Using innovative methodological approaches to better understand pro-environmental behaviour: examples of good practice |
Session Title: | Using innovative methodological approaches to better understand pro-environmental behaviour: examples of good practice | ||
Session Affiliation: | Planning and Environment Research Group Postgraduate Forum | ||
Session Organiser(s): | Louise Reid (University of Aberdeen) Tom Hargreaves (University of East Anglia) | ||
Session Abstract: | It is increasingly clear that irrespective of holding pro-environmental attitudes, large sections of the public appear to be unconvinced of the need to undertake more environmentally sustainable practices (Hobson 2003, Owen 2000), a key goal of sustainable development policy. Instead, individuals may not have coherent beliefs about environmental issues but may pick and choose environmental problems to care about (Ignatow 2006). In recognition, it is clear that there is thus a need to think more carefully about how to encourage and facilitate pro-environmental behaviour, and critically, that innovative methodological approaches hold the key to understanding such behaviour. The ‘real life’ contextual dynamics of pro-environmental behaviour and the processes individuals, households and organisations go through in terms of the practical performances of pro-environmental actions is fundamental to understand, and an area to which innovative methodological approaches can provide particular insight. Indeed, innovative methodological approaches are regarded as those which endeavour to contribute more than just simple descriptions of, and the frequency with which, pro-environmental behaviours are undertaken, instead providing a greater opportunity to understand the arenas within which such behaviours occur. Methodological approaches, in this sense, may themselves be innovative (for example, the use of a reflexive diary), or may instead be innovative applications of existing methodological approaches (for example, mixed methods, or participant observation alongside interviews). Of particular interest are those methodological approaches that are multi or interdisciplinary in nature and/or make use of recent technological innovations (for example, wikis or blogs). What is vital, however, is that the approach makes an original contribution to the understanding of pro-environmental behaviour. | ||
Session: 1 | Using innovative methodological approaches to better understand pro-environmental behaviour: examples of good practice | ||
Session 1 Chair: | Jacquie Burgess (University of East Anglia) | ||
Paper 1 | |||
Title: | Rising to the challenge of environmental behaviour change: developing a reflexive diary approach | ||
Author(s): | Louise Reid (University of Aberdeen) P Sutton (Independent Researcher) C Hunter (University of Aberdeen) | ||
Presenter: | Louise Reid (University of Aberdeen) | ||
Abstract: | The relationship between expressed attitudes and actual behaviour in the context of sustainable development is complex and difficult to apply in a policy-relevant manner. The household, however, represents a key ‘lens’ for understanding the environmental impact of consumption patterns and for instigating policy designed to change consumer behaviour. This paper reports on the novel use of a reflexive household diary and discusses the benefits to be gained by doing so, in particular, the identification of major ‘behavioural turning points’ where householders may focus efforts to reduce their environmental impact and where future policy may be targeted. The research aims to assess the use of a household diary approach as a means of framing and collecting household environmental impact data, and, critically, as an educational vehicle for bringing about behavioural change (a key target of Defra and Scottish Government policy), by offering significant insights into the likely effectiveness of current and future policy proposals. Given that the reflexive diary forms part of a sequential mixed method approach this paper will reflect upon the methodology in addition to discussing the findings of this research, with specific regard to the way in which the motivators of, and barriers to, environmental behaviours within the household can be captured. Most notably, the paper evaluates the success of the diary approach at instigating behavioural change and concludes that the diary approach can be used to educate householders about their actions in three main ways; 1) provoking thinking and reflection through the process of writing down and ‘seeing’ their existing behaviours on paper; 2) affecting behaviour during the diary keeping period; and, 3) raising awareness about, and shaping, future behaviours. | ||
Paper 2 | |||
Title: | Exploring the application of innovative methodological approaches to pro-environmental behaviour | ||
Author(s): | Lucy Johnson (Goldsmiths, University of London) | ||
Presenter: | Lucy Johnson (Goldsmiths, University of London) | ||
