well appreciated part of the course.
Achievements
This has been a second Pilot course in attempting to bring together theories and methods used
within different fields of study at SOL, and also to make it appropriate to a diverse range of PhD
candidates connected to SLU. The title of the course was chosen with this in mind and field
experiences were also designed accordingly.
Main achievements as expressed by the course participants:

The students were able to discuss theories and methods connected to their PhD projects.

The students were able to discuss practical applications of the theories and methods in the
context of a field trip.

The group discussions, work and interactions provided a place for collective learning despite
their diverse background.

The visit to the Zapatera Island communities was a source of inspiration and learning for the
students, which can serve them to better formulate their research questions.
Report | 6

Demonstrated that it is possible the collaboration among units at SOL in terms of organization
and teaching of courses.

The course provided a great space for the students to meet each other, interact and network.

The integration of disciplines, perspectives and approaches.

The meeting with PhD students from different countries and cultures.

The course structure whereby teachers and field trips are designed to enhance wider
understanding and group participation.
Challenges as expressed by course participants





To transfer this possitive experience of collaboration to other activities or courses.
Posssibility to replicate this course in other contexts.
It would be great if the time of the course can be prolonged and we can much more chances to
discussion with other classmates, teachers and work on their individual research.
Better management of time. Time needs to be improved to allow the professors sufficiently
cover the contents they initially intended to.
Instructions were unclear at times.
Conclusions
The course turned out to be succesful in view of the mix of students, staff and their backgrounds
and interests.1
It proved to be a theme that is of wider interest to members of SOL, and it offered opportunities to
be developed as a generic theme under which other research and educational activities of the
Department could be discussed.
The substantial financial support received from SLU Global towards the travel and participation of 7
additional students in the course made the course more viable, enriched the learning environment
and outcomes significantly and enabled the strengthening of existing research links between SLU
and some newer institutions overseas.
It has been decided that this be the template based on which a regular PhD course could be
developed and offered by the research school at SOL for the beneift of a wider SLU audience.
1
A short video made by Paulami Banerjee, one of the course participants can be watched at this address:
https://picasaweb.google.com/paulami.banerjee/March172013?authuser=0&authkey=Gv1sRgCNnT37qTtNqo
-AE&feat=directlink
Report | 7
Attachment 1. Course participants2
NAME
AFFILIATION
E-MAIL
1.
PAULAMI BANERJEE*
Texas A&M, USA and Kolkatta, India
paulamibanerjee@gmail.com
2.
NICIA GIVA*
SLU, Eduardo Mondlane University,
FAEF
ngiva@uem.mz; 3ngiva@gmail.com
3.
LIZETH ALVAREZ*
Univ de Antioquia, Colombia
lizethalvarezsalas@gmail.com
4.
MARIA MERCEDES MURGUITIO*
Univ de Antioquia, Colombia
mmmurgueitio@gmail.com
5.
ALEJANDRO HENAO*
Univ de Antioquia, Colombia
megaptero@hotmail.com
6.
JANE MUTUNE *
Univ of Nairobi, Kenya
j_mutune@yahoo.com
7.
RAPHAEL KWEYU*
Univ of Nairobi, Kenya
rkweyu@gmail.com
8.
DIALA LÒPEZ LAU
URACCAN, Nicaragua
9.
BISMARCK MENDOZA
UNA
rmendoza@una.edu.ni
10. ALVARO NOGUERA
UNA
Alvaro.Noguera@una.edu.ni
11. ANDRES LOPEZ
UNA
andagulop@una.edu.ni
CAMILO CALDERON
SLU, Uppsala
Camilo.Calderon@slu.se
HANS PETER HANSEN
SLU, Uppsala
Hans.Hansen@slu.se
ROLF JOHANSSON
SLU, Uppsala
Rolf.Johansson@slu.se
NADARAJAH SRISKANDARAJAH
SLU, Uppsala
Nadarajah.Sriskandarajah@slu.se
EMILIO PEREZ
UNA, Nicaragua
emiliopc@una.edu.ni
FRANCISCO SALMERON
UNA, Nicaragua
fsalmeron99@yahoo.com
TEACHERS FROM SOL
GUEST FACILITATORS
2
*Students with partial funding support from SLU Global
Attachment 2. Course description
