Robert B. Powell

Can Ecotourism Interpretation Really Lead to Pro-Conservation Knowledge, Attitudes and Behaviour? Evidence from the Galapagos Islands

Proponents of ecotourism within protected areas believe that tour design and interpretation can help mitigate the negative impacts of tourism, human and environmental, and build an educated and motivated constituency that supports environmental conservation and social improvements. However, ecotourisms claims to achieve those objectives are largely untested, and linkages between tourisms operational characteristics and positive changes in tourists” environmental knowledge, attitudes and behaviours are largely unexplored. This exploratory research investigated the efforts of one Galapagos National Park tour operator to explore whether a well-conceived interpretation/ecotourism product could influence tourists” educational outcomes and support of environmental conservation. Results suggest that well-designed and delivered interpretation during the ecotourism experience can increase knowledge of the host-protected area, supportive attitudes towards resource management issues facing the host-protected area, general environmental behavioural intentions and philanthropic support of conservation.

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education’s Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.

Charisma and conservation: charismatic megafauna’s influence on safari and zoo tourists’ pro-conservation behaviors

Annually, millions of tourists go on safari and visit zoos primarily to view large charismatic wildlife. These venues rely on the inherent appeal of these animals to increase visitation and anchor conservation efforts. In conservation campaigns, flagship species are used to stimulate a connection to a species and promote pro-conservation behaviors. However, empirical support for behavioral outcomes associated with flagships is lacking. Nor is it known how a connection to a species influences behaviors. This study explored (a) how tourists connect to wildlife, how this relationship is influenced by the on-site experience, and how these factors interact to influence behavior, and (b) how the experiences between safari and zoo venues differed. A model was developed using interactional theory and analyzed with structural equation modeling. Data were obtained from 416 tourists to Tanzanian parks and protected areas and 452 tourists to two U.S. zoos and one aquarium. An existing connection to wildlife and experiential factors directly influenced tourists’ connection to a species, but not behaviors. Tourists’ connection to a species had a significant positive influence on pro-conservation behaviors for individual species and general biodiversity. The influence of the experience was equivalent across safari and zoo venues. Results support the ability of safari and zoo wildlife tourism to produce conservation outcomes.

A review of the foundational processes that influence beliefs in climate change: opportunities for environmental education research

Recently, many organizations involved in environmental education have initiated programs that aim to educate visitors or other publics who interact with nature-based resources about the impacts and landscape transformations occurring because of climatic changes. However, many psychological, human-evolutionary, and social–ecological processes that impede individuals’ ability to notice or respond to (e.g. adaptation and mitigation behaviors) climate impacts in nature-based areas, or in their urban-based home communities, may influence the educational process. By reviewing and examining these foundational processes and their potential influence on an audience’s attitudes and beliefs towards climate change, we outline and explain their importance for research. Based on these important psychological, human-evolutionary, and social–ecological processes, the authors conclude by identifying how researchers can investigate the influence of these processes and their potential impacts on environmental education outcomes.

Evaluating a Constructivist and Culturally Responsive Approach to Environmental Education for Diverse Audiences

The NorthBay Adventure Center offers five-day residential programs that meld environmental and character education using experiential techniques and multi-media messaging. This article explores the influences of these programs on urban and non-urban middle-school participants in three areas: character development and leadership; environmental responsibility, and attitudes toward school. The authors found significant positive short-term effects on all outcomes of interest. Three-month delayed posttests indicate retention of significant gains in character development and leadership and environmental responsibility, while gains in school-related outcomes faded. Urban students responded more positively to the NorthBay program than did students from suburban and rural areas.

A Sustainable Evaluation Framework and Its Application

This article presents a framework for developing internally sustainable evaluation systems for environmental education organizations, although the framework can be applied to other types of organizations. The authors developed a sustainable evaluation framework (SEF) with the intent of creating an evaluation system that could be self-administered by the staff of an environmental education organization in perpetuity. Key components of the framework include that it is utilization-focused (designed specifically for the needs of its users), participatory (empowering the users at each step of the design and implementation process), theory-driven (employing logic modeling and consulting relevant literature for concept clarification), and consumer-based (directly addressing the needs of probable audiences of evaluation results). The article illustrates the evaluation framework and its key outcomes using a case study from the Great Smoky Mountains Institute at Tremont (GSMIT), where the authors facilitated the development of an evaluation system. In addition to the creation of a credible, adaptable, and sustainable system, outcomes of the frameworks implementation included clarification of organizational goals, enhanced organizational commitment from staff, professional development, and new prospects for adaptive management.

