how can botanic gardens grow their social role?

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How can BoTanic gardEnS grow THEir SociaL roLE ? Lessons from the communities in nature programme Bernadette Lynch Edited by Sharon Telfer

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Page 1: How can BoTanic gardEnS grow THEir SociaL roLE?

How can BoTanicgardEnS grow THEirSociaL roLE?Lessons from the communities in nature programme

Bernadette LynchEdited by Sharon Telfer

Page 2: How can BoTanic gardEnS grow THEir SociaL roLE?

Preface Across�our�programmes,�we�seek�to�pilotideas�with�potential�to�create�and�scalepositive�change,�transforming�sectorsand the�communities�they�serve.�Often,this may�be�through�the�collaboration�ofunexpected�partners,�each�with�somethingsignificant�to�offer�the�other,�and�theexploration�of�learning�developed�in�onecontext�applied�elsewhere.���

If�the�pressing�environmental�issues�of�ourtime�have�been�caused�by�people,�notplants,�then�people,�not�plants,�mustprovide�the�solutions;��a�challenge�whenmore�than�half�the�world’s�population�livesin�cities�where�there�is�too�little�contactwith�nature,�understanding�of�its�value�ormotivation�to�protect�it.�

Botanic�gardens�are�predominantly�locatedin�urban�areas.�They�provide�oases�ofbeauty�and�expertise,�and�are�committedin their�DNA�to�the�preservation�ofbiodiversity.�Yet�so�often�in�the�past�theyhave�attracted�visitors�only�from�narrow

Over the last five years, we have beenworking with Botanic GardensConservation International (BGCI) tosupport botanic gardens to ‘grow theirsocial role’, addressing the needs ofcommunities and plant conservation in a mutually beneficial approach.

Why botanic gardens? Why a moresocial role?

The�purpose�of�the�UK�Branch�of�theCalouste�Gulbenkian�Foundation�is�tobring�about�long-term�improvementsin wellbeing,�particularly�for�the�mostvulnerable,�by�creating�connectionsacross boundaries�(national�borders,communities,�disciplines�and�sectors)which�deliver�social,�cultural�andenvironmental�value.�

and�elite�sections�of�society.�A�world�thatunderstands�the�relevance�of�their�work�isone�in�which�botanic�gardens�will�prosper.�

Understanding�the�transformation�that�hasoccurred�in�museums�and�galleries�in�theUK over�the�last�twenty�years�as�the�sectorhas�learned�how�to�engage�with�communitiesbeyond�the�usual�suspects,�we�recognised�aneed�–�and�an�opportunity�–�for�botanicgardens�and�the�biodiversity�they�protect�toflourish�alongside�their�local�communities.We�had�a�hunch�that�developing�a�moresocially�engaged�role�could�be�as�good�forbotanic�gardens�as�for�the�communities�theyseek�to�engage�in�their�work,�and�help�tofoster�the�long-term�health�of�theenvironment,�which�underpins�thewellbeing�of�us�all.

And,�as�the�findings�of�the�following�reportshow,�so�it�has�proved.� Growing�a�moresocial�role�has�had�an�impact�on�thecommunities�engaged,�but�it�has�also�beeninspirational�for�the�botanic�garden�staffinvolved.�It�has�developed�the�breadth�ofskills�and�understanding�of�both.�It�canprovide�access�to�new�government�andother funding�streams.�It�can�provide�newrelevance�to�the�social�and�political�contextin�which�the�gardens�operate�with�thepotential�to�put�them�at�the�centre�of�vibrant,successful�local�communities.�

But�developing�a�more�social�role�is�not�justabout�setting�up�innovative�projects�withlocal�communities,�it’s�about�thinkingthrough�the�implications�of�putting�peopleat the�very�heart�of�a�garden’s�mission�andpurpose.�Organisational�change�is�nevereasy;�it�is�still�early�days�for�the�sector,�andthere�are�real�challenges�to�overcome�forBGCI,�for�the�gardens�and�for�the�fundingcommunity�in�supporting�long-term�change,but�the�results�so�far�suggest�that�the�impactof�doing�so�will�be�transformational.�

andrew Barnettdirector, calouste gulbenkian FoundationUK Branch

How can botanic gardens grow their social role?Report�published�in�2015�byCalouste�Gulbenkian�FoundationUK�Branchwww.gulbenkian.org.uk

Front cover: Nature Play: Nature Conservationresearch explored the impact of unstructured playin the Demonstration Garden, Royal Botanic GardenEdinburgh. Photo: RBGE.

Left: The ‘Evergreen Gardeners’ project for olderpeople with high support needs at The Geffrye,Museum of the Home. Photo: Em Fitzgerald/Geffrye Museum.

