scholarly journals Conflict cultures – Qualitative Comparative Analysis of environmental conflicts in forestry

2001 ◽  
Vol 2001 (2) ◽  
pp. 1-109
Author(s):  
Eeva Hellström

Owing to the internationalisation of the forestry debate and forest policy, there is growing need to conduct comparative forest policy research at an international scale. This research compares environmental confl icts in forestry in seven cases during 1984–1995. The cases include Finland, France, Minnesota USA, Norway, Pacifi c Northwest USA, Sweden and West Germany. The research is based on the notion that each society has its own ‘cultural’ ways of producing and managing environmental confl icts in forestry, depending on the social, political, economic, and resource characteristics of the society. The purpose of the study is to describe these confl ict cultures, to identify and analyse the societal aspects that impact them, and to discuss the implications of understanding confl icts as cultural phenomena. The research is based on focused interviews of multiple actors related to forest management and protection. For the data analysis, a ‘hermeneutic’ (interpretative and understanding) approach is introduced to Qualitative Comparative Analysis, the use of which has been dominated by causal applications. As a result of the analysis, models of confl ict cultures and confl ict management strategies are constructed. The model of confl ict cultures indicates three basic dimensions of confl ict culture, and defi nes how they are related to each other. These dimensions are mild vs. intense confl icts, separatist vs. co-operative relations between actors and stability vs. change in forest resource policy and use. The model of confl ict management strategies indicates to what extent the different cases place emphasis on interactive vs. institutional confl ict management, and the management of confl icting (sub)cultures within the society vs. the confl ict culture of the society.

2011 ◽  
Vol 45 (3) ◽  
pp. 286-317 ◽  
Author(s):  
Mark Moritz ◽  
Julia Giblin ◽  
Miranda Ciccone ◽  
Andréa Davis ◽  
Jesse Fuhrman ◽  
...  

Author(s):  
Marian Guasp-Coll ◽  
Diego Navarro-Mateu ◽  
Laura Lacomba-Trejo ◽  
María del Carmen Giménez-Espert ◽  
Vicente Javier Prado-Gascó

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911984098 ◽  
Author(s):  
Andrea J Bingham ◽  
Sean Dean ◽  
Jessica Castillo

In educational policy research, linking specific practices to specific outcomes is an important (though not the only) goal, which can bias researchers (and funders) toward employing purely quantitative methods. Given the context-specific nature of policy implementation in education, however, we argue that understanding how specific practices lead to specific outcomes in specific conditions or contexts is critical to improving education. Qualitative comparative analysis is a method of qualitative research that we argue can help to answer these kinds of questions in studies of educational policies and reforms. Qualitative comparative analysis is a case-oriented research method designed to identify causal relationships between variables and a particular outcome. Distinct from quantitative causal methods, qualitative comparative analysis requires qualitative data to identify conditions (and combinations of conditions) that lead to a particular result; it is context driven, just as many educational reforms must necessarily be. We contend that qualitative comparative analysis has the potential to be of use to educational researchers in investigating complex problems of cause and effect using qualitative data. As such, our aim here is to provide a general overview of the characteristics, processes, and outcomes of qualitative comparative analysis. In so doing, we hope to offer guidance to educational researchers around how and when to use qualitative comparative analysis, as well as recommendations for current educational issues that could be investigated with qualitative comparative analysis.


2021 ◽  
Author(s):  
Marijn T. van Geet ◽  
Stefan Verweij ◽  
Tim Busscher ◽  
Jos Arts

AbstractPolicy design has returned as a central topic in public policy research. An important area of policy design study deals with effectively attaining desired policy outcomes by aligning goals and means to achieve policy design fit. So far, only a few empirical studies have explored the relationship between policy design fit and effectiveness. In this paper, we adopt the multilevel framework for policy design to determine which conditions of policy design fit—i.e., goal coherence, means consistency, and congruence of goals and means across policy levels—are necessary and/or sufficient for policy design effectiveness in the context of policy integration. To this end, we performed a qualitative comparative analysis of Dutch regional transport planning including all twelve provinces. Outcomes show no condition is necessary and two combinations of conditions are sufficient for effectiveness. The first sufficient combination confirms what the literature suggests, namely that policy design fit results in policy design effectiveness. The second indicates that the combination goal incoherence and incongruence of goals and means is sufficient for policy design effectiveness. An in-depth interpretation of this counterintuitive result leads to the conclusion that for achieving policy integration the supportive relationship between policy design fit and policy design effectiveness is less straightforward as theory suggests. Instead, results indicate there are varying degrees of coherence, consistency, and congruence that affect effectiveness in different ways. Furthermore, outcomes reveal that under specific circumstances a policy design may be effective in promoting desired policy integration even if it is incoherent, inconsistent, and/or incongruent.


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