Abstract: | Fostering this behaviour must be linked to fostering a greater civic sense within our communities. It ties in with issues of inclusion, democracy, being a stake-holder, policy and so on. To engage young people in particular, we have various methodological approaches at our disposal. Of particular interest to me in my work (currently as a teacher of Media Studies in a inner London secondary school) is the use of digital technologies and platforms, in particular the Blog and Social Network platform (e.g such as that operated by Ning). This is innovative in that it is a new technology and there does not exist a prescription or policy for its successful and constructive use within the school sector, however it is the potential of which I find particularly interesting and promising, though not without its pitfalls and problems, which I intend to explore in the paper, particularly through my own experiences of using these technologies. There is much work being done around the potential of these forms to galvanise participation and activity around such issues as pro-environmental behaviour. The National Council for School Leadership (amongst others) has commissioned research on these forms and there is a swelling of sentiment, though perhaps somewhat under developed, that these technologies may have much to offer in terms of helping to facilitate communication and strengthen communities ultimately helping to foster participation in the democratic process of which the adoption of pro-environmental behaviour is one of the most pressing and urgent. My paper looks at the reality of setting up a social network to foster pro-environmental behaviour within the school environment and the practical rewards and barriers engendered by doing so. It would situate this project within wider debates about democracy and social change. | ||
Paper 3 | |||
Title: | "We’re on Fire!".......or will showing a householder an image of their home in infrared facilitate a reduction in home energy consumption. | ||
Author(s): | Julie Goodhew (University of Plymouth) Tim Auburn (University of Plymouth) Sabine Pahl (University of Plymouth) | ||
Presenter: | Julie Goodhew (University of Plymouth) | ||
Abstract: | This mixed-method study explored the psychological impact of showing householders novel infrared images of their homes. The purpose was to investigate whether exposure to the images would facilitate a reduction in energy consumption and the investigation of the process by which householders make sense of such images. Tailored approaches have been more successful in achieving energy reduction and information presented in a manner which attracts the attention of the intended audience is more likely to achieve behaviour change (Stern, 1992, Abrahamse, 2005). Fifty British householders were randomly allocated to three groups: image + home audit, home audit or control. Data collection employed qualitative data (interviews) and quantitative data (NEP scale, energy saving behaviours and intentions, actual energy usage). After a year, the image + home audit group saved 14% Kg CO2 in the home, the audit group increased their Kg CO2 by 6% and the control group saved 1.5% Kg CO2, but the differences were not statistically significant. Interview data suggests that viewing the images may trigger a reasoning process from prompt to energy saving behaviours. However, that reasoning process may be highly dependent on the attributes of the householder viewing the image and this may offer an account of where the prompt can fail to lead to energy saving behaviours. The present approach will help evaluate and develop the use of infrared images as prompts for energy saving behaviours. | ||
Paper 4 | |||
Title: | Young People as "Experiencers" of Social Change: How Youth-led Environmental Activism Challenges the More Traditional Purposes and Structure of Public Schooling? | ||
Author(s): | Federico Cintron-Moscoso (University of South Florida, USA) | ||
Presenter: | Federico Cintron-Moscoso (University of South Florida, USA) | ||
Abstract: | Recent attempts at developing an environmental education agenda in public schools emphasize the need to foster greater public awareness about environmental rights, issues, and solutions, while producing citizens with the knowledge and skills needed to address the ecological challenges of contemporary society. However, the attempt to integrate environmental principles into the school curricula has created a conflict between the politically-oriented goals of a pro-environmental education and the more passive practices of uncritical assimilation and reproduction found in many schools today. Moreover, although there is a need for public schools to take on the challenge of prioritizing environmental education, they may not be ready to do so. Ideological conflicts, structural constraints and perceptions about the urgency of the problem seem to affect the ways in which implementation of these new values and practices take place. Although many approaches to participation have indeed given voice to many disempowered groups and individuals, only a few have utilized research as a tool for generating knowledge and acquiring skills to advance pro-environmental behavior. In this paper, I will describe how an action research ethnographic approach can achieve both of these goals by simultaneously incorporating social research, popular education, and sociopolitical action. I argue that this particular approach can support and facilitate the pro-environmental behavior of those involved, while helping to document and understand new ways in which young people and public institutions address the challenges and responsibility of a pro-environment agenda. | ||
