Key characteristics of successful fisheries learning exchanges |
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| Institution: | 1. University of Washington, School of Marine and Environmental Affairs, 3707 Brooklyn Avenue Northeast, Seattle, WA 98105, United States;2. LGL Ecological Research Associates Inc., 4103 South Texas Avenue, #211, Bryan, TX 77802, United States;3. Center for Ocean Solutions, Stanford University, Pacific Grove, CA 93950, United States;1. School of Agriculture and Food Sciences, The University of Queensland, Australia;2. Coutts J&R, P.O. Box 2681, Toowoomba, Queensland 4350, Australia;1. University of Exeter, College of Life and Environmental Sciences, Amory C360, Amory Building, Rennes Drive, Exeter EX4 4RJ, England, UK;2. School of Environment and Life Sciences, University of Salford, Manchester M5 4WT, England, UK;3. ARC Centre of Excellence for Environmental Decisions, School of Biological Sciences, University of Queensland, St. Lucia, Queensland, Australia;1. Australian Research Council Centre of Excellence for Coral Reef Studies, and College of Marine and Environmental Sciences, James Cook University, Townsville, Queensland 4811, Australia;2. College of Arts, Society and Education, James Cook University, Townsville, Queensland 4811, Australia |
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| Abstract: | This study examines the key characteristics of successful fisheries learning exchanges (FLEs). FLEs are peer-to-peer gatherings in which fishery stakeholders from different communities freely exchange information and experiences surrounding fisheries challenges and solutions. They are usually organized by fishers, non-governmental organizations and governments and are credited as an integral tool for the diffusion and adoption of fisheries management strategies. Despite their numerous perceived benefits within fisheries conservation and management, little research has been conducted on FLEs. This multiple case study addressed the research question: “What are the key characteristics of successful FLEs?” Success metrics were defined during a workshop on FLEs in 2013. For this study, the authors selected six successful FLEs that were presented during the workshop. Documentation of FLEs and key informant interviews with participants and organizers were used as data. The following key elements of successful FLEs emerged from analyses: (1) a clear guiding purpose and flexible objectives, (2) careful and considered selection of participants with diverse professions and conservation beliefs, (3) a mix of activities including giving presentations, conducting site visits, talking with local fishers, spending time on boats or in the water, and participating in cultural activities, and (4) logistical and financial follow-up support, including information dissemination about what participants learned at the FLE. Based on these results, the authors provide recommendations for conducting successful FLEs. |
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| Keywords: | Fisheries learning exchanges Knowledge exchange Experiential learning Fisheries management Marine conservation |
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