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Students:Final outcome of student stakeholder mapping and analysis in the Ore Mountains: Difference between revisions
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All these stakeholders were depicted in concentric circles placing the three pillars of sustainable development in the centre, followed by the core actors and then the primary and secondary actors, as seen in Fig. 1. | All these stakeholders were depicted in concentric circles placing the three pillars of sustainable development in the centre, followed by the core actors and then the primary and secondary actors, as seen in Fig. 1. | ||
== Mapping of stakeholder relationships and interactions == | === Mapping of stakeholder relationships and interactions === | ||
The next step was to analyse the various interactions and highlighting the different relationships between all the stakeholders. This creates what at first sight seems like a somewhat complicated map (see Fig. 2), even without every single interaction depicted, yet a closer reading revealed an elegant simplicity to the map which was able to be simplified further to demonstrate (see Fig. 3) the most critical relationships with the greatest impact on the region’s development. | The next step was to analyse the various interactions and highlighting the different relationships between all the stakeholders. This creates what at first sight seems like a somewhat complicated map (see Fig. 2), even without every single interaction depicted, yet a closer reading revealed an elegant simplicity to the map which was able to be simplified further to demonstrate (see Fig. 3) the most critical relationships with the greatest impact on the region’s development. | ||
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Given the complexity and diversity of the relationships involved in the issued of lignite mining in the region, the students then simplified their stakeholder, as depicted in Fig. 3. | Given the complexity and diversity of the relationships involved in the issued of lignite mining in the region, the students then simplified their stakeholder, as depicted in Fig. 3. | ||
Thus a map of relationships was produced based only on core interests and the needs of actors that was simple and revealed that there were not particularly good interconnections between the environmental, economic and social sectors. In actual fact, when they sorted the actors and their relationships, the situation looked like Fig. 4, where there was a strict divider particularly between the environmental and economic spheres. But what they really needed was something that looked like Fig. 5, where sustainable development projects could be generated in the overlaps. | |||
=== Developing new relationships and potential interventions === | |||
In order to find new ties between the different spheres, the students tried to establish new options for cooperation. To do this, they generated ideas relating to more idealistic forms of cooperation (aimed at mutual support) based on joint vision potentially shared by different actors. In a very productive brainstorming session, they drafted new possible interactions and identified potential project proposals, which in its rough draft form looked like Fig. 6 (different ideas surrounded each of the actors who potentially should be involved in the project under consideration). | |||
The final step in the analysis was grouping and generalising many of the ideas generated during the brainstorm session so that eventually eight possible new project interventions were identified that could help the region to develop on the basis of a new and democratic methodology. Wider strategic options were also produced and elaborated in more detail (and in addition, relevant stakeholders for cooperating on and implementing the projects were suggested. In brief, these eight proposed projects were: | |||
1. '''European democratic mechanisms''': communicate with all relevant local actors to provide its view and opinion of regional sustainability; hiring of independent outside experts to research issues; raise local management capability and capacity; search for funding of specific regional sustainability projects | |||
2. '''Declaration of large scale protected area''' in the category Chráněná krajinná oblast (Protected Landscape) by the national government and support for tourism infrastructure | |||
3. '''Regional identity''': bring together local cultural NGOs and schools with German cultural NGOs under the auspices of the EU to create a “relationship with place” based on its specifics: mining history and German Sudeten heritage, etc | |||
4. '''Regional handcraft and food products branding''': establish an alliance of local businesses, citizens, cultural NGOs and national government to support and promote a branded image of the region based on local products that characterize the region: fruit gardens, wine industry. Locally manufactured quality products would thus be promoted. | |||
5. '''Recultivation''': ally experts with environmental NGOs, local citizens and the city of Most to discuss how the region should be recultivated based on bottom-up participative processes rather than top-down prestige projects. New innovative ideas could be raised in the contexts of sustainable “landscape design” which should be more integrated into societal demands. | |||
6. '''Microregional networks''': empower smaller groups of communities within the region by facilitating greater communication among them to develop common objectives and activities for regional sustainability – form new networks of cooperation, thematically oriented e.g. on handicraft, tourism etc. | |||
7. '''Transform ‘business as usual’ approach''': promote innovative thinking about the region’s potential by commissioning economic impact reports in alliance with government and business on alternative scenarios for the region if mining was not continued. Different actors such as environmental NGOs, mining companies, foundations etc. should be involved in the process – a specific role would be played by technical universities which could be considered as incubators. | |||
8. '''Enhance management capacities''': education and training among regional and local government officials and NGO workers to increase funding application and project management skills. Local universities should be involved in the process. | |||
=== References === | === References === | ||
<references/> | <references/> | ||