About a year ago one of the BCU Masters in Environmental Sustainability students planted the idea of a BCU EcoHub, inspired by what he saw in Utrecht while completing his placement on the Pioneer into Practice Programme in the Netherlands. During his visit at the University of Utrecht, he came across the concept of the Green Office central HUB, where “fresh minds and hands come together to support Utrecht University’s sustainable development”. He brought this idea home, we developed a Student Academic Partnership (SAP) project idea, received funding, and started to work on this project from February 2017.
Birmingham City University’s CEBE faculty hosted a national workshop on 23rd May, for the EU-funded Horizon 2020 project ‘PEGASUS’ (2015-18). The event was facilitated by University of Gloucester’s CCRI (Countryside and Community Research Institute), which is one of 14 pan-European project partners. The workshop enabled stakeholders to share learning to date and give input and comment into initial findings and research process. Over thirty people attended the event, including representatives from the Department of Environment and Rural Affairs (DEFRA), National Farmers Union (NFU), Natural England, Care Farms UK, the Royal Society for the Protection of Birds (RSPB) and academics, among others.
I get very annoyed when people talk about scientific knowledge as though it was just another opinion to be heard down the pub. Scientific knowledge is different. From the stage of fledgling academics working through their PhDs, scientists are trained to be rigorous in their research practice. They must be conversant with the debates in their area, they must follow meticulous procedures while gathering and analysing data, and they must demonstrate where their work contributes to current understanding. They must be able to defend themselves at every turn. In this way scientific knowledge can be ‘trusted’.
I have a lot of respect for this approach. However, knowledge which comes from this rigorous process of inquiry is not the only type. I realised this recently while reading planning journal papers about how local people sometimes reject the ‘rational knowledge’ and resultant solutions that are presented to them by planners. In these cases, people favour their own knowledge of their local areas generated through their everyday experience. How could I reconcile these two understandings of knowledge? Does one have precedence over the other? I went on to think about BCU’s accredited courses; where students gain knowledge through professionally standardised training. Accredited courses have a stamp of approval; the relevant body has said that this is what you need to know; this is how we market our courses to new students after all! Is that the end of it then? What about tacit knowledge which is important to the smooth running of professional life; knowledge that people have that is difficult to articulate and is based on experience (such as tendering skills built up from past experience)? How does that fit in? There’s also Dreyfus and Dreyfus’s understanding of experts’ knowledge; according to Flyvbjerg (2011) their great experience gives them such a holistic understanding that they intuitively know what to do. So I should trust them, they’re experts? That sounds fishy! And are all ‘experts’ quite so worthy of this description? Continue reading All Knowledge is Equal but Some Knowledge is More Equal than Others?→
PCs, laptops, computer pads, smart phones and others have become essentials in our daily lives, for some even a way of living. It is true to say that technology has turned much of the world into a “global village” (Marshall Mcluhan’s phrase) where any information can be obtained within seconds with a click, rather than spending hours or days searching for and sifting through large volumes of paper turning page after page. Technology has touched nearly everything in our life, which has made me think that the world might end up with living surrogates rather than human selves: however, the question raised is “will this kind of technology solve many of our problems?” and the likely answer “probably not”. Here, I will briefly explore why technology fails despite all the numerous benefits it provides for the users. I will look at this through the ‘lens’ of software and why they turn out to be a problem rather than a solution.
As in industry, the field of small to medium-sized research entities is different to that of the mega-million pound projects. Big research programmes often have (science) communication and other specialised experts to hand to help shape high impact outputs and to support knowledge exchange activities. With smaller grants the principal and co-investigators often need to fulfil a larger range of functions themselves; including working at times outside of one’s usual comfort zone. The project completed under the recently finished RELU programme on ‘Managing Environmental Change at the Fringe: Reconnecting Science and Policy with the Rural-Urban Fringe’was no exception. The project team consisting of a handful of academic researchers and 10 practitioners and policy-makers were awarded just over £150,000 to work together on the rural-urban fringe and developing novel lenses by exploring the fusion of core themes in Spatial Planning with principles of the Ecosystem Approach. The research project journey has just been published in Progress in Planning – a 30,000 word guided tour from project rationale to practice-relevant outputs and planning theory. This journal provides an outlet for multi-disciplinary work relating to spatial and environmental planning in the form of monographs, with an impact factor of 1.750.