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How�can�botanic�gardens�grow�their�social�role?��1

Botanic�gardens�exist�in�a�world�that�isincreasingly�precarious�for�us�all.�Thecollision�of�social�and�environmentalconcerns�is�pressing�in�behind�gardens’walls.�Whole�cultures�are�being�lost�throughclimate�change.�A�colleague�from�theFlagstaff�Arboretum,�Arizona,�describesbeing�on�the�frontline,�with�very�real�lossof species�and�livelihoods.�

Faced�with�a�troubled�world�they�canno longer�avoid,�botanic�gardens�areat a crossroads,�under�growing�pressureto�put�social�and�environmentalresponsibility�at�the�heart�of�theirmission.�This�means�not�only�conservingplants�–�which�they�have�traditionallydone�so�well�–�but�engaging�people.

The�shift�is�towards�creating�opportunitiesfor�people�to�do something,�to�work�withbotanic�gardens�–�in�towns,�cities,�countryside–�and�help�make�change�happen.�There�ismuch�to�celebrate�as�gardens�take�up�thischallenge�in�new�and�exciting�ways�in�theUK and�across�the�world.

But�we�need�more.

It�was�within�this�context�that�Communitiesin Naturewas�conceived.�The�programmewas�never�about�disconnected�short-term‘pilot’�projects.�It�was�about�gardensembracing�their�social�role,�working�withmore�diverse�communities�and�establishingstandards�for�a�community�of�practice.�

Such�a�shift�has�huge�implications�forbotanic�gardens.�

A�few�have�already�taken�a�powerful�step�inthat�direction,�leading�the�way�with�dynamicsocial�programming,�working�in�a�broadrange�of�partnerships,�positioning�botanicgardens�right�at�the�heart�of�both�globaldebates�and�actions�for�change.�Thesegardens�have�understood�that�moving�ahead

on�social�relevance�means�facing�up�to�arenewal�of�purpose,�one�that�places�thesocial�role�not�on�the�periphery�but�at�theheart�of�botanic�gardens.

There�is�much�agreement�on�theimportance�of�botanic�gardens�activelyassuming�this�social�role.�And�yet,�as�asenior�staff�member�of�a�large�gardenremarked:�“There�is�still�a�reluctance�atsenior�level�to�see�it�as�a�priority.”�

For�me,�this�dichotomy�is�all�too�familiar.I� come�from�the�professional�museumsector.�It�is�no�surprise�to�find�museumsand�botanic�gardens�sharing�a�great�deal�intheir�DNA,�including�a�certain�reluctanceto�change,�even�while�change�is�happeningall�around�them.�But,�it�seems,�changethey�must!���

Such�a�reconsideration�may�mean�somegardens�easing�the�grip�of�defensive�andanxious�definitions�of�their�intrinsic�value.It�means�taking�inspiration�from�thoseleading�the�way.�It�means�embracing�arenewal�of�purpose�that�runs�right�throughthe�organisation.�

Like�the�message�in�a�stick�of�rock,inspiring�engagement�becomes�theresponsibility�of�all�in�the�garden.�Nomember�of�staff�is�exempt,�it’s�in�everyone’sjob�description.

This�is�indeed�a�‘small�revolution�inthinking’�for�botanic�gardens,�to�the�benefitof�us�all.�I�hope�Communities in Naturewillopen�up�discussion�on�the�opportunities�–and�challenges�–�that�lie�ahead.�The�interestis�there�–�it�now�needs�significant�nurturing,based�on�strong,�clear-sighted�leadershipand�support,�for�it�to�grow�roots�andflourish.�In�this�sense,�it�is�only�thebeginning�of�Communities in Nature.

dr Bernadette Lynch

Foreword

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2 How�can�botanic�gardens�grow�their�social�role?

Botanic�gardens�are�under�growingpressure to�put�social�and�environmentalresponsibility�at�the�heart�of�their�mission.Communities in Nature tested�whethergardens�could�embrace�this�social�role�byworking�with�more�diverse�communities.�

Botanic�Gardens�Conservation�International(BGCI)�ran�the�programme�between�2010and�2015,�with�support�from�the�CalousteGulbenkian�Foundation�(CGF).�Theprogramme�developed�as�it�progressed�butits�broad�aims�were�to:

l Increase�awareness�and�widerunderstanding�among�botanic�gardensabout�their�potential�to�play�a�more�socialrole�and�their�motivation�and�capacity�todo�so.

l Provide�a�model�for�botanic�gardensworldwide�to�develop�their�social�role.

l Develop�a�community�of�practice�tosupport�botanic�gardens�in�such�work.

l Foster�institutional�change�in�a�numberof�gardens.

l Increase�engagement�between�botanicgardens�and�their�local�communities.

l Increase�participation�in�environmentalissues�by�different�sectors�of�society.

l Set�up�an�initiative�that�would�thrivebeyond�CGF�support.

The�programme�supported�and�evaluatedpilot�projects�in�six�UK�botanic�gardens.BCGI�also�produced�guidance,�beganbuilding�a�community�of�practice�andreviewed�its�activities�so�as�to�offer�greatersupport�to�gardens�growing�their�social�role.�

WHAT POSITIVE IMPACT DIDTHE PROGRAMME HAVE?