Paper 5 | |||
Title: | Personal Narratives of Environmental Behaviour | ||
Author(s): | Sarah Hards (University of York) | ||
Presenter: | Sarah Hards (University of York) | ||
Abstract: | While individual environmental behaviour is currently high on the agenda, both in academia and in policy circles, our understanding of the topic remains patchy. Key issues, such as the Value-Action Gap (Kollmuss and Agyeman, 2002) and the factors that drive behavioural change, remain only partially understood. Innovative methodological approaches could help to address these unresolved issues. While conventional broad-scale studies have provided descriptions of behaviour across the population, in-depth, individual-scale approaches are also needed, to explain the underlying psychological and emotional processes. These approaches should take account of the dynamic nature of environmental behaviour throughout the life-course, and recognise that environmental behaviour may be entwined with other aspects of an individual’s life, and needs to be studied within this social and personal context. One innovative method which addresses these needs is a Narrative Life-Course approach. This combines elements of Narrative Inquiry (Riessman, 2008) with elements of Life Course or Biographical methods. This method is currently being employed in a study of environmentally-active individuals in York, UK. By inviting participants to “tell the story” of their environmental behaviour over time, this study takes a holistic approach to an individual’s life, focusing on processes of change, and the factors driving and obstructing them. Story-telling is aided by the use of visual techniques, such as drawing life-graphs. This paper presents results from the first phase of data-collection, including examples of plot-lines derived from narratives, and personal life graphs. Alongside initial conclusions, it offers reflections on the challenges and benefits of this unconventional methodology. |
Using innovative methodological approaches to better understand pro-environmental behaviour: examples of good practice | |||
Chair: | Jacquie Burgess (University of East Anglia) | ||
Paper 1 | |||
Title: | Researching Practice: Removing ‘the Environment’ from the study of Pro-Environmental Behaviour | ||
Author(s): | David Evans (University of Manchester) | ||
Presenter: | David Evans (University of Manchester) | ||
Abstract: | There is widespread recognition that the contribution of social science research to the promotion of pro-environmental behaviour is not exhausted by individualistic, rational choice paradigms and that a move towards a greater appreciation of social practice and social context is needed. This raises important methodological questions about how to conduct research that is sensitive to this requirement. Accordingly, I argue that an explicit focus on ‘the environment’ – in the first instance at least – is the wrong way to go about researching these issues and suggest that empirical work should explore the existing dynamics of the things that people are actually doing and the ways in which these social practices are embedded in the architecture of everyday life. Here, participatory ethnographic approaches that enable respondents to unpick and account for their practices in situ are presented the most suitable way of doing so. Of course, ‘the environment’ needs to re-introduced to the research at some point and I argue that this creates an opportunity for these same respondents to confront the possible environmental impacts of their everyday practice in a way that reveals interesting insights to both the dynamics of practice and environmental values. Crucially, I discuss how this opens up a space for methodological novelty with a particular focus on how concrete, physical data (such as measures of carbon footprint) might be brought into the research process in a way that is ethically sound and ethnographically interesting. | ||
Paper 2 | |||
Title: | ‘I will if (the papers say) you will: communicating government action to tackle climate change’ | ||
Author(s): | Kate McGeevor (Policy Studies Institute) | ||
Presenter: | Kate McGeevor (Policy Studies Institute) | ||
