Abstract
Sustainable landscape development means researchers have to engage in collaborative research to find an informed, ethical and locally-valued balance between ecological resilience and societal pursuits, and build the capacity for co-ordinated adaptive management of the involved stakeholders and governance institutions. In this last chapter we analyse the collaborative research processes, or so-called boundary-spanning-processes, of the case chapters. The timing and the type of boundary objects and methods used more or less define the level of participation of social stakeholders and the role and function of the researcher in the ongoing societal learning, negotiation and innovation process. The cases show the variety of functions and knowledge broker strategies pursued. From the chapters it is not clear whether all research efforts led to concrete impacts; several authors highlighted dilemma’s and bottlenecks that they found hard to deal with. We note that each type of problem and context setting requires a specific type of inquiry (theoretical system perspective), researcher role and boundary process, and to be effective the latter should evolve in line with the iterative societal learning, negotiation and innovation process. To be effective, collaborative researchers cannot limit themselves to ‘knowledge production for action’, but need to engage in ‘knowledge production in action’. They have to analyse the situation and embed their research in the ongoing change process; to opt for a multiple-dimensional, flexible research approach, and to wisely combine various types of system thinking and the respective paradigmatic assumptions. With enough background knowledge on various system approaches, continuous monitoring and reflection, collaborative researchers may become competent performers, but at the end of the day collaborative research is an art. Experts have a holistic perspective, ‘a feel’ for nuances and apply creative thinking in action.
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van Paassen, A., Werkdam, R., Pedroli, B., van den Berg, J., Steingröver, E., Leeuwis, C. (2011). Conclusion: from knowledge for action to knowledge in action. In: van Paassen, A., van den Berg, J., Steingröver, E., Werkman, R., Pedroli, B. (eds) Knowledge in action. Mansholt Publication Series, vol 11. Wageningen Academic Publishers, Wageningen. https://doi.org/10.3920/978-90-8686-724-0_12
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