PhD Course In
Conservation, Development and Communication in
Diverse Landscapes: Theories and Methods
Bevarande, utveckling, kommunikation i olika landskap: teorier och
metoder
Managua, 25 February to 5 March 2013
4.5 credits
Language:
Prerequisites:
Time schedule:
Subject:
Course type:
Marking scale:
English/Spanish
To have been accepted as a PhD student at a university
department.
Lectures, seminars and a field visit to Zapatera Island Feb 25-Mar
5, 2012. Total course time including own studies and preparations
Feb 18 – March 8.
Other Social Science
General
Pass/Failed
Objective
The overall objective is to elaborate on themes in the field of theory of science and research
methodology. The course will be complementary to courses already offered within the
research schools associated to the Department of Urban and Rural Development. The aim is
also to give opportunities for the participating PhD students to discuss theoretical and
methodological issues in relation to their PhD projects. Practical applications will be
discussed in the context of a field trip.
Contents and implementation: To be developed according to the mix of students interested
and received, to include Agroecology, Natural Resource Management, Nature Conservation,
Rural Development, Urban Development and Planning.
The course will contain lectures, discussions and seminars and a field visit.
In lectures, key concepts and themes in the interface of natural and social sciences research
will be discussed, such as social constructionism, reflexivity, gender and development, and
methodologies, such as action research and case studies. On completion of the course,
participants will be better able to position themselves in the landscape of theories and
methods.
Course components:
Part 1 (3,0 credits): Individual reading of literature. Lectures and seminars
Part 2 (1.5 credits): Field trip, group work and discussions.
Examination:
Active participation during the intensive field visit and the lectures and seminars including
studies of literature and presentation and discussion of a group work – in all three weeks full
time work load.
Additional information:
The venue will be Universidad Nacional Agraria-UNA located in Managua, Nicaragua. The
field case will be at the Zapatera Island National Park, 2 hours away from Managua, where
SOL has an ongoing research engagement.
There is no fee for the course, but travel costs, accommodation and living costs have to be
covered by the participant’s projects. The Department’s research schools may offer
scholarships for PhD students who want to participate.
Lecturers/supervisors
Prof. Rolf Johansson, SLU
Prof. Nadarajah Sriskandarajah, SLU
PhD Candidate Camilo Calderón, SLU
Assistant Professor Hans Peter Hansen
Contact for further information:
Prof. Rolf Johansson. Dept. of Urban and Rural Development, SLU
Rolf.Johansson@slu.se
Course literature
A list of literature will be provided. Participants are asked to select two titles and read in
advance of the course.
Clausen, L. T., Hansen, H. P. & Tind, E. (2010). Democracy and Sustainability: A Lesson
Learned From Modern Nature Conservation. In: Nielsen, Elling, Figueroa & Jelsøe
(Eds.). A New Agenda for Sustainability. Burlington: Ashgate.
Flyvbjerg, Bent. (2006). Five Misunderstandings About Case–Study Research. Qualitative
Inquiry, 12, nr 2, 219–245.
Johansson, Rolf. (2007). On Case Study Methodology. Open House International, nr 3, 48–
54.
Markvardt, K., Ljung, M. & Sriskandarajah, N. (2009). Learning through feedback in the field:
Reflective learnikng in a NGO in the Peruvian Amazon. Action Research, 8, nr 29, 29–
51.
Packham, R., & Sriskandarajah, N. (2005). Systemic Action research for Postgraduate
Education in Agricultural and Rural Development. Systems Research and Behavioral
Science, 22, 119–130.
Optional readings
Jonsson, Seema Arora. (2009). Discordant Connections: Discourses on Gender and
Grassroots Activism in Two Forest Communities In India and Sweden. Signs, Autumn
2009, 213–240.
Wezel, A., Bellon, S., Doré, T., Francis, C., Vallod, D., David, C. 2009. Agroecology as a
science, a movement and a practice. A review. Agron. Sustain. Dev. 29 (2009) 503–
515.
Attachment 3. Course schedule
