Using conceptual models as a planning and evaluation tool in conservation |
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| Authors: | Richard Margoluis Caroline Stem Nick Salafsky Marcia Brown |
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| Affiliation: | 1. University of East Anglia, School of International Development, Norwich NR4 7TJ, United Kingdom;2. International Institute for Sustainability, Estrada Dona Castorina 124, 22460-320 Rio de Janeiro, Brazil;3. Opole University of Technology, Department of Production Engineering and Logistics, Luboszycka 5, 45-036 Opole, Poland;4. University of East Anglia, School of Environmental Sciences, Norwich NR4 7TJ, United Kingdom;5. Department of Geography and the Environment, Pontificia Universidade Catolica, 22453-900 Rio de Janeiro, Brazil;1. School of Biological Sciences, Monash University, Clayton, Victoria 3800, Australia;2. Centre for Evidence-Based Conservation, School of the Environment, Natural Resources and Geography, Bangor University, Bangor, Gwynedd LL57 2UW, United Kingdom;3. Conservation Science Group, Department of Zoology, University of Cambridge, Cambridge CB2 3EJ, United Kingdom;4. Centre for Rural Economy, School of Agriculture, Food and Rural Development, University of Newcastle, Newcastle upon Tyne NE1 7RU, United Kingdom;5. Department of Biological Sciences, National University of Singapore, 117543, Singapore;1. Conservation Science Group, Department of Zoology, University of Cambridge, The David Attenborough Building, Pembroke Street, Cambridge CB2 3QZ, UK;2. BioRISC, St. Catharine''s College, Cambridge CB2 1RL, UK;3. Tour du Valat, Research Institute for the Conservation of Mediterranean Wetlands, Arles 13200, France;4. School of Psychology, University of Western Australia, Australia;5. School of Biological Sciences, Goddard Building (8), The University of Queensland, Brisbane, 4072, Queensland, Australia;6. School of Biological Sciences, University of East Anglia, Norwich NR4 7TJ, UK;7. Joint Nature Conservation Committee, JNCC, Peterborough PE1 1JY, UK;8. School of Biology, University of Leeds, Leeds LS2 9JT, UK;1. Interdisciplinary Centre for Conservation Science, Department of Zoology, University of Oxford, New Radcliffe House, Radcliffe Observatory Quarter, Woodstock Road, Oxford OX2 6GG, UK;2. Interdisciplinary Conservation Science Research Group, School of Global, Urban and Social Studies, RMIT University, GPO Box 2476, Melbourne, VIC 3001, Australia;3. ARC Centre of Excellence for Environmental Decisions, The University of Queensland, Room 525, Goddard Building, St Lucia, QLD 4072, Australia;4. Centre for Ecology and Conservation, College of Life and Environmental Sciences, University of Exeter, Penryn, Cornwall TR10 9FE, UK;5. Department of Geography, University of Cambridge, Downing Place, Cambridge CB2 3EN, UK;6. School of Biological Sciences, University of Aberdeen, Zoology Building, Tillydrone Avenue, Aberdeen AB24 2TZ, UK;7. Centre for Biodiversity and Environment Research, Department of Genetics, Evolution and Environment, University College London, Medawar Building, London WC1E 6BT, UK;8. Biological and Environmental Sciences, Faculty of Natural Sciences, University of Stirling, Stirling FK9 4LA, UK;9. Gund Institute for Environment, University of Vermont, 617 Main Street, Burlington, VT 05405, USA;10. School of Earth and Environmental Sciences, University of Queensland, St Lucia, QLD 4072, Australia;11. Wildlife Conservation Society, 2300 Southern Boulevard, Bronx, New York 10460, USA |
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| Abstract: | Conservation projects are dynamic interventions that occur in complex contexts involving intricate interactions of social, political, economic, cultural, and environmental factors. These factors are constantly changing over time and space as managers learn more about the context within which they work. This complex context poses challenges for planning and evaluating conservation project. In order for conservation managers and evaluation professionals to design good interventions and measure project success, they simultaneously need to embrace and deconstruct contextual complexity.In this article, we describe conceptual models—a tool that helps articulate and make explicit assumptions about a project's context and what a project team hopes to achieve. We provide real-world examples of conceptual models, discuss the relationship between conceptual models and other evaluation tools, and describe various ways that conceptual models serve as a key planning and evaluation tool. These include, for example, that they document assumptions about a project site and they provide a basis for analyzing theories of change.It is impractical to believe that we can completely eliminate detail or dynamic complexity in projects. Nevertheless, conceptual models can help reduce the effects of this complexity by helping us understand it. |
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