What’s New? This newsletter includes: An update on the latest additions to the SETNET website

1. Newsletter 2 (February 2009) page 1 What’s New? This newsletter includes: An update on the latest additions to the SETNET website An overview of the recent SPICOSA training workshop in Gdansk, Poland An overview of the recent Guadiana field study visit in Portugal An article on examples in which systems approaches have been successfully implemented An article about barriers to coastal education and training Summary of some of the latest education and training opportunities listed on the SETNET website ….. Welcome to the second newsletter for the SPICOSA Project’s Education and Training Network for Coastal Management Professionals and Students. UPDATE ALERT….. Take a look at the training material from the Gdansk workshop which was held in October 2008. Downloads are available from the website. Example of SETNET web page To be at the forefront of education and training in coastal management, go tothe SETNET homepage: http://www.spicosa.eu/setnet/index.htm Or contact Dr Jeanette Reis, SETNET Co-Ordinator. School of Earth and Ocean Sciences, Cardiff University, Main Building, Cardiff. CF10 3YP. UK. Tel. 00 44 29 20 874 000. E-mail: reisj@cardiff.ac.uk

2. Newsletter 2 (February 2009 page 2) SPICOSA Professional Training Course, SSA2 Gulf of Gdansk, Gdynia, Poland, 7-8 October 2008 The Institute of Oceanography, University of Gdansk (IOUG), Poland hosted a WP13 Professional Training Course on the Systems Approach Framework on 7-8th October 2008. The course was held in cooperation with ENVISION (UK), and the Maritime Institute in Gdansk. Learning modules were designed within WP13 and tailored for the Gdansk Region. Nineteen participants from the core stakeholder group of the Gulf of Gdansk SSA took part. Representatives included staff from local and national administrations, local authorities and business partners. After a warm welcome by Anna Szaniawska, SPICOSA leader at IOUG, Martin Le Tissier from ENVISION introduced the system approach based learning module. During the working sessions two case studies were considered: on the first day “Regional development vs harbour functioning” was chaired by Andrzej Cieslak from the Maritime Office in Gdynia, and on the second day “Tourism capacity based on the Hel Peninsula example” was chaired by Krzysztof Skora from Hel Marine Station. On both days, tools developed by SPICOSA (e.g. DPSIR model and CATWOE - SPICOSA variant) were explored. The course was considered to be particularly effective because it was very practically focussed, delivered in the local language and made use of local expertise. Workshop organisers would like to thank participants and trainers for their contributions. For more information contact Hanna Ladkowska, Institute of Oceanography, University of Gdansk, e-mail: ocehl@univ.gda.pl http://www.ocean.univ.gda.pl Example of DPSIR Exploration The Gulf of Gdansk, Poland Key stakeholders in Gdansk SSA Example of Training Slide

3. Newsletter 2 (February 2009 page 3) SPICOSA Education Field Study Course, Guadiana, Portugal, October 2008 • During October 2008 John Icely from Sagremarisco led students from the Erasmus Mundus Masters in Water and Coastal Management at the University of Algarve, Portugal on fieldtrips around Sagres, Portugal,  near the Guadiana estuary study area. • The Guadiana estuary is a mesotidal estuarine system (tidal amplitude ranges from 1.3 to 3.5 m) located in a temperate climate area, with moderate, humid winters and hot dry summers. The estuary occupies an area of 22 km2 and its average depth is 6.5 m. • Students were encouraged to undertake a 'silent walk', to consider the systemic implications of issues identified by local stakeholders, including: • Untreated wastewater discharges into estuarine waters • Water and sediment quality • River discharge reduction due to dams • Resident population aging • Recession of traditional economical activities. The “silent walk” technique encouraged more observation and reflection than might have been the case where students are distracted by joint discussion.   Feedback from the students suggested that this was considered to be a “useful” and “interesting” exercise. WP12 are reviewing the possibility of incorporating the “silent walk” approach into the academic Master's course being developed by SPICOSA. The Masters course will cover all aspects of SPICOSA’s SAF and will be integrated in marine management Masters degrees across Europe. It is intended that such experiences will enhance the ability of future coastal management professionals to undertake marine management practices using a systems approach. Development of new holiday resort viewed during walk Student contemplating (silently!) For more information, contact Dr Christopher Lowe Email: christopher.lowe@plymouth.ac.uk

