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dc.contributor.author
Mäkinen Rostedt, Katri
dc.contributor.author
Hakkarainen, Viola
dc.contributor.author
Eriksson, Max
dc.contributor.author
Andrade, Riley
dc.contributor.author
Horcea Milcu, Andra
dc.contributor.author
Anderson, Christopher Brian
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van Riper, Carena J.
dc.contributor.author
Raymond, Christopher M.
dc.date.available
2023-12-26T10:39:17Z
dc.date.issued
2023-09
dc.identifier.citation
Mäkinen Rostedt, Katri; Hakkarainen, Viola; Eriksson, Max; Andrade, Riley; Horcea Milcu, Andra; et al.; Engaging diverse experts in the global science-policy interface: Learning experiences from the process of the IPBES Values Assessment; Elsevier; Environmental Science & Policy; 147; 9-2023; 215-227
dc.identifier.issn
1462-9011
dc.identifier.uri
http://hdl.handle.net/11336/221307
dc.description.abstract
This longitudinal study explores evidence of learning and reflexivity among experts involved in the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) Values Assessment from 2018 to 2022. As part of an online survey administered at yearly intervals, experts self-reported their views on: i) the aims they attributed to the Values Assessment, ii) their epistemic worldviews, iii) the definition of the multiple values of nature, and iv) their personal learning experiences in the assessment process. The represented epistemic worldviews corresponded to Constructivist, Transformative, Pragmatist, and Post-positivist. Across the three surveys, 59% of the respondents shifted their epistemic worldviews. However, these same experts did not change their core perspectives regarding the motivation behind the Values Assessment. At the same time, experts holding a Post-positivist worldview came to express more engagement-inclined themes and openness to dialogue with diverse knowledge systems. While enhanced reflexivity stimulated overall learning, cutting across all learning dimensions, it was itself a multilayered learning outcome. This study illustrates how diverse experts critically reflected and changed their own underlying assumptions during the inter- and transdisciplinary process of the Values Assessment. It further reveals that learning experiences in the Values Assessment were embedded in epistemic worldviews and connected to cognitive, relational, and transformative dimensions of learning. Our findings have broader implications for the design of inclusive and reflexive learning processes in future work of organisations aiming to facilitate inter- and transdisciplinary practices at the science-policy interface.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Elsevier
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dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc/2.5/ar/
dc.subject
INTERDISCIPLINARITY
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IPBES
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LEARNING
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REFLEXIVITY
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TRANSDISCIPLINARITY
dc.subject.classification
Otras Sociología
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dc.subject.classification
Sociología
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CIENCIAS SOCIALES
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dc.title
Engaging diverse experts in the global science-policy interface: Learning experiences from the process of the IPBES Values Assessment
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2023-12-21T13:41:23Z
dc.journal.volume
147
dc.journal.pagination
215-227
dc.journal.pais
Países Bajos
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dc.journal.ciudad
Amsterdam
dc.description.fil
Fil: Mäkinen Rostedt, Katri. Universidad de Tampere; Finlandia
dc.description.fil
Fil: Hakkarainen, Viola. Helsingin Yliopisto; Finlandia
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Fil: Eriksson, Max. No especifíca;
dc.description.fil
Fil: Andrade, Riley. University of Illinois. Urbana - Champaign; Estados Unidos
dc.description.fil
Fil: Horcea Milcu, Andra. University of Kassel; Alemania
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Fil: Anderson, Christopher Brian. Universidad Nacional de Tierra del Fuego; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Austral de Investigaciones Científicas; Argentina
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Fil: van Riper, Carena J.. University of Illinois. Urbana - Champaign; Estados Unidos
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Fil: Raymond, Christopher M.. No especifíca;
dc.journal.title
Environmental Science & Policy
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dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1016/j.envsci.2023.06.010
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.sciencedirect.com/science/article/pii/S1462901123001673
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