Building Successful International Summer Schools to Enhance the Capacity of Marine Early Career Researchers

Christopher Cvitanovic, Jessica Blythe, Ingrid van Putten, Lisa Maddison, Laurent Bopp, Steph Brodie, Beth A. Fulton, Priscila F. M. Lopes, Gretta Pecl, Jerneja Penca and U. Rashid Sumaila
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Christopher Cvitanovic: School of Business, University of New South Wales Canberra, Australia / Centre for Marine Science and Innovation, University of New South Wales, Australia
Jessica Blythe: Environmental Sustainability Research Centre, Brock University, Canada
Ingrid van Putten: Commonwealth Scientific and Industrial Research Organisation, Australia / Centre for Marine Socioecology, University of Tasmania, Australia / Wageningen Economic Research, Wageningen University & Research, The Netherlands
Lisa Maddison: Centre for Marine Socioecology, University of Tasmania, Australia
Laurent Bopp: LMD/IPSL, CNRS, Ecole Normale Supérieure, Paris Sciences & Lettres University, France
Steph Brodie: Department of Ecology, Federal University of Rio Grande do Norte, Brazil
Beth A. Fulton: Centre for Marine Science and Innovation, University of New South Wales, Australia / Commonwealth Scientific and Industrial Research Organisation, Australia
Priscila F. M. Lopes: Department of Ecology, Federal University of Rio Grande do Norte, Brazil / Research Institute of the University of Bucharest, University of Bucharest, Romania
Gretta Pecl: Institute for Marine and Antarctic Studies, University of Tasmania, Australia / Centre for Marine Socioecology, University of Tasmania, Australia
Jerneja Penca: Mediterranean Institute for Environmental Studies, Science and Research Centre Koper, Slovenia
U. Rashid Sumaila: nstitute for the Oceans and Fisheries and the School of Public Policy and Global Affairs, University of British Columbia, Canada / Department of Agricultural Economics and Rural Development, University of Pretoria, South Africa

Ocean and Society, 2024, vol. 1

Abstract: The development of informal science learning programs is a key strategy for supplementing traditional training for early career researchers (ECR). Within the marine sector, there has been a proliferation of international summer schools (a form of informal science learning program) to support ECRs to develop the networks, skills, and attributes needed to tackle ocean sustainability challenges and support the attainment of the Sustainable Development Goals (e.g., collaboration across disciplines, policy engagement, etc.). Yet, there exists very little evidence on the impact generated by such informal science learning programs or the design strategies that can confer their success. This commentary seeks to address this knowledge gap by considering the successful biennial Climate and Ecosystems (ClimEco) marine summer school series that has run since 2008. Specifically, we draw on the perspectives of lecturers and organisers, in combination with a survey of ClimEco participants (? = 38 ECRs) to understand the drivers and motivations of ECRs to attend summer schools, the types of outcomes and impacts that summer schools can have for marine ECRs, and the key factors that led to the successful attainment of these impacts, outcomes, and benefits. In doing so, we develop guidance that would enable global summer school convenors to effectively support the next generation of marine researchers to advance ocean sustainability.

Keywords: early career researchers; informal science learning programs; interdisciplinary; ocean sustainability; postgraduate; SDG 14; transdisciplinary (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:cog:ocesoc:v1:y:2024:a:9328

DOI: 10.17645/oas.9328

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