Participating�gardens�engaged�with�newaudiences,�including�faith�groups,�ethnicminority�communities,�disabled�people,people�living�with�dementia,�vulnerableyoung�adults,�people�with�substancedependence,�and�those�living�indisadvantaged�communities.�Many�gardensfound�this�a�revelation.�For�a�number,opening�up�discussion�on�organisationaland�attitudinal�change�was�the�mainimpact. Some�now�recruit�from�a�morediverse�pool�of�volunteers�and�engage�witha broader�range�of�visitors.�Some�have�setup�partnerships�with�other�organisations.�

Community�participants�cited�personalbenefits�ranging�from�increased�self-confidence,�to�greater�connection�withnature,�to�practical�skills�and�learning.��

Staff�and�volunteers�welcomed�acquiringnew�skills,�including:�project�management,communication�and�teaching,�flexibility,and�working�with�particular�groups.�Forsome,�participation�marked�a�personalbreakthrough,�changing�their�perceptions.�

WHAT CHALLENGES DID THEPROJECTS FACE?

Despite�this�success,�discussion�about�thesocial�role�of�a�botanic�garden�is�still�in�itsinfancy�and�interviewees�identified�someimportant�problems.�

Foremost�was�the�lack�of�integration�of�thesocial�role�into�gardens’�mission,�visionand strategy.�In�the�main,�gardens�haveadded�new�groups�to�their�audience�profile,but�have�not�fundamentally�changed�asorganisations. Many�felt�there�was�stillmuch�to�be�done�to�engage�seniormanagement�in�the�social�role.�Some�feltall staff�roles�need�comprehensive�review.�

Most�projects�focused�on�social�inclusion,not�environmental�issues.�They�tendedto avoid�directly�tackling�‘problematic’environmental�issues,�such�as�climatechange.�Bringing�together�social�andenvironmental�concerns�remains�achallenge.�

Lack�of�evidence�has�been�cited�as�onefactor�stopping�botanic�gardens�fromassuming�greater�social�responsibility.Projects�had�excellent�anecdotal�feedbackfrom�participants,�but�evaluating�longerterm�impact�remains�much�harder.�

Summary

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How�can�botanic�gardens�grow�their�social�role?��3

Some�projects�have�gained�follow-upsupport�but�‘lack�of�funding’�was�the�mostcommon�reason�for�projects�not�continuingafter�the�programme�ended.

WHAT ARE THE MAINLESSONS FROM THEPROJECTS?

The�most�successful�projects�were�flexible,adapting�to�what�participants�wanted,�anddeveloped�partnerships�with�organisationsand�community�groups.�Building�goodcommunity�relationships�meant�allocatingsufficient�time,�staff�and�resources.�

Learning�from�related�sectors,�likemuseums,�also�has�great�potential�benefit,for�example,�sharing�understanding�ofworking�with�diversity�and�publicengagement.�

There�is�a�need�for�better�communicationnot�only�between�gardens�but�also�betweeneach�garden�and�its�stakeholders�and,crucially,�within gardens.

WHAT SHOULD HAPPENNEXT?

A�programme�review�has�recommendednext�steps�for�the�sector,�led�by�BGCI:

l Establish�a�community�of�practice.�Thereis�clearly�a�great�deal�of�interest�in�this,not�just�in�the�UK�but�internationally.�

l Identify�and�support�‘hub�gardens’.�A‘vanguard’�group�of�gardens�alreadystrong�in�their�social�role�could�offerother�gardens�inspiration�and�guidance.

l Set�up�good�practice�standards.Establishing�principles�to�which�thesector�adheres�could�raise�the�profile�ofsuch�work,�attract�funders�and�guidetraining.�

l Develop�skills�and�capacities.�Staff�andother�participants�need�support�todevelop�the�necessary�individual�skillsand�build�a�sense�of�common�mission.

l Incorporate�the�‘social�role’�in�gardens’mission.�Its�exclusion�was�frequentlycited�as�a�primary�roadblock.�But�there�isalso�concern�that�gardens�should�not�bediverted�from�their�original�mission.�Asocial�role�must�also�be�developed�from�agarden’s�existing expertise�and�purpose.�

l Develop�different�funding�approaches.Short-term�funding�underlies�manyof these�challenges.�Networking�withfunders�is�plainly�worth�fostering�but�thesector�would�also�benefit�from�a�sharedvision�and�cohesive�strategy.

FIND OUT MORE

This�summary�draws�on�a�programmereview�by�Dr�Bernadette�Lynch,�BotanicGardens taking action for a better world:Communities in Nature Five Year Review,available�online�at�www.gulbenkian.org.uk.

For�more�details�about�the�programme,contact:�Louisa�Hooper,�ProgrammeManager,�Environment�at�CGF�or�theEducation�Department�at�BGCI.

Summary

Members of the Stroud MacularDisease Society at Westonbirt, TheNational Arboretum, display theirhandmade bird boxes. Photo: TheForestry Commission.

“Attitudinal changeis the single biggestbenefit and startingto build bridges …”Ben oliver, Learning andParticipation Manager,westonbirt, The nationalarboretum

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4 How�can�botanic�gardens�grow�their�social�role?

