The Role of Universities in Supporting Integrated Coastal Management in the United Kingdom

Abstract

Historically, the role of universities in supporting ICM in the United Kingdom has been perceived as limited to the provision of courses for new entrants to the discipline and of limited continuing professional development opportunities. This research presents a broader review of the role of universities in ICM in the United Kingdom, and includes contributions to management practice, continuing professional development, research, and course provision. Through a multi-stage methodology it has been found that the contribution of universities to ICM in the United Kingdom is under pressure. This was found to be partially attributable to changes within the university sector and partly to the prevailing infrastructure of ICM in the United Kingdom. It is concluded that without greater partnership working between universities, practitioners, and government, the role of universities in ICM may deteriorate over the short to medium term.

Keywords:

• higher education
• integrated coastal management
• United Kingdom
• universities

Acknowledgments

This research was funded by Defra and supported by the National Maritime Museum, London and the Royal Geographical Society Coastal and Marine Working Group. Many thanks also to Dr Rhoda Ballinger for commenting on an earlier draft of this article and the helpful comments of the anonymous referees.

Notes

1. Coastal partnerships are voluntary groupings of coastal stakeholders who collectively agree to manage a coherent coastal area according to the principles of ICM. They are sometimes also referred to as coastal fora or estuary partnerships.

2. Although numerous definitions and associated abbreviations are used to describe the form of integrated management of the coast with which this article concerns itself (e.g., ICZM, ICM, ICAM, CZM), this article uses the term ICM. In contrast, the term ICZM is used by the Department of Environment, Food and Rural Affairs and the European Union, both of which are key influences on how the U.K. coast is managed, therefore where initiatives or documents related to these bodies are cited, appropriate terminology will be used.

3. Courses related to coastal or marine science were not included in the survey. The survey only included courses with a strong coastal management emphasis.

4. This range relates to graduates who secure marine or coastal employment only. It does not include graduates who secure employment in non-coastal or marine roles, nor does it take account of those who do not seek coastal or marine employment upon graduation (such as those who go on to further study).

5. It is typical for both MSc and MA courses to offer exit qualifications at Postgraduate Certificate (PgC) and Postgraduate Diploma (PgDip) levels.

6. More information about the GEES Subject Centre can be found at www.gees.ac.uk

7. The EU's Socrates Erasmus Programme provides funding for educational mobility between higher education institutions in European countries. This may include the funding for thematic networking, student and teacher exchange, and international teaching programmes and curriculum development. See: http://ec.europa.eu/education/programmes/socrates/erasmus/erasmus_en.html