The complexity of natural resource use processes and dynamics is now well accepted and described in theories ranging across the sciences from ecology to economics. Based upon these theories, management frameworks have been developed within the research community to cope with complexity and improve natural resource management outcomes. Two notable frameworks, Integrated Water Resource Management (IWRM) and Adaptive Management (AM) have been developed within the domain of water resource management over the past thirty or so years. Such frameworks provide testable statements about how best to organise knowledge production and use to facilitate the realisation of desirable outcomes including sustainable resource use. However evidence for the success of IWRM and AM is mixed and they have come under criticism recently as failing to provide promised benefits. This paper critically reviews the claims made for IWRM and AM against evidence from their implementation and explores whether or not criticisms are rooted in problems encountered during the translation from research to practice. To achieve this we review the main issues that challenge the implementation of both frameworks. More specifically, we analyse the various definitions and descriptions of IWRM and AM. Our findings suggest that similar issues have affected the lack of success that practitioners have experienced throughout the implementation process for both frameworks. These findings are discussed in the context of the broader societal challenge of effective translation of research into practice, science into policy and ambition into achievement

The meaningful participation of stakeholders in decision-making is now widely recognized as a crucial element of effective water resource management, particularly with regards to adapting to climate and environmental change. Social learning is increasingly being cited as an important component of engagement if meaningful participation is to be achieved. The exact definition of social learning is still a matter under debate, but is taken to be a process in which individuals experience a change in understanding that is brought about by social interaction. Social learning has been identified as particularly important in transboundary contexts, where it is necessary to reframe problems from a local to a basin-wide perspective. In this study, social learning is explored in the context of transboundary water resource management in the St. Lawrence River Basin. The overarching goal of this paper is to explore the potential role of serious games to improve social learning in the St. Lawrence River. To achieve this end, a two-pronged approach is followed: (1) Assessing whether social learning is currently occurring and identifying what the barriers to social learning are through interviews with the region’s water resource managers; (2) Undertaking a literature review to understand the mechanisms through which serious games enhance social learning to understand which barriers serious games can break down. Interview questions were designed to explore the relevance of social learning in the St. Lawrence River basin context, and to identify the practices currently employed that impact on social learning. While examples of social learning that is occurring have been identified, preliminary results suggest that these examples are exceptions rather than the rule, and that on the whole, social learning is not occurring to its full potential. The literature review of serious games offers an assessment of such collaborative mechanisms in terms of design principles, modes of play, and their potential impact on social learning for transboundary watershed management. Serious game simulations provide new opportunities for multidirectional collaborative processes by bringing diverse stakeholders to the table, providing more equal access to a virtual negotiation or learning space to develop and share knowledge, integrating different knowledge domains, and providing opportunities to test and analyze the outcomes of novel management solutions. This paper concludes with a discussion of how serious games can address specific barriers and weaknesses to social learning in the transboundary watershed context of the St. Lawrence River Basin.

Managing social-ecological systems and human well being in a sustainable way requires knowledge of these systems in their full complexity. Multi-loop social learning is recognized as a crucial element to sustainable decision-making for land and water resources management involving a process of managing change where the central methodological concern is with effectively engaging the necessary participation of system members in contributing to the collective knowledge of the system. Ensuring the inclusion of the community of concern may help to ensure robust knowledge, the necessary plurality of views, responsibility sharing and trust enhancement. This will also provide more dynamic lines of input to problem solving: local and changing forms of knowledge, emerging concerns and constraints all feed into an ongoing decision-making process. This conceptual paper is focused specifically on identifying the key drivers and conditions that facilitate multi-loop social learning and the untapped potential of virtual learning platforms in this context. The hyper-connectivity that characterizes digitally mediated networks opens up significant possibilities for information exchange, knowledge creation, feedback, debate, learning and innovation, social networking, and so on. This paper provides a thorough literature review of the conditions and affordances that are conducive to multi-loop social learning in the context of sustainable land and water governance. The insights from this review confirm the potential of a ‘learning ecology’ or virtual learning platform for knowledge co-production, trust building, sense making, critical self-reflection, vertical and horizontal collaboration, and conflict resolution, while serving as a facilitating platform between different levels of governance, and across resource and knowledge systems. To conclude this paper, a developmental research agenda is proposed to refine and improve understanding of multi-loop social learning processes and their effective facilitation through virtual learning platforms