The�Communities in Nature programmewas run�by�Botanic�Gardens�ConservationInternational�(BGCI)�between�2010�and2015,�with�the�support�of�the�CalousteGulbenkian�Foundation�(CGF).�Thepurpose of�the�programme�was�to:�

l Promote�the�‘social�role’�of�botanicgardens�in�and�beyond�the�UK.

l Encourage�gardens�to�examine�theirphilosophy,�values,�goals�and�practices.�

l Realise�gardens’�potential�to�contributetoward�positive�social�change�and�broadenvironmental�awareness.�

The�CGF�and�BGCI�have�now�commissioneda�review�of�the�programme�to:

l Assess�its�impact�and�outcomes�so�far.

l Make�recommendations�for�BGCI,�thebotanic�garden�community�and�potentialfunders�on�how�such�work�can�develop.

This�review�of�the�programme’s�lessonswas carried�out�by�Dr�Bernadette�Lynch.It draws�on�individual�project�evaluations,interim�and�final�programme�evaluations,interviews�with�participants�andstakeholders,�an�online�survey�ofparticipating�staff,�a�peer�review�forum,and a�presentation�and�workshop�at�the2015�BGCI�conference�in�St�Louis,�USA.�

introduction

Bernadette Lynch speaking atthe 2015 BGCI InternationalCongress on Education inBotanic Gardens, Missouri.Photo: BGCI.

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How�can�botanic�gardens�grow�their�social�role?��5

In�2009,�with�CGF�support,�BGCIcommissioned�original�research�from�theUniversity�of�Leicester�Research�Centre�forMuseums�and�Galleries�(RCMG)�into�thepotential�for�botanic�gardens�to�develop�amore�socially�engaged�role.�

Their�report,�Towards a New Social Purpose:Redefining the Role of Botanic Gardens (Doddand�Jones,�2010),�identified�significantpotential�and�some�pioneering�work�butalso�real�barriers�to�change.�The�reportidentified�seven�key�areas�that�concernedorganisations:

l Broadening�audiences�(audiencedevelopment).

l Enhancing�relevance�to�communities(meeting�the�needs�of�communities).

l Education.

l Research�that�has�socio-economicimpact�locally�and�globally.

l Contributing�to�public�(and�political)debates�on�the�environment.

l Modelling�sustainable�behaviour.

l Actively�changing�attitudes�andbehaviour.

In�2010,�CGF�supported�BGCI�to�set�up�theCommunities in Nature programme.�Theprogramme�was�conceived�and�led�by�BGCI.Its�highly�regarded�Education�Programmeplays�a�significant�role�in�supportingbotanic�gardens�to�engage�with�their�public.The�work�was�not�initially�launched�as�afive-year�programme,�but�developedorganically,�based�on�the�lessons�learnedfrom�each�phase.�Originally�the�programmeintended�to:

l Increase�awareness�and�widerunderstanding�among�botanic�gardensabout�their�potential�to�play�a�moresocial role�in�society.

l Provide�a�model�for�botanic�gardensworldwide�to�develop�their�social�role.

l Increase�gardens’�motivation�andcapacity�to�develop�their�social�role.�

l Develop�a�community�of�practice�tosupport�botanic�gardens�in�such�work.

l Foster�institutional�change�in�a�numberof�gardens.

l Increase�engagement�between�botanicgardens�and�their�local�communities.

l Increase�participation�in�environmentalissues�by�different�sectors�of�society.

l Set�up�an�initiative�that�would�thrive�andgrow�beyond�2014�and�CGF�support.

overview of the programme

“How easy it is tobegin removingbarriers toparticipation andhow rewarding!”Sharon willoughby, ManagerPublic Programmes, royalBotanic gardens, Victoria

Broughton High School’s ‘MoreChoices, More Chances’students learning how to growtheir own food through theEdible Gardening project at theRoyal Botanic GardenEdinburgh. Photo: BGCI.

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6 How�can�botanic�gardens�grow�their�social�role?

Winterbourne House and Garden ranUrban�Veg,�a�community-based�vegetablegarden�designed�as�a�two-way�exchangebetween�the�garden�and�Birmingham’sIslamic�communities.�Workshops�addressedwater�conservation,�sustainable�growingmedia,�chemical�pollution,�wildlifeawareness�and�reducing�food�miles�andcarbon�footprints.

Ness Botanic Gardens,�University�ofLiverpool,�was�keen�to�engage�with�studentsfrom�disadvantaged�backgrounds�and�ranscience-focused�workshops�for�Years�7�and10.�Students�grew�vegetables�and�learntabout�scientific�concepts,�such�asphotosynthesis�and�climate�change.

Westonbirt, The National Arboretum,worked�with�three�groups�under-represented�among�existing�visitorsthrough�its�Hidden�Voices�project:�adultsfacing�substance�dependence,�South�Asianwomen�who�have�faced�domestic�abuse,and older�people�with�Macular�Disease.Groups�carried�out�practical�conservation,contributed�to�an�audio�trail�for�visuallyimpaired�visitors,�and�produced�a�recipebook�and�photography�exhibition.

