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A generalized knowledge of social-ecological relationships is needed to address current environmental challenges. Broadly comparative and synthetic research is a key method for establishing this type of knowledge. To date, however, most work on social-ecological systems has applied idiosyncratic methods to specific systems. Several projects, each based on the frameworks developed by Elinor Ostrom and colleagues, stand out for their application of consistent methods across a broad range of cases. In this paper we compare seven of these projects and draw conclusions regarding their potential benefits and the challenges that scholars can expect in conducting this type of research. The two main challenges that we identified are (1) the collective-action dilemmas that collaborators face in producing and maintaining the social and technical infrastructure that is needed for such projects; and (2) balancing complexity and comparability in the structure of the databases used and the associated methods for characterizing complex social-ecological cases. We discuss approaches for meeting these challenges, and present a guiding checklist of questions for project design and implementation to provide guidance for future broadly comparative research.

The conditions that contribute to institutional robustness of community-based natural resource management (CBNRM) regimes are well understood; however, there is much less systematic evidence regarding whether and how CBNRM regimes adapt to changing environments. We address this question by exploring drought adaptation of 37 irrigation associations in northern Spain. For this purpose, we adopt the distinction between "generic" and "specific adaptation institutions" and explore whether and how these institutions combine across different types of irrigation systems. We obtained data from a survey delivered to the 37 associations, governmental records, and interviews with representatives of the associations and public officials. We then used hierarchical cluster analysis to classify the irrigation systems into types, followed by qualitative comparative analysis to explore associations between the adaptation institutions and drought adaptation across the types of systems. According our results, CBNRM regimes adapt to droughts through different combinations of institutions (i.e., different paths to drought adaptation). However, specific adaptation institutions such as water transfers are more relevant during droughts (i.e., to allocate scarcity), whereas generic adaptation institutions such as monitoring and collective choice arrangements play a role both during and in the aftermath of droughts (i.e., to build compliance with and redesign specific adaptation institutions). Also, we did not find an alignment between the two types of institutions and types of irrigation system; however, one type of system (i.e., the "Asian" type) shows a larger number of drought adaptation paths than the other (i.e., the "American" type).

A key challenge in addressing the global degradation of natural resources and the environment is to effectively transfer successful strategies across heterogeneous contexts. Archetype analysis is a particularly salient approach in this regard that helps researchers to understand and compare patterns of (un)sustainability in heterogeneous cases. Archetype analysis avoids traps of overgeneralization and ideography by identifying reappearing but nonuniversal patterns that hold for well-defined subsets of cases. It can be applied by researchers working in inter- or transdisciplinary settings to study sustainability issues from a broad range of theoretical and methodological standpoints. However, there is still an urgent need for quality standards to guide the design of theoretically rigorous and practically useful archetype analyses. To this end, we propose four quality criteria and corresponding research strategies to address them: (1) specify the domain of validity for each archetype, (2) ensure that archetypes can be combined to characterize single cases, (3) explicitly navigate levels of abstraction, and (4) obtain a fit between attribute configurations, theories, and empirical domains of validity. These criteria are based on a stocktaking of current methodological challenges in archetypes research, including: to demonstrate the validity of the analysis, delineate boundaries of archetypes, and select appropriate attributes to define them. We thus contribute to a better common understanding of the approach and to the improvement of the research design of future archetype analyses.

Archetypes are increasingly used as a methodological approach to understand recurrent patterns in variables and processes that shape the sustainability of social-ecological systems. The rapid growth and diversification of archetype analyses has generated variations, inconsistencies, and confusion about the meanings, potential, and limitations of archetypes. Based on a systematic review, a survey, and a workshop series, we provide a consolidated perspective on the core features and diverse meanings of archetype analysis in sustainability research, the motivations behind it, and its policy relevance. We identify three core features of archetype analysis: recurrent patterns, multiple models, and intermediate abstraction. Two gradients help to apprehend the variety of meanings of archetype analysis that sustainability researchers have developed: (1) understanding archetypes as building blocks or as case typologies and (2) using archetypes for pattern recognition, diagnosis, or scenario development. We demonstrate how archetype analysis has been used to synthesize results from case studies, bridge the gap between global narratives and local realities, foster methodological interplay, and transfer knowledge about sustainability strategies across cases. We also critically examine the potential and limitations of archetype analysis in supporting evidence-based policy making through context-sensitive generalizations with case-level empirical validity. Finally, we identify future priorities, with a view to leveraging the full potential of archetype analysis for supporting sustainable development.

New methods have emerged for testing common-pool resource theory in large-scale environmental governance contexts. We aim to contribute to that scholarship by assessing the relevance of Elinor Ostrom's design principles in the lower Mekong basin (LMB). The recent dam-building trend in the LMB has revealed a trade-off between hydropower development and the conservation of migratory fish species. The need to internalize or avoid the negative externalities of hydropower dam construction poses a new challenge to the LMB governance system and its main management body, the Mekong River Commission. Our objective was to explain the emergence of the trade-off and the capacity of the governance system to address it. Elinor Ostrom's design principles and other variables provided by the Socio-ecological Systems Meta-analysis Database were first coded with regard to secondary data and then tested against the capacity for cooperation of the LMB governance system. The lack of sanctioning despite a strong monitoring system, and the existence of fuzzy governance boundaries in the context of a powerful outsider like China, were particularly relevant to understanding the current cooperation stalemate in the basin. Other variables such as scientific knowledge, triggering events, markets, resource spatial heterogeneity, and heterogeneity of interests were also relevant.

There is an increasing demand in higher education institutions for training in complex environmental problems. Such training requires a careful mix of conventional methods and innovative solutions, a task not always easy to accomplish. In this paper we review literature on this theme, highlight relevant advances in the pedagogical literature, and report on some examples resulting from our recent efforts to teach complex environmental issues. The examples range from full credit courses in sustainable development and research methods to project-based and in-class activity units. A consensus from the literature is that lectures are not sufficient to fully engage students in these issues. A conclusion from the review of examples is that problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. This could greatly be facilitated by online hubs through which teachers, students, and other members of the practitioner and academic community share experiences in teaching and research, the way that we have done here.