4. Newsletter 2 (February 2009 page 4) Examples of Successful Systems Approach Implementation In 2004, Hocking used Senge’s work to apply a systems approach to managing chronic obstructive pulmonary disease in Bridgend, South Wales, UK. The project involved developing an overview of the health and social “system” using I-Think modelling software. The model was then analysed to identify system blockagages, feedback loops and local variability. More than 26 medical and social services practitioners were involved at a cost of £300,000 over a two year period. Every practitioner was trained in developing systems diagrams and supported through change management programmes. Funds were also made available to improve the system as a result of the research. Detailed impact analyses analysis were carried out in the short and longer term and demonstrated that patients involved in the project had significantly improved their quality of life, health and wellbeing and the local health trust made economic savings of approximately £2 million UK pounds. It is important to understand that although systems approaches are a relatively new concept for coastal management, they have been tried and tested in many other sectors. This article summarises its origins and gives an example of its potential impact. Systems theory first originated in biology in the 1920s as a way to explain the relationships between organisms and their ecosystems. A more generalised systems theory emerged in the 1940s, particularly with the work of Ludwig von Bertalanffy. By the 1970s, General Systems Theory (GST) was the fundamental underpinning of most commercial software design, and by the 1980 it was used to design the "missing link" between system analysis (defining what's needed in a system) and system design (what's actually implemented). These principles were incorporated into computer-aided software engineering tools delivered by the IBM Corporation. The modern interpretation of systems theory is that it acts as a multidisciplinary tool which brings together principles and concepts from a broad range of sectors, including sciences, engineering and economics. Systems theory thus serves as a bridge for dialogue between autonomous areas of academia and professional practice. Systems approaches have been successfully applied to a number of sectors, including: • ecological systems • organizational theory and management • human resource development • education • engineering • information technology • cybernetics. References: Bertalanffy, L. von. (1950). "An Outline of General Systems Theory." British Journal for the Philosophy of Science, Vol. 1, No. 2. Senge P (1990) The Fifth Discipline: The art and practice of the learning organization. Doubleday, New York For more information, contact Dr Jeanette Reis Email: reisj@cardiff.ac.uk

5. Newsletter 2 (February 2009 page 5) Barriers to Training “Softer” skills such as conflict resolution, negotiation skills, law and policy interpretation, and joint working are particularly in demand. At present, training in these areas tends to occur via coastal research projects such as COREPOINT and CoastLearn. Training activities are therefore short term and discontinuous. The SPICOSA project is attempting to address the issues highlighted by providing online material for coastal managers to read through at a convenient time and in any location, by offering training courses free of charge and by advertising training opportunities in co-operation with EUCC Germany via the online SETNET database. Our training providers, ENVISION, have ensured that courses are practically focussed and delivered in local languages, taking into account issues of cultural significance. Although training opportunities from SPICOSA are limited to the duration of the project, it is planned that training material will continue to be available via the European Platform. In summary, it is fair to say that there are very real obstacles to CPD for coastal managers in Europe, and that the SPICOSA project is making progress in addressing these. What is needed now is for an overarching framework to take forward lessons learned and to expand the approach across a broader range of subjects so coastal managers can have long term access the training opportunities they require to ensure sustainable efficient and effective coastal practices. Although it is well known that Continuous Professional Development (CPD) is a worthwhile investment of time and money, barriers often prevent coastal managers from developing their knowledge, skills and attributes via professional training activities. During a recent virtual workshop (SPICOSA, January 2008), coastal management professional training experts across Europe concluded that the main obstacles to CPD for coastal managers were: • Lack of time* • Cost* • Availability* • Lack of awareness of courses ** • Lack of continuity of training** • Lack of practical/ experienced based courses** • Language** • Culture * From Ballinger RC et al presentation ** From Garriga M et al presentation Most of us are aware that our time is valuable and that there are a broad range of demands upon it. Often, our first priority is to deal with the issues on our desk. A senior civil servant in the UK once declared to a CPD conference that, “managers are not paid to develop their skills or improve effectiveness, they are paid to complete their work on time!” Unfortunately, this means that well intentioned plans to attend training events are often overturned by more urgent work demands. This is particularly the case for smaller organisations where just one or two staff have a very broad remit and are not easily replaced for the duration of training activities. Small organisations also suffer as the costs of attending training activities are often too high to fund. Even attendance at conferences can be several hundred Euros, and external support for attendance is rare. Lack of availability of appropriate courses in appropriate locations and languages has been highlighted by a number of recent studies (Eg. Fletcher and Ballinger 2008, Reis 2008, Lowe 2008). For more information, contact Dr Jeanette Reis Email: reisj@cardiff.ac.uk

6. Newsletter 2 (February 2009 page 6) Education and Training Opportunities ….. For more information, contact Dr Jeanette Reis Email: reisj@cardiff.ac.uk