University of Leicester Botanic Gardenwanted�to�increase�their�capacity�forworking�with�disabled�people.�Their�FeelGreen�project�worked�in�partnership�withMosaic,�which�coordinates�services�fordisabled�adults.�Mosaic�trained�staff�andhelped�plan�activities�and�select�communitygroups�to�work�with.�The�garden�hasincreased�accessibility�by�improving�paths,toilets�and�information�displays.�

Royal Botanical Garden Edinburgh(RBGE)�was�keen�to�reach�young�peopleand neighbouring�deprived�communities.Its�Edible�Gardening project�focused�ongrowing,�preparing�and�sharing�healthy,sustainable�food.�Participants�maintainedtheir�own�plots�and�attended�sessions�ontopics�such�as�water�conservation,�peat-freegardening,�food�security�and�biodiversity.Each�group�designed�its�own�programmefrom�a�series�of�options.

Bristol Community Plant Collection,Bristol Zoo Gardens (BZG) wanted�toinvolve�new�audiences�in�plant�conservationand�break�down�barriers�by�bringing�peopletogether.�Recruits�from�primary�schools�indeprived�areas,�a�community�gardeninggroup,�sheltered�housing�and�a�care�homefor�people�with�dementia�grew�calendulaplants�at�their�own�sites�and�collected�seed.As�a�result,�BZG�was�able�to�establish�theUK’s�first�ever�dispersed�nationalcollection.

***

These�gardens�ran�pilot�projects. Othergardens�contributed�to�BGCI’s�manuals�forgardens:�Communities in Nature (2013)�andCaring for your Community (2015).�

CGF�also�supported�the�The Geffrye,Museum of the Home ‘EvergreenGardeners’�project�for�isolated�andvulnerable�older�adults�and�their�carers,and�‘Nature�Play’,�an�action�research�projectfor�young�children�at�the�Royal BotanicGarden Edinburgh.�These�projects�werenot�formally�part�of�the�Communities inNature programme,�but�explored�the�sameissues�and�provide�valuable�lessons.�TheNational Botanic Garden of Waleswasalso�involved�in�programme�discussions.

Participating gardens

CGF�support�enabled�BGCI�to:�

l Fund,�support�and�evaluate�pilotprojects in�six�botanic�gardens�inthe UK (see�below).

l Produce�guidance�and�promotionalmaterials,�including�online�media,advice�manuals,�and�peer-reviewedarticles�to�raise�academic�credibility.�

l Start�building�a�community�of�practice,supported�by�new�policies�andapproaches.

l Spread�and�embed�the�work�in�gardensbeyond�the�UK.�

l Review�its�general�activities,�helpingfacilitate�a�new�five-year�plan�in�2013,which�includes�an�objective�to�supportgardens�in�growing�their�social�role.�

Box�starts

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How�can�botanic�gardens�grow�their�social�role?��7

Left: Urban Veg atWinterbourne Houseand Garden, Universityof Birmingham. Photo:Winterbourne Houseand Garden.

Below: Year 7 pupilsgoing pond dipping atNess Botanic Garden,University of Liverpool.Photo: NBG.

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8 How�can�botanic�gardens�grow�their�social�role?

Overall,�those�participating�were�verypositive�about�the�programme�as�an�attemptto�develop�a�cohesive�strategy�for�botanicgardens’�social�role.�The�pilot�projects�havelearned�how�to:

l Approach,�develop�and�maintainrelationships�with�different�communitygroups.�

l Support�staff�to�deliver�their�projects,develop�new�skills�and�start�to�embedthis�work�within�their�mission.�

l Begin�to�accommodate�the�needs�ofindividual�groups.

They�have�also�been�able�to�provide�effectivecase�studies�for�others�to�learn�from�andbegin�implementing�at�their�sites.�

Organisational change

A�number�of�participants�saw�the�primarybenefit�as�opening�up�a�discussion�onorganisational�change.�Some�felt�theprogramme�was�a�breakthrough�inproviding�test�cases�of�social�programmesof varying�scope:

It�was�a�catalyst�for�change.�Lee Hale, Head of Winterbourne House and Garden

For�some�gardens,�the�legacy�of�their�projecthas�been�particularly�positive:

Attitudinal�change�is�the�single�biggestbenefit�and�starting�to�build�bridges�withthese�communities�… I�suppose�it’s�givingup a�level�of�control�and�I�think�that’s�verypositive�…�We�are�100%�committed�eversince.�We�now�have�a�community�volunteerteam�that�works�specifically�on�thesecommunity�programmes�…�It�has�becomea speciality�of�ours.�The�legacy�is�that�weare still�able�to�deliver.�And�it�changedour mindset.Ben Oliver, Learning and Participation Manager,

Westonbirt, The National Arboretum

Royal�Botanic�Garden�Edinburgh�alsoreported�changing�attitudes:�

It�certainly�helped�to�embed�‘community’in the�agenda�for�governance�appearing�inthe corporate�plan/strategic�plan.�It�hasn’tappeared�formally�before.Ian Edwards, Head of Exhibitions, Royal Botanic

