Engaging Citizens with Mission Ocean and Waters

Nordlandsforskning

Guidance on methods for facilitating, monitoring and assessing citizen participation levels and for rolling out a European wide network of assemblies of citizens

This toolbox has been developed as part of 

, a Horizon Europe project (grant no. 101056957), funded by the European Union. PREP4BLUE is a partnership of 17 different institutions from across Europe that supports the EU Commission’s Mission: 

Full title: Engaging Citizens with Mission Ocean and Waters: A toolbox of approaches. Guidance on methods for facilitating, monitoring and assessing citizen participation levels and for rolling out a European wide network of assemblies of citizens

(Lead) Authors: Maiken Bjørkan, Vida Steiro, Leticia Antunes Nogueira, Bjarne Lindeløv and Cecilie Bratt (Nordland Research Institute) David Whyte, Aoife Deane (MaREI UCC)

Contributors: Cecile Nys, Natalia Martin Palenzuela, Andreu Blanco Cartagena, Caecilia Manago, Line Debaveye, Maria Vittoria Marra, Josep Lluís Pelegrí

How to cite: Bjørkan et al. (2023) Engaging Citizens with Mission Ocean and Waters: A toolbox of approaches. Milestone 6. Prep4Blue.

Table 2. Guiding reflection questions for step 1 – preparing for citizen engagement. 
(Source: Question adapted from Zimmermann and Maennling (2007){{47}})

 Guiding reflection questions for step 1 – preparing for citizen engagement. 

(Source: Question adapted from Zimmermann and Maennling (2007)

Published by Nordlandsforskning AS at Wrep.it portal

For instance, coastal zone planning or waste disposal?

What type of problem are you dealing with?

What do you hope to obtain by including citizens in your project?

Define your goals, objectives and expected results. See 

Define what type of input you will need in order to succeed 

Knowledge/experience & reflection/ co-production & -responsibility. 

Scientists/ practice-experts/ stakeholders/ civil society

See Figure 3 & Appendix for mapping actors.

What level of participation do you aim for?

If activities have a high level of complexity in terms of engagement, you may divide into sub-problems with corresponding sub-activities

This will allow stakeholder identification and engagement at sub-activity level.

Place activities in a timeline. Do some activities depend on the implementation of other activities?

At what stage should citizens be engaged in my project? See 

, Figure 3, Section 2. Consider eg. time efforts.

Table 3: The participation level depends on how your project decides to involve the citizens in the process and the level of decision-making power delegated to them. That means that how your Mission Ocean initiative decides to incorporate citizen input, will determine the level of participation pertaining to each tool. For instance, if you decide to implement a citizens’ assembly, you may also delegate decision-making power in the form of voting, to the participants (Empower).

: The participation level depends on how your project decides to involve the citizens in the process and the level of decision-making power delegated to them. That means that how your Mission Ocean initiative decides to incorporate citizen input, will determine the level of participation pertaining to each tool. For instance, if you decide to implement a citizens’ assembly, you may also delegate decision-making power in the form of voting, to the participants (Empower).

Newsletters, flyers, campaigns, websites, social media etc.

Engaging Citizens with Mission Ocean and Waters: A toolbox of approaches

Bjørkan, Steiro, Nogueria and Lindeløv (NRI)

Made changes in line with the feedback from partners

Bjørkan, Steiro, Nogueira and Lindeløv (NRI)

Made changes in line with comments, including changing the order, incorporated a new section (Theory and terminology), table of figures

Step 3: Monitoring and assessing citizen engagement

Questions before and during start of project

Before start of the project. Related to the level or responsibility

How can we pinpoint exactly type and level of participation?

Before project start – several examples below

After project start – make changes if necessary

What is working well/not working well and why?

During project. For each citizen/stakeholder engagement activity, make detailed minutes that describes the process.

What is the actual impact of the process on the results?

What is the actual impact of the process on the participants? (do they feel empowered?)

Questions to evaluate outcome of your initiative

Questions to evaluate the process of your initiative

After the project end. To inform the general debate on Missions and participatory processes

Questions to include participants perspectives 

You can use different types of tools to gather this information e.g., an e-mail, survey or workshop.

What are the participants’ views on the outcome, process and impact?

Table 6. Example of a table for evaluating outcomes in Mission Ocean initiatives (adapted from Warburton et al.).

. Example of a table for evaluating outcomes in Mission Ocean initiatives (adapted from Warburton et al.).

Goals/purpose of your Mission initiative

Important assumptions for your initiative

To better inform stakeholders and the general public 

Questionnaires and interviews with participants before and after the process 

That both the awareness and willingness to engage are as a result of the engagement activity, rather than any other factors. 

Willingness to participate in the future 

Questionnaires and interviews after the process, and follow-up interviews at a later date 

Table 7: Table for evaluating citizen engagement at different stages for a knowledge-based policy making process, e.g., advice on Total Allowable Catch. The axis should be adapted according to your needs. Here, the horizontal axis is related to the stages, and for each of these you should reflect on the depth of engagement. This should be compared to the aims of engagement at the outset of your initiative. The vertical axis is related to Figure 1, modified ladder of participation. 
(Source: Adapted from Bjørkan, M. (2011)). 

: Table for evaluating citizen engagement at different stages for a knowledge-based policy making process, e.g., advice on Total Allowable Catch. The axis should be adapted according to your needs. Here, the horizontal axis is related to the stages, and for each of these you should reflect on the depth of engagement. This should be compared to the aims of engagement at the outset of your initiative. The vertical axis is related to 

, modified ladder of participation. 
(Source: Adapted from Bjørkan, M. (2011)). 

How are citizens involved in your initiative? 

