These challenges can be categorized into three, and will be discussed in the
following section against the background of the so-called companion modeling
process:
• Positionality of the researchers: What role do researchers play throughout the
process – from formulating research questions and conceptualizing the model, to
initiating communication processes and influencing policy processes?
• Process of stakeholder involvement: How are the various stakeholders selected,
in which phases of the research project do they get involved, what role do they
play in the process, how can they influence the overall modeling process and
how are conflicts among the stakeholders addressed?
• Outcome of the modeling exercise: What are the intended outcomes of the
project, what are the implications for stakeholders and how are the results
translated into actual negotiation, conflict resolution and policy formulation
processes?
Positionality of the Researchers
First and foremost, a distinction must be made between the different roles commonly attributed to researchers as part of a companion modeling
(ComMod) process, whether it be project leader/initiator, academic knowledge
holder, facilitator, modeler or developer (Barreteau et al. 2011). Some confusion
may exist between these roles as, at the outset, the participative modeling project is
often initiated by a single person. When these processes are set in motion outside an
academic research framework, that is, in settings with their own power structure
and institutional partners from outside the academic world, questions concerning
the project’s positioning should be addressed. In fact, the positionality of the project
holder/leader is also an issue that must be tackled, and the answer to this can be
found when assessing what the project adds in value terms when compared to
existing interactions between the players, norms/standards and governance processes. The legitimacy of the project will depend on the strength of the relationship
that has already been established between the project initiator and the different
stakeholders at its inception.
In the Mae La Ngun sub-catchment in northern Thailand, the novel contribution
of the modeling approach was the academic support provided in relation to the
biophysical processes involved in water sharing (notably hydrological), and its
legitimacy was re-enforced when the project was presented to three local power
brokers, namely two village leaders and the chairman of the Tambon (sub-district)
administrative organization, or TAO (Becu et al. 2008).
The role of the facilitator is both crucial and difficult, as it is directly involved in
the communication processes between the different social groups that form the
stakeholders for the issue under study (Dare ´ et al. 2011). The role requires practice
and an ethical code to be in place (covering; for example, management of speaking
time and respect for a diversity of opinions). Sometimes the interactions between
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A. Neef et al.
following section against the background of the so-called companion modeling
process:
• Positionality of the researchers: What role do researchers play throughout the
process – from formulating research questions and conceptualizing the model, to
initiating communication processes and influencing policy processes?
• Process of stakeholder involvement: How are the various stakeholders selected,
in which phases of the research project do they get involved, what role do they
play in the process, how can they influence the overall modeling process and
how are conflicts among the stakeholders addressed?
• Outcome of the modeling exercise: What are the intended outcomes of the
project, what are the implications for stakeholders and how are the results
translated into actual negotiation, conflict resolution and policy formulation
processes?
Positionality of the Researchers
First and foremost, a distinction must be made between the different roles commonly attributed to researchers as part of a companion modeling
(ComMod) process, whether it be project leader/initiator, academic knowledge
holder, facilitator, modeler or developer (Barreteau et al. 2011). Some confusion
may exist between these roles as, at the outset, the participative modeling project is
often initiated by a single person. When these processes are set in motion outside an
academic research framework, that is, in settings with their own power structure
and institutional partners from outside the academic world, questions concerning
the project’s positioning should be addressed. In fact, the positionality of the project
holder/leader is also an issue that must be tackled, and the answer to this can be
found when assessing what the project adds in value terms when compared to
existing interactions between the players, norms/standards and governance processes. The legitimacy of the project will depend on the strength of the relationship
that has already been established between the project initiator and the different
stakeholders at its inception.
In the Mae La Ngun sub-catchment in northern Thailand, the novel contribution
of the modeling approach was the academic support provided in relation to the
biophysical processes involved in water sharing (notably hydrological), and its
legitimacy was re-enforced when the project was presented to three local power
brokers, namely two village leaders and the chairman of the Tambon (sub-district)
administrative organization, or TAO (Becu et al. 2008).
The role of the facilitator is both crucial and difficult, as it is directly involved in
the communication processes between the different social groups that form the
stakeholders for the issue under study (Dare ´ et al. 2011). The role requires practice
and an ethical code to be in place (covering; for example, management of speaking
time and respect for a diversity of opinions). Sometimes the interactions between
338
A. Neef et al.