Garden Edinburgh

The�impact�at�Bristol�Zoo�Gardens�has�beensimilarly�positive:�

The�whole�organisation�has�changed�…�asevidenced�by�the�fact�that�the�organisationfound�some�resources�to�continue�to�run�theproject�(at�a�basic�level)�afterwards.�…�It’sstrengthened�our�links�with�our�partnerorganisations�[Bristol�in�Bloom/PlantHeritage/BGCI],�also�a�long�list�of�communitypartners.�…�The�positive�feedback�frompeople�involved�amazed�me.�We�got�massivepress�coverage�internationally.�We�hadabout 300�people�attend�the�end-of-yearget-together.�We�have�maintained�ourcommunity partners.Edwin Mole, Head of Horticulture, Bristol Zoo Gardens

Bristol Drugs Project participants writingtree poems at Westonbirt, The NationalArboretum. Photo: Forestry Commission.

what positive impact did theprogramme have?

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How�can�botanic�gardens�grow�their�social�role?��9

Working with new audiencesand vulnerable groups

Most�pilot�projects�chose�to�focus�onthe social�inclusion�element�rather�thanenvironmental�issues.�Many�found�thisa revelation.�Those�involved�in�projectsincluded�faith�groups,�people�from�ethnicminority�communities,�disabled�people�andpeople�with�special�needs,�people�livingwith�dementia,�vulnerable�young�adults,people�with�drug�and�alcohol�dependence,and�those�living�in�disadvantagedcommunities.�

Overall,�participating�gardens�felt�they�hadengaged�with�new�audiences,�some�verychallenging�for�the�gardens�concerned.Some�gardens�were�now�recruiting�newvolunteers�from�more�diverse�groups.�Somehad�established�new�partnerships�withother�organisations.�For�these�gardens,Communities in Nature proved�that�‘socialinclusion’�work�that�offers�activities�to�newaudiences�is�do-able,�with�the�right�will�andimagination.�Julia�Willison�instigated�theprogramme�while�based�at�BGCI.�Now�atKew,�she�feels�the�programme:

…�demonstrated�to�gardens�themselves�thatthey�could�engage�more�meaningfully�withtheir�local�communities�–�that�people�[theproject�participants]�were�really�interestedin the�work�of�botanic�gardens.Julia Willison, Head of Content and Learning, Royal

Botanic Gardens, Kew (formerly Director of Education

at BGCI)

All�the�pilot�projects�wanted�to�reach�out�tothose�who�were�not�already�regular�visitors,in�particular,�disadvantaged�groups.

Westonbirt�is�like�a�number�of�botanicgardens�in�its�visitor�profiles.�It’s�improvingbut�it�has�a�way�to�go�to�engage�with�thebroadest�community.�It�struggles�to�attractdiverse�audiences.���Ben Oliver, Learning and Participation Manager,

Westonbirt, The National Arboretum

The�garden�at�Leicester�worked�with�theAutism�Outreach�Service,�using�gardens�forgardening�allotments�and�hands-on�work�withteenagers�from�disadvantaged�backgrounds.They�still�have�the�Autism�Outreach�group�andplan�to�continue�working�with�it:

It�gave�us�the�funding�to�work�with�specialneeds�groups�and�…�a�lever�to�get�futurefunding�for�further�work.�The�groups�hada great�time�with�very�good�reviews.Ruth Godfrey, Education Officer, University of

Leicester Botanic Garden

The�Geffrye�Museum�had�previously�workedwith�older�people,�but:

…�they�tended�to�be�quite�active�retired�butnot�vulnerable�and�isolated�older�people.�Weare�now�expanding�to�include�more�isolatedolder�people�via�‘Contact�the�Elderly’.�Laura Bedford, Access and Public Programmes

Manager, The Geffrye, Museum of the Home

She�adds�that�they�are�now�interested�inexpanding�to�work�with�different�audiences,for�example,�“local�families�who�live�in�flatsin�terms�of�growing�food�and�healthy�eating”.

“It demonstrated togardens themselves thatthey could engage moremeaningfully with theirlocal communities …”Julia willison, Head of contentand Learning, royal Botanicgardens, Kew

Students from the Cabot PrimarySchool growing calendula forthe Bristol Community PlantCollection, Bristol Zoo Gardens.Photo: Jessica Johns.

what positive impact did theprogramme have?

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10 How�can�botanic�gardens�grow�their�social�role?