Development and Validation of Scales to Measure Environmental Responsibility, Character Development, and Attitudes toward School.

This investigation examines the use of structural equation modeling (SEM) procedures to develop and validate scales to measure environmental responsibility, character development and leadership, and attitudes toward school for environmental education programs servicing middle school children. The scales represent outcomes commonly of interest to environmental education programs and also to after‐school and positive youth development activities. First, we developed the scales using confirmatory factor analysis (CFA) and then we used multi‐group longitudinal CFA to cross‐validate the model with data collected before participation in the environmental education program, immediately after the program, and three months later. The results support a three‐factor model, producing three scales that appear to be valid and reliable.

Overcoming Governance and Institutional Barriers to Integrated Coastal Zone, Marine Protected Area, and Tourism Management in Sri Lanka

One of the major barriers to addressing complex social–ecological issues through integrated coastal management (ICM) is a lack of intergovernmental coordination and cooperation (horizontal and vertical fragmentation). This article describes an effort to overcome the barriers to ICM in Sri Lanka by fostering intergovernmental collaboration and initiating adaptive governance to restore one town, Hikkaduwa, and its associated marine protected area (MPA) and coastal zone habitats. Administrators from 12 national and local governmental agencies that are responsible for aspects of coastal management in the town of Hikkaduwa participated in a series of formal and informal workshops and a week-long tour of ICM projects in the Philippines. Outcomes demonstrate that these informal and formal meetings, workshops, and travel experiences fostered trust, social capital, and attitudinal organizational commitment (AOC). The experiences motivated members to overcome vertical and horizontal governance fragmentation through the formation of an independent intergovernmental committee for the restoration of Hikkaduwa into a sustainable and resilient community. ICM activities undertaken by the newly formed organization suggest that internal leadership capacity, effective local–national partnerships, explicitly linked ecological–economic projects, and long-term commitment are necessary conditions for success. Overall, attainment of sustainability and resilience through successful ICM should be thought of as a journey and not a destination.

Attitudes toward water conservation: the influence of site-specific factors and beliefs in climate change.

Areas affected by drought are increasing, and many lakes that provide potable water and recreation opportunities are located in drought-vulnerable areas. Understanding a populations attitudes toward conservation actions can improve communication initiatives, policy development, and education, which are all necessary for effective water resource management. However, little is known about stakeholders’ interactions with drought-influenced resources and the potential factors that form their water conservation attitudes. Using a mixed methods approach, we evaluated lake recreationists’ (n = 229) attitudes toward water conservation at a drought-impacted lake. We identified the relationships between two site-specific factors (place attachment and awareness of drought impacts), beliefs in climate change, concern for drought impacts, and water conservation attitudes. Results indicated concern for local drought impacts fully mediated the relationships between site-specific factors, beliefs in climate change, and attitudes toward water conservation behaviors. Implications for research, outreach, and water resource management are discussed.

Developing Institutions to Overcome Governance Barriers to Ecoregional Conservation

Threats to biodiversity occur at local, regional, and landscape level scales. As a result responses to these threats increasingly use a systematic process to identify important habitat at large enough scales necessary to support biodiversity that is currently or potentially threatened by human activity. However despite the relative agreement regarding emerging best practices for identifying and ranking areas within an eco-region for conservation and the wide use of eco-regional planning and ecosystem management in both developed and developing nations, biodiversity and the habitats they rely on continue to degrade. In most cases, one of the major barriers to implementing these landscape scale conservation plans appears to be poor institutional coordination and cooperation (horizontal and vertical fragmentation) across eco-regional scales. This paper describes some of the common barriers to effective eco-regional governance which hamper the implementation of conservation planning efforts and proposes specific steps and conditions necessary for the development of eco-regional institutions, which are thought to overcome governance fragmentation. As complex and transboundary threats such as climate change, pollution, and land conversion increase, it is thought that without this transformation in governance, biodiversity will continue to decline.