Conservation, Development and Communication in Diverse Landscapes:
Theories and Methods, 25 Feb – 5 March, 2013 at UNA, Nicaragua
Day
Date
a.m.
p.m.
Mon
25/2
Introductions and Words of welcome from
UNA & SLU.
Introducing course theme-Prof. Sri and Prof.
Johansson
Discussion on PhD education & Research
Culture
Lecture: Prof. Rolf Johansson
The Art of Case Study Research
Tue
26/2
Lecture: Camilo Calderón
The Art of Conducting Explorative Case
Studies
Lecture: Dr. Hans Peter Hansen
The Art of Engaging Citizens as Democratic Practice
Wed
27/2
Lecture: Prof. Sriskandarajah
The Art of Creating Change–Systemic Action
Research as an option
Lecture: Prof. Sriskandarajah & Dr Emilio Perez
Preparation for Field Visit and the Case of Zapatera National
Park and Communities
Thu
28/2
Travel to Granada and sightseeing
Travel to Zapatera Island National Park
Fri
1/3
Field experience Day 1
Zapatera Island National Park
Community- La Habana
Field experience Day 1
Zapatera Island National Park
Community – El Morro
Sat
2/3
Field experience Day 2
Community - Sonsapote
Workshop Session 1
Building a rich picture
Identifying researchable questions
Sun
3/3
Workshop Session 2
Workshop Session 3
Presentations to class
Considering methodologies and methods
Mon
4/3
Workshop Session 4
Feedback from Community & Open Forum on
Challenges of Community Engagement in
PhD Research
Concluding Session
Course Evaluation & Social evening from 6 p.m.
Tue
5/3
Travel back to Granada and Managua
Departure from Managua for international participants
Attachment 4. Initial assignment
PhD Course In
Conservation, Development and Communication in
Diverse Landscapes: Theories and Methods
Nicaragua, 25 Feb – 5 March 2013
4.5 credits
The theme of this PhD course is ‘Conservation, Development and Communication
in Diverse Landscapes: Theories and Methods’!!
We expect about 14 participants from somewhat diverse backgrounds and we hope
that the course theme is broad enough to accommodate the context of your own
research while allowing you to learn about the theories and methodologies we will be
discussing through the 9 days of the course!!
The field visit will bring us closer to the dilemmas experienced when conservation and
development interests from a human perspective compete. Communication for our
purposes is understood as the human interactions in such situations of conflict. We will
examine some of these dilemmas and conflicts, and how we could work in and around
them as researchers through an understanding of the theory of science and some of
the methodological options we will learn about in the course.
We will be exposed to action research as an approach to work towards change!!
With this as background, we would like you to take a closer look at the theme of the
course (the words contained in it as well) and see how it connects to your own work as
a researcher and practitioner!!!
Please prepare a poster outlining these connections between your research and the
course theme, bring it with you as a way of presenting yourself to the group at the
opening session of the course. A large enough paper poster will be just fine and you
are encouraged to use your creativity to prepare it!!
Attachment 5. Course evaluation questions
PhD Course In
Conservation, Development and Communication in Diverse
Landscapes: Theories and Methods
Nicaragua, 25 Feb – 5 March 2013
4.5 credits
Course Evaluation – March 4th, 2013
This has been a Pilot PhD course in the sense of attempting to bring together theories
and methods used within different fields of study at SOL, and also to make it
appropriate to a diverse range of PhD candidates from different institutions. The title of
the course was chosen with this in mind and the field experience is believed to
complement the classromm work.
Please treat this evaluation of the course as your way of offering us feedback on this
pilot effort so that we could design the course better the next time around.
1. What was the most significant point/moment in this course from a learning point of
view for me?
2. The things I liked most about this course?
3. The things I did not like about this course?
4. Areas that should be improved?
5. Your comments and feedback about the facilities and servcies provided for the
course please.
6. Any other comments