Royal�Botanic�Garden�Edinburgh�has�alsoseen�its�relationships�expand:

We�now�have�communities�working�withus who�didn’t�before,�some�regularly�viavolunteering�or�even�in�one�case�throughtaking�up�an�apprenticeship.�Ian Edwards, Head of Exhibitions, Royal Botanic

Garden Edinburgh

In�addition,�the�programme�inspired�othergardens,�whose�staff�spoke�about�its�impacton�their�practice:

How�easy�it�is�to�begin�removing�barriers�toparticipation�and�how�rewarding!Sharon Willoughby, Manager Public Programmes,

Royal Botanic Gardens, Victoria

I�think�it’s�a�wonderful�project�and�reallyimportant�to�highlight�the�different�rolesa botanic�garden�can�play�for�differentaudiences.Bronwen Richards, Schools Education Officer,

Cambridge University Botanic Garden

Benefits for participants

The�programme�evaluation�identified�arange�of�personal�benefits�for�those�takingpart�(see�Vergou�and�Willison,�2013).�Theseincluded:�

l Increased�personal�confidence;feeling trusted;�the�opportunity�tointeract�with�other�visitors�fromdifferent�backgrounds;�the�chance�tobe involved�in�creative�projects.�

l New�practical�skills;�the�opportunity�tofulfil�important�elements�of�their�faiththrough�practical�work;�a�new�andstimulating�environment�in�which�tolearn;�bringing�people�together�incoordinated�learning.�

l Offering�fresh�air,�green�space�andexercise;�healthy�eating�and�gardening.�

l Connection�to�the�seasons;�awareness�ofnature;�a�greater�global�perspectivethrough�gardens’�collections.�

I�like�it�when�I’ve�got�mud�on�my�hands,I want�it�to�be�real�...�I�don’t�want�it�tobe theory.Urban Veg participant, Winterbourne (quoted in

BGCI/RCMG, 2011)

The�natural�high�from�that�day�got�me�throughthe�whole�weekend�[without�using�drugs],which�I�was�worried�about.Bristol Drugs Project participant, Westonbirt (quoted in

Vergou and Willison, 2013)

There�were�also�practical�impacts�in�termsof�more�inclusive�access;�for�example,�somegardens�introduced�labelling�in�differentlanguages,�others�provided�better�facilitiesfor�disabled�people.

Impact for staff and volunteers

BGCI�offered�staff�training�in�projectmanagement�and�creative�communityengagement.�Some�participants�alsoreceived�training�from�their�communitypartners,�with�projects�then�providingpractical�experience�of�community�working(Vergou�and�Willison,�2013).

Many�staff�members�commented�on�theimpact�Communities in Nature had�on�theirown�practice.�For�some,�it�marked�apersonal�breakthrough:�

It’s�the�best�thing�I’ve�done�in�myhorticultural�career�–�I�don’t�think�thatI will ever�do�anything�that�will�top�it.�Edwin Mole, Head of Horticulture, Bristol Zoo Gardens

Others�noted�a�change�in�their�own�attitudesand�perceptions:

When�I�was�working�with�the�drug-usersI was�apprehensive�but�these�weremisconceptions.�They’re�people,�just�like�me.Volunteer, Westonbirt, The National Arboretum

Garden�staff�welcomed�acquiring�new�skills.These�included:�project�management(including�time�management�andmultitasking),�evaluation,�communicationskills,�public�speaking,�teaching�skills,teamwork,�being�flexible,�active�listening,and�skills�for�working�with�particulargroups.�Their�existing�‘soft’�skills�werealso important;�community�participantscommended�the�friendly�and�approachablestaff�(Vergou�and�Willison,�2013).

“I like it when I’ve got mudon my hands, I want it tobe real ... I don’t want it tobe theory.”Urban Veg participant, winterbourne

Feel Green project horticultureworkshops for people withdisabilities at the University ofLeicester Botanic Garden.Photo: Janet Clitheroe.

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How�can�botanic�gardens�grow�their�social�role?��11

Despite�the�considerable�success�of�theseprojects,�discussion�about�the�social�roleof a�botanic�garden�is�still�in�its�infancy.Participants�and�other�intervieweesidentified�some�important�problem�areas.Some�may�be�due�to�misunderstandingsabout�the�‘pilot-project’�nature�of�theprogramme.�Others�are�more�deep-seated.These�include:

l Lack�of�integration�of�the�social�role�intothe�mission,�vision�and�strategy�of�thegardens�as�a�whole.

l Limited�involvement�by�directors�andsenior�management�and�scientific/horticultural�staff�(with�some�notableexceptions).

l Avoidance�of�potentially�‘problematic’environmental�issues,�such�as�climatechange.�

l Short-term�nature�of�the�projects,�whichwere�dependent�upon�external�projectfunding.

In�the�main,�gardens�have�successfullyadded�new�groups�to�their�audience�profile,but�have�not�fundamentally�changed�asorganisations. 