Table 8: Table for evaluating citizen engagement at different stages adapted to a context outside policy-making, such as non-governmental projects including river restoration projects. The axis should be adapted according to your needs. Here, the horizontal axis is related to the stages, and for each of these you should reflect on the depth of engagement. This should be compared to the aims of engagement at the outset of your initiative. The vertical axis is related to Figure 1, modified ladder of participation. (Source: Adapted from Bjørkan, M. (2011).).

: Table for evaluating citizen engagement at different stages adapted to a context outside policy-making, such as non-governmental projects including river restoration projects. The axis should be adapted according to your needs. Here, the horizontal axis is related to the stages, and for each of these you should reflect on the depth of engagement. This should be compared to the aims of engagement at the outset of your initiative. The vertical axis is related to 

, modified ladder of participation. (Source: Adapted from Bjørkan, M. (2011).).

How are citizens involved in your Mission Ocean project? 

Table 9: Example of a table used to monitor and analyze how fishers (stakeholders) has been included in stock assessment through the establishment of The Norwegian Reference Fleet. For more details, see Bjørkan (2011). 

: Example of a table used to monitor and analyze how fishers (stakeholders) has been included in stock assessment through the establishment of The Norwegian Reference Fleet. For more details, see Bjørkan (2011). 

Tried and applied deliberative democracy mechanisms and social innovation practices for the co-design and co-implementation of solutions for the restoration of the aquatic environment. 

All European citizens have the opportunity to engage in the preservation and restoration of oceans and waters through participative means, volunteering and citizen science. 

Developed and piloted frameworks and processes for participatory governance and deliberative democracy, including an EU-wide network of assemblies to enable effective citizen and stakeholder involvement in the lighthouses. 

All European citizens are empowered to be actors in the preservation and restoration of oceans and waters through social innovation, awareness raising, education and training. 

Up-scaled the European Research Area funded pilot citizen science campaign “Plastic Pirates – Go Europe” together with further Member States. 

Promoted EU-wide annual ocean literacy campaigns, in cooperation with the EU4Ocean Coalition to strengthen public awareness and overcome the emotional disconnect with the ocean and waters. 

Involved the European solidarity corps in restoration projects. 

Launched regular citizen science campaigns as a part of novel participatory research initiatives to increase the reach, quality and impact of scientific initiatives and boost the environmental awareness of the participants. 

Promoted apps allowing citizens to collect data and observations and will promote (digital) data collection and participatory research involving citizens for the monitoring and restoration of ocean and waters; the collected data will be harmonised and made publicly available through the Digital Twin Ocean, EMODnet and/or the Copernicus Marine Service. 

Provided knowledge and methodological frameworks to support the revision of the International Ocean Governance agenda. 

Guiding questions for stakeholder mapping

What is the purpose of including citizens/stakeholders in my project? (Focus on antecedents)

Will citizens/stakeholders be affected by activities/the initiative/the project outcomes? 

Is citizen/stakeholder involvement necessary for goal obtainment because of their power position? 

Is citizen/stakeholder involvement necessary for goal obtainment of legitimations reasons? 

Is citizen/stakeholder involvement necessary because they represent means that contribute to solutions? 

Who defines the rules in relation to the given issue?

May some citizens/stakeholders obstruct the activity to be implemented? 

What is the citizens/stakeholder authority in terms of allocating rewards, recognition and sanctions?

Will some groups of citizens/stakeholders experience disadvantage if excluded from the engagement? 

Which relationships exist between the selected citizen/stakeholders?

What is the actor’s authority in terms of setting objectives and norms?

What is the actor’s authority in terms of allocating or denying resources to other actors?

What is the actor’s authority in terms of defining others’ tasks and responsibilities?

What is the actor’s authority in terms of controlling access to knowledge/information?

What is the actor’s authority in terms of allocating rewards, recognition and sanctions?

What is the actor’s authority in terms of structuring the participation in decision-making processes?

Guiding questions Legitimations (Comments)

To what degree is the actor’s influence acquired through institutional position?

To what degree is the actor’s formal influence acquired by law and regulations?

To what degree is the actor’s Influence acquired through media/social media

To what degree are the actor’s interests coherent or conflictive with other actors’ interests?

What potential benefits and risks arise for him/her if the issue is addressed/the problem is solved?

What prior experience does the actor have on the problem/issue to be addressed?

Material and nonmaterial resources different actors possess or have control over: Knowledge, expertise, skills effectively address the issue/solve the problem?

Material and nonmaterial resources different actors possess or have control over: arises from learned skills and experience and is expressed in the ability to solve practical problems

Material and nonmaterial resources different actors possess or have control over: technology, effectively address the issue/solve the problem?

Material and nonmaterial resources different actors possess or have control over economy effectively address the issue/solve the problem?

Resources from communication and negotiating skills to grasp the crux of the issue and to communicate clearly and concisely, conveying a coherent message, persuading others and thereby asserting one‘s own interests.

What options exist to increase the actor’s interest and engagement, or to dismantle obstacles?

What resources relate to social categories of age?

What resources relate to social categories of gender?

Version	Date	Authors (Institution)	Notes
0.1	28.01.2023	Bjørkan, Steiro, Nogueria and Lindeløv (NRI)	Made changes in line with the feedback from partners
0.2	19.05.2023	Bjørkan, Steiro, Nogueira and Lindeløv (NRI)	Made changes in line with comments, including changing the order, incorporated a new section (Theory and terminology), table of figures
1.0	15.01.2024		First online version
1.1	04.04.2024		6.3 added

Engaging Citizens with Mission Ocean and WatersGuidance on methods for facilitating, monitoring and assessing citizen participation levels and for rolling out a European wide network of assemblies of citizens

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