Klaus Hubacek, James R.A. Butler, Sandra Vilardy, Allyson Quinlan, Maike Hamann, Isabel Ruiz-Mallén, Tim M. Daw, Garry D. Peterson, Kerry A. Waylen, Dylan M. Beach, Jayalaxshmi Mistry, Erin Bohensky, Federica Ravera, Ignacio Palomo, Rosemary Hill, Iris C. Bohnet, Jan Hanspach, Elisa Oteros-Rozas, Julia Martin-Ortega, Sandra Lavorel, Matilda Thyresson, Tobias Plieninger, Berta Martín-López, UAM. Departamento de Ecología, Universidad Pablo de Olavide, Leuphana University of Lüneburg, Stockholm University, Commonwealth Scientific and Industrial Research Organization, University of Leeds, Universidad Autónoma de Madrid, Royal Holloway University of London, University of Copenhagen, James Hutton Institute, University of Saskatchewan, James Cook University, University of Maryland, Université de Grenoble Alpes, Universidad del Magdalena, and Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Artículo escrito por un elevado número de autores, solo se referencian el que aparece en primer lugar, el nombre del grupo de colaboración, si le hubiere, y los autores pertenecientes a la UAM, Participatory scenario planning (PSP) is an increasingly popular tool in place-based environmental research for evaluating alternative futures of social-ecological systems. Although a range of guidelines on PSP methods are available in the scientific and grey literature, there is a need to reflect on existing practices and their appropriate application for different objectives and contexts at the local scale, as well as on their potential perceived outcomes. We contribute to theoretical and empirical frameworks by analyzing how and why researchers assess social-ecological systems using place-based PSP, hence facilitating the appropriate uptake of such scenario tools in the future. We analyzed 23 PSP case studies conducted by the authors in a wide range of social-ecological settings by exploring seven aspects: (1) the context; (2) the original motivations and objectives; (3) the methodological approach; (4) the process; (5) the content of the scenarios; (6) the outputs of the research; and (7) the monitoring and evaluation of the PSP process. This was complemented by a reflection on strengths and weaknesses of using PSP for the place-based social-ecological research. We conclude that the application of PSP, particularly when tailored to shared objectives between local people and researchers, has enriched environmental management and scientific research through building common understanding and fostering learning about future planning of social-ecological systems. However, PSP still requires greater systematic monitoring and evaluation to assess its impact on the promotion of collective action for transitions to sustainability and the adaptation to global environmental change and its challenges, Funding for the case studies was provided by: the Social Science and Humanities Research Council of Canada, the University of Saskatchewan, the German Ministry of Education and Research (FKZ 01UU0904AD), the European Commission 7th Framework Program (projects HERCULES grant agreement 603447, COMET-LA grant agreement 282845, COMBIOSERVE grant agreement 282899 and COBRA grant agreement 249667), the Swedish International Development Cooperation Agency (Sida), the Rural Economy and Land Use Program (project RES-224-25-0088), the Australian Department of Environment, the Australian Government’s Natural Resource Management (NRM), Climate Change Impacts and Adaptation Research Program, the Wet Tropics Cluster NRM Groups, the Reef Catchments NRM, the Terrain NRM, the DFATCSIRO Research for Development Alliance, the Spanish Ministry for the Environment and Rural and Marine Affairs (projects 079/ RN08/02.1 and 018/2009), the Ministry of Economy and Competitiveness (project CGL2011-30266), the Spanish Agency for International Cooperation and Development, a Sofja- Kovalevskaja Award granted by the Alexander von Humboldt Foundation, the U.S. National Science Foundation, a David Smith Fellowship, the Ecosystem Services for Poverty Alleviation (ESPA) programme (project NE/I00324X/1), the Bonnechere River Watershed Project, The Ontario Trillium Foundation, the World Wildlife Fund-Spain, the Autonomous Organization of National Parks (Spain), and the Ministry of Education for a University Teacher Training fellowship