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Students:Final outcome of student stakeholder mapping and analysis in the Ore Mountains: Difference between revisions
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=== | === The influence of coal mining on the Usti region === | ||
The following is an analysis of actors involved or affected in some way by lignite mining in the northern Ore Mountains in the vicinity of the Czechoslovak Army and Vršany opencast coal mines operated by Czech Coal and relating to their influence on the economic, social and environmental life of the region. The analysis is the result of work undertaken by students who attended the international Interdisciplinary Study Programme on Sustainability (ISPoS) summer school in the first week of September 2012. The actor analysis methodology used was based upon the stakeholder analysis tools contained in Zimmermann, A., Maennling, C. (2007)<ref name = Mainstreaming>Zimmermann, A., Maennling, C. (2007). Mainstreaming participation, Multi-stakeholder management: tools for stakeholder analysis, 10 building blocks for designing participatory systems of cooperation. From the series: Promoting participatory development in German development cooperation. Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH. Available from: http://www.fsnnetwork.org/sites/default/files/en-svmp-instrumente-akteuersanalyse.pdf</ref>. | The following is an analysis of actors involved or affected in some way by lignite mining in the northern Ore Mountains in the vicinity of the Czechoslovak Army and Vršany opencast coal mines operated by Czech Coal and relating to their influence on the economic, social and environmental life of the region. The analysis is the result of work undertaken by students who attended the international Interdisciplinary Study Programme on Sustainability (ISPoS) summer school in the first week of September 2012. The actor analysis methodology used was based upon the stakeholder analysis tools contained in Zimmermann, A., Maennling, C. (2007)<ref name = Mainstreaming>Zimmermann, A., Maennling, C. (2007). Mainstreaming participation, Multi-stakeholder management: tools for stakeholder analysis, 10 building blocks for designing participatory systems of cooperation. From the series: Promoting participatory development in German development cooperation. Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH. Available from: http://www.fsnnetwork.org/sites/default/files/en-svmp-instrumente-akteuersanalyse.pdf</ref>. | ||
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A map of regional actors was produced by identifying those most relevant, interviewing them during site visits and excursions ([[Interview outline|methodological instructions used]]), and analysing their relationships to one another and then depicting these in diagrammatic form. In addition to representing the key actors, the diagram includes those stakeholders who interact with them or who have an influence on them (primary and secondary stakeholders). The diagram provided a general overview of all stakeholders and allowed students to make some initial observations and hypotheses about the various kinds of influence the stakeholders have on the issue of lignite mining and the potential for proposing some type of reform intervention, as well as about the relationships and mutual dependencies. Students were able to draw conclusions regarding alliances, problematic relationships among stakeholders and their power relations. | A map of regional actors was produced by identifying those most relevant, interviewing them during site visits and excursions ([[Interview outline|methodological instructions used]]), and analysing their relationships to one another and then depicting these in diagrammatic form. In addition to representing the key actors, the diagram includes those stakeholders who interact with them or who have an influence on them (primary and secondary stakeholders). The diagram provided a general overview of all stakeholders and allowed students to make some initial observations and hypotheses about the various kinds of influence the stakeholders have on the issue of lignite mining and the potential for proposing some type of reform intervention, as well as about the relationships and mutual dependencies. Students were able to draw conclusions regarding alliances, problematic relationships among stakeholders and their power relations. | ||
Generally speaking, although the students did not have sufficient time to make a detailed study of the regional stakeholders and their relationships, the students nevertheless also uncovered gaps in information and areas of insufficient participation among actors. It showed which stakeholders and relationships students knew little about and about whom they required more information, and which actors should definitely be included in any proposed intervention. | Generally speaking, although the students did not have sufficient time to make a detailed study of the regional stakeholders and their relationships, the students nevertheless also uncovered gaps in information and areas of insufficient participation among actors. It showed which stakeholders and relationships students knew little about and about whom they required more information, and which actors should definitely be included in any proposed intervention. | ||
=== Regional Actors === | === Regional Actors === | ||
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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). | 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). | ||
[[File:Fig 6 Summer School Case Study.jpg|thumb|Fig. 6]] | |||
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: | 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: | ||