Most of the literature on serious games and gamification calls for a shift from evaluating practices to using theories to assess them. While the former is necessary to justify using game-based approaches, the latter enables understanding “why” game-based approaches are beneficial (or not). Based on earlier review papers and the papers in this special issue of Water entitled “Understanding game-based approaches for improving sustainable water governance: the potential of serious games to solve water problems”, we show that game-based approaches in a water governance context are relatively diverse. In particular, the expected aims, targeted audience, and spatial and temporal scales are factors that differentiate game-based approaches. These factors also strongly influence the design of game-based approaches and the research developed to assess them. We developed a framework to guide and reflect on the design and assessment of game-based approaches, and we suggest opportunities for future research. In particular, we highlight the lack of game-based approaches that can support “society-driven” sustainable water governance.

Modern day challenges of water resource management involve difficult decision-making in the face of increasing complexity and uncertainty. However, even if all decision-makers possessed perfect knowledge, water management decisions ultimately involve competing values, which will only get more prominent with increasing scarcity and competition over resources. Therefore, an important normative goal for water management is long-term cooperation between stakeholders. According to the principles of integrated water resource management (IWRM), this necessitates that managerial decisions support social equity and intergenerational equity (social equity that spans generations). The purpose of this discussion is to formulate preliminary recommendations for the design of serious games (SGs), a potential learning tool that may give rise to shared values and engage stakeholders with conflicting interests to cooperate towards a common goal. Specifically, this discussion explores whether SGs could promote values that transcend self-interest (transcendental values), based on the contributions of social psychology. The discussion is organized in the following way. First, an introduction is provided as to why understanding values from psychological perspectives is both important for water management and a potential avenue for learning in SGs. Second, a review of the description of values and mechanisms of value change from the field of social psychology is presented. This review highlights key psychological constraints to learning or applying values. Based on this review, recommendations are made for SGs designers to consider when developing games for water management, in order to promote transcendental values. Overall, the main conclusions from exploring the potential of value change for IWRM through SGs design are as follows: 1-SGs design needs to consider how all values change systematically; 2-SGs design should incorporate the many value conflicts that are faced in real life water management, 3-SGs could potentially promote learning by having players reflect on the reasoning behind value priorities across water management situations, and 4-value change ought to be tested in an iterative SGs design process using the Schwartz’s Value Survey (SVS) (or something akin to it).

The International Joint Commission (IJC) has been involved in a 14-year effort to formulate a new water regulation plan for the Lake Ontario St. Lawrence River (“LOSLR”) area that balances the interests of a diverse group of stakeholders including shipping and navigation, hydropower, environment, recreational boating, municipal and domestic water supply, First Nations, and shoreline property owners. It has embraced the principles of collaborative and participatory management and, applying a Shared Visioning Planning (SVP) approach, has worked closely with stakeholders throughout all stages of this process; however, conflicts between competing stakeholders have delayed and complicated this effort. The overarching aim of this paper is to consider the extent to which the SVP approach employed by the IJC was effective in managing conflict in the LOSLR context. Audio recordings and transcriptions of public and technical hearings held by the IJC in 2013 have been systematically analysed using stakeholder mapping and content analysis methods, to gain insight into the stakeholder universe interacting with the IJC on Plan 2014. The principal conclusions of this paper are that (a) the Shared Vision Planning approach employed by the IJC had some significant successes in terms of conflict management—particularly notable is the success that has been achieved with regards to integration of First Nation concerns; (b) there is a distinct group of shoreline property owners, based in New York State, who remain opposed to Plan 2014—the IJC’s public outreach and participation efforts have not been successful in reconciling their position with that of other stakeholders due to the fact that this stakeholder group perceive that they can only lose out from any regulation change and are therefore unlikely to be motivated to engage productively in any planning dialogue; and (c) a solution would require that the problem be reframed so that this stakeholder can see that they do in fact have something to gain from a successful resolution, which may necessitate bringing the prospect of compensation to the table.