Abstract: | While there is no shortage of calls for government leadership ‘by example’ (e.g. SDC (2006); Green Alliance (2006)), the extent to which greater government commitment to climate change mitigation, or public perception of such commitment, would actually contribute to the adoption of pro-environmental behaviour remains to be seen. Balancing intervention with the space for individuals to feel empowered to initiate change themselves presents a challenge for Government - too much intrusion leads to accusations of a ‘nanny state’, too little leaves people feeling that there is no leadership at all (GAP, 2006). In turn, a failure to demonstrate consistent leadership across government can leave political leaders susceptible to accusations of hypocrisy. What is clear is the critical role played by intermediaries, particularly print and broadcast journalism, in the development of public understanding of the science and politics of climate change. This paper will draw on findings from a currently underway project entitled ‘Public perceptions of short term actions the Government should take to mitigate climate change’. Through a series of deliberative focus groups, the project will be using scenarios analysis to investigate the ways in which different Government actions, and various suites of actions, impact on the willingness and ability of individuals to change their behaviour. Scenarios analysis is a highly illustrative and participative process. As such, it will enable participants to unpick the multifarious ways in which government action affects the pro-environmental behaviour of citizens. The paper will explore how important government leadership is in motivating sustainable lifestyles and will discuss the value of a scenarios-based approach when exploring complex socio-political processes, like those that mediate public understanding of the policies and activities of government. | ||
Paper 3 | |||
Title: | Using Q-Methodology to engage students with sustainable development | ||
Author(s): | Eddie Cowling (Kingston University) | ||
Presenter: | Eddie Cowling (Kingston University) | ||
Abstract: | Q-Methodology is highly efficient in “exploring tastes, preferences, sentiments, motives and goals, the part of personality that is of great influence on behaviour but that often remains unexplored” (van Exel 2005: 2). I plan to use the method as an innovative and fresh approach to explore behavioural attitudes regarding sustainability within the undergraduate population. A longitudinal study exploring students’ perceptions, attitudes and awareness of sustainability is already under way within Kingston University across a range of disciplines. Still an area largely under-researched, this quantitative study will now be enriched with data of a more qualitative nature from a Q-Methodology study which will not only collect valid and reliable data on environmental behaviour and attitudes, but will engage students and stimulate thought and debate during the interactive, “hands-on” data collection process. Rather than being exclusive to one or the other, Q-Methodology instead combines the strengths of both qualitative and quantitative research traditions, and many advocates argue Q in fact provides a bridge between the two (Brown, 1996). The conference session will explain how Q-Sorting was carried out by each P-Set respondent (before factor analysis and interpretation was conducted via PQMethod), and how semi-structured interviews were conducted during and after the Q-Sorting process, stimulating discussion and reflection on the respondent’s selections. The method is ideal in gauging student attitudes towards environmental issues and how this affects their behaviour, but also makes for an informative, thought provoking approach when aiming to improve understanding of pro-environmental behaviour. | ||
Paper 4 | |||
Title: | Investigating ‘Mavens’ with regard to environmental behaviours | ||
Author(s): | Annie Austin (Brook Lyndhurst) Corinne Wilkins (Brook Lyndhurst) | ||
Presenter: | Annie Austin (Brook Lyndhurst) Corinne Wilkins (Brook Lyndhurst) | ||
Abstract: | In light of the growing body of work on how trends spread through society, Brook Lyndhurst was commissioned to investigate whether specific types of individuals within social networks might have a role to play in the diffusion of pro-environmental behaviours. This paper will discuss how the primary research was conducted and will outline our headline findings. | ||
Paper 5 | |||
Title: | How to become an expert in pro-environmental behaviour: Adopting a phronetic and ethnographic approach to behaviour change processes | ||
Author(s): | Tom Hargreaves (University of East Anglia) | ||
Presenter: | Tom Hargreaves (University of East Anglia) | ||
Abstract: | This paper contends that much existing work on pro-environmental behaviour has inadvertently hindered the social learning necessary for the creation of a more sustainable society. It argues that conventional attempts to create universally applicable (i.e. context-independent) and predictive models of individual decision-making processes and behaviour are misguided and have potentially stunted pro-environmental behaviour change and learning processes. Building on Flyvbjerg’s (2001) call for phronetic social science research, the paper contends that the conventional approach is unable to address the kinds of value-rational questions and micro-political struggles that are necessarily involved in behaviour change processes. It argues that adopting an alternative, ethnographic approach to directly observe the contextual details of changing practices holds the potential of generating ‘Expertise’ in pro-environmental behaviour, characterised by a Bourdieusian ‘feel for the game’, for both individuals and researchers alike. To support this argument, the paper reports on an ethnographic case study of a pro-environmental behaviour intervention in a workplace. It highlights typically overlooked developments in social interactions, power relationships, and resistance to change, revealing them to play a central part in behaviour change processes. It argues that the attention to contextual particularity and detail provided by this methodological approach, and the humanised poly-vocal narratives it creates, are crucial in attempts to understand and encourage pro-environmental behaviour change. Furthermore, it suggests that such methodological innovations are vital for improving social science research and for boosting its impact in important social debates about the kind of sustainable society we wish to create. |
Using innovative methodological approaches to better understand pro-environmental behaviour: examples of good practice | |||
Chair: | Jacquie Burgess (University of East Anglia) | ||
Paper 1 | |||
Title: | Using the biographies of buildings to explore the influence of the sustainable design of education buildings on changing institutional and individual behaviour towards sustainability in educational institutions. | ||
Author(s): | Glenn Strachan (University of Gloucestershire) | ||
Presenter: | Glenn Strachan (University of Gloucestershire) | ||
Abstract: | David Orr (2002) in his book The Nature of Design asserts that a building and its setting can have ‘a pedagogy’ and as such be a curriculum resource and an influence on staff and student development in its broadest sense. This paper reviews the methods being used to investigate how the sustainable design of a building in a formal education institution can influence individual behaviour and be a catalyst for institutional change. The methods were developed as part of a research project that is exploring the relationship between the sustainable design of education buildings and institutional changes towards sustainability. Sustainability is now a regular feature of the design of educational buildings with some degree of formalisation in the development and construction process (e.g. BREEAM in the UK and LEED in the USA). The pilot stage of the research is focusing on the biographies of a school building and a college building. The biography of the building refers to its development from when the need for the building was identified, through its conception, design, construction and use. By following the biography of the building it is possible to identify various stakeholders who played a part in the decision-making process and others who are responding to the influence of the design of the building. Through interviews with the stakeholders it is possible to build a narrative of the development of the building and identify which elements of sustainable design are having an influence on management, pedagogy and individual behaviours within the institution. | ||
Paper 2 | |||
Title: | What do young people tell us about sustainable lifestyles when they design schools? Using mixed methods to analyse design workshop data. | ||
Author(s): | Andrea Wheeler (Nottingham University) | ||
Presenter: | Andrea Wheeler (Nottingham University) | ||
Abstract: | The UK government has created a unique educational opportunity with its new school building programme. Its aims have been described as transforming learning and embedding sustainability into the life experience of every child thereby making new schools the heart of regenerating communities, but how do young people understand these aims to build sustainable schools, in particular the concepts of sustainable communities and sustainable behaviour? This paper describes research carried out with young people within the UK to explore how they would build their own schools to regenerate their communities and how they distinguish between this ‘play’ (of designing a school with an architect/researcher) and the possibilities for their schools. Taking inspiration from visual analysis methodologies, conversational and narrative analysis, the paper explores themes emerging from the workshops describing young peoples’ experience with adult cultures. Co-design practices with children are often presented by policy makers as the means to achieve the educational and sustainable development goals of new school building programmes, and yet the link between participation and sustainable behaviour, through concepts such as ownership and belonging is complex. Moreover, the potential for tokenistic student involvement and conflict with the imposed aims of sustainable behaviour is evident. If sustainable behaviour is to be encouraged, honestly and effectively, young people will have to enter into a discussion of community, relation, social cohesion and all the political and philosophical complexities this entails. Furthermore, young people will have to reconcile the need for reduced consumption with consumerist norms. This represents a profound challenge for educationalists and architects. | ||
Paper 3 | |||
Title: | Farmers’ markets and consumption of ‘space’: a mobile method approach | ||
Author(s): | Emma Dean (University of Cardiff) | ||
Presenter: | Emma Dean (University of Cardiff) | ||
Abstract: | Following recent food scares consumers have called for greater traceability and safety of food products. In addition to this the environmental costs of long distance food transportation has prompted the growth of ‘alternative’ approaches to food supply. Farmers’ Markets are one such alternative approach, offering local and seasonal produce to consumers. The importance of such systems are recognised by the UK Government who provide funds to bring local producers together, whilst local groups actively establish and organise markets themselves. By shortening the food supply chain farmers’ markets offer greater rewards to producers whilst providing fresh, local produce to consumers within a sociable shopping environment. This contributes towards increasing consumers’ trust and confidence in the food they purchase. This paper applies a mobile methodology (involving observation and interviews in the market setting) to investigate consumer use of a successful farmers’ market in Cardiff. This methodological approach is unique in the sphere of research on alternative food outlets, and investigates the consumption of the farmers’ market ‘space’. This broadens the current literature by examining the experiences associated with the market space and investigates the physical demonstration of reported motivations. The findings from this research have found that farmers’ markets are not only used as spaces for food consumption but also to portray specific identities or social status. This additional use needs to be understood to ensure that spaces of alternative consumption can be sustained in the future. | ||
Paper 4 | |||
Title: | Action research at Royal Botanic Gardens, Kew using phenology and educational theory to inform teaching practices and encourage pro-environmental behaviour | ||
Author(s): | Glenys Owen-Jones (Royal Botanical Gardens, Kew) | ||
Presenter: | Glenys Owen-Jones (Royal Botanical Gardens, Kew) | ||
Abstract: | Recent altering of flowering times and autumn colouring are obvious to everyone, but the link to climate change and our own behavioural choices is not always universally made. This action research paper uses on-going phenology research activities at the Royal Botanic Gardens, Kew (RBG, Kew) and educational theory to inform and evaluate practical teaching activities in the gardens at Kew with visiting school groups. Underpinning the research is the use of ‘active experimentation’, to make the link between pro-environmental attitudes and values and pro-environmental behaviour; using Kolb’s learning model and associated learning styles to encourage this link. The aim of the pupil activity; is to use greater understanding of small-scale effects of climate change, to make a shift in the positionality of pupils, from being passive on-lookers to being active participants in academic research, leading to a collective behavioural change regarding the environment. The work is also designed to fulfil the criteria for the Quality Badge of the new Council for Learning Outside the Classroom. This is a collaborative work between RBG, Kew phenologist, Sandra Bell and Glenys Owen-Jones, who defended her PhD thesis: ‘Experiences of A-level geography fieldwork’ in 2008 and is a freelance Kew teacher working with National Curriculum Key Stage 3, GCSE and A-level pupils. | ||
Paper 5 | |||
Title: | Learning Spaces: Can using buildings as an educational resource bring about positive pro-environmental behavioural change? | ||
Author(s): | John Clarke (Kingston University) | ||
Presenter: | John Clarke (Kingston University) | ||
Abstract: | Buildings and landscapes have a strong influence on the learning process, particularly in relation to the environment. A poorly designed and operated building can divorce its occupants from a sense of place, its effect on local, regional, national and global ecology, its use of scarce and finite resources with related consequences on climate change and pollution and can have a detrimental effect on the health, well-being and levels of performance of its occupants. A sustainable building should explicitly and implicitly influence pro-environmental behaviour of staff, students and visitors in its design, construction and operation. Buildings therefore could be a valuable teaching and learning resource for developing an understanding of sustainable methods, materials, technologies and behaviours over the whole of their life cycle. Raising peoples’ awareness in terms of sustainability of their own built environment and landscapes can have considerable effects on long term pro-environmental behaviour and on wider sustainable development issues. Education about sustainable buildings, landscapes and lifestyles can merely be an awareness lesson or theoretical discussion whereas education for sustainability uses (un)sustainable buildings as an educational resource to achieve a greater understanding of social, environmental and economic sustainability. This study aims to develop an understanding of the dynamic and complex systems and processes by which environmentally responsible action emerges from the interaction of people and the built environment and how educationalists can optimise this learning experience. |