Royal�Botanic�Garden�Edinburgh�has�alsoseen�its�relationships�expand:

We�now�have�communities�working�withus who�didn’t�before,�some�regularly�viavolunteering�or�even�in�one�case�throughtaking�up�an�apprenticeship.�Ian Edwards, Head of Exhibitions, Royal Botanic

Garden Edinburgh

In�addition,�the�programme�inspired�othergardens,�whose�staff�spoke�about�its�impacton�their�practice:

How�easy�it�is�to�begin�removing�barriers�toparticipation�and�how�rewarding!Sharon Willoughby, Manager Public Programmes,

Royal Botanic Gardens, Victoria

I�think�it’s�a�wonderful�project�and�reallyimportant�to�highlight�the�different�rolesa botanic�garden�can�play�for�differentaudiences.Bronwen Richards, Schools Education Officer,

Cambridge University Botanic Garden

Benefits for participants

The�programme�evaluation�identified�arange�of�personal�benefits�for�those�takingpart�(see�Vergou�and�Willison,�2013).�Theseincluded:�

l Increased�personal�confidence;feeling trusted;�the�opportunity�tointeract�with�other�visitors�fromdifferent�backgrounds;�the�chance�tobe involved�in�creative�projects.�

l New�practical�skills;�the�opportunity�tofulfil�important�elements�of�their�faiththrough�practical�work;�a�new�andstimulating�environment�in�which�tolearn;�bringing�people�together�incoordinated�learning.�

l Offering�fresh�air,�green�space�andexercise;�healthy�eating�and�gardening.�

l Connection�to�the�seasons;�awareness�ofnature;�a�greater�global�perspectivethrough�gardens’�collections.�

I�like�it�when�I’ve�got�mud�on�my�hands,I want�it�to�be�real�...�I�don’t�want�it�tobe theory.Urban Veg participant, Winterbourne (quoted in

BGCI/RCMG, 2011)

The�natural�high�from�that�day�got�me�throughthe�whole�weekend�[without�using�drugs],which�I�was�worried�about.Bristol Drugs Project participant, Westonbirt (quoted in

Vergou and Willison, 2013)

There�were�also�practical�impacts�in�termsof�more�inclusive�access;�for�example,�somegardens�introduced�labelling�in�differentlanguages,�others�provided�better�facilitiesfor�disabled�people.

Impact for staff and volunteers

BGCI�offered�staff�training�in�projectmanagement�and�creative�communityengagement.�Some�participants�alsoreceived�training�from�their�communitypartners,�with�projects�then�providingpractical�experience�of�community�working(Vergou�and�Willison,�2013).

Many�staff�members�commented�on�theimpact�Communities in Nature had�on�theirown�practice.�For�some,�it�marked�apersonal�breakthrough:�

It’s�the�best�thing�I’ve�done�in�myhorticultural�career�–�I�don’t�think�thatI will ever�do�anything�that�will�top�it.�Edwin Mole, Head of Horticulture, Bristol Zoo Gardens

Others�noted�a�change�in�their�own�attitudesand�perceptions:

When�I�was�working�with�the�drug-usersI was�apprehensive�but�these�weremisconceptions.�They’re�people,�just�like�me.Volunteer, Westonbirt, The National Arboretum

Garden�staff�welcomed�acquiring�new�skills.These�included:�project�management(including�time�management�andmultitasking),�evaluation,�communicationskills,�public�speaking,�teaching�skills,teamwork,�being�flexible,�active�listening,and�skills�for�working�with�particulargroups.�Their�existing�‘soft’�skills�werealso important;�community�participantscommended�the�friendly�and�approachablestaff�(Vergou�and�Willison,�2013).

what challenges did theprogramme face?

Visitors from PiltonCommunity Health Projectenjoy Edible Gardening atthe Royal Botanic GardenEdinburgh. Photo: RBGE.

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12 How�can�botanic�gardens�grow�their�social�role?

Organisational and staff attitudes

Senior staff

Interviewees�felt�there�was�still�much�to�bedone�to�engage�senior�management�in�thegarden’s�social�role.�As�one�put�it:�“At�leasthalf�of�the�battle�has�been�convincingpeople�in�management�that�it�will�bringbenefit�to�them.”�Lacking�clear�leadershipleft�some�staff�feeling�adrift:

It�felt�like�we�needed�a�leadershipprogramme.�…�None�of�them�saw�it�as�beingwhat�they�were�about.�Quite�small-scale�localprojects�–�that’s�what�they�see�as�the�‘legacy’.There’s�a�lack�of�understanding.�[Somedirectors]�thought�that�it�was�just�activitiesled�by�education…It’s�not�embedded�in�theorganisation.Anonymous staff member

One�said:

The�fact�is�they�thought�they�were�doing�somenice�community�engagement�work�and�theyfound�there�were�organisational�implications.�Anonymous staff member

Another�noted:�

Director-level�support�is�essential�forsystemic�change.�The�shift�and�conversationneeds�to�happen�at�multiple�levels�but�thedirector�is�responsible�for�making�sure�alldepartments�are�involved�and�is�key�toensuring�support�and�communication.Anonymous staff member

Many�looked�to�BGCI�to�take�the�lead�inaddressing�this�lack�of�leadership�(seeRecommendations).�

Some�also�felt�that�there�needs�to�be�awider discussion�on�the�role�of�botanicgardens�today:�

BGCI�needs�to�have�a�much�biggerconversation�at�director�level,�not�just�aboutprojects�but�what�botanic�gardens�are,�as�wellas�a�series�of�debates�and�lectures,�to�linkwith�leadership�programmes�and�changemanagement�...�to�work�with�directors�andspecialist�staff�to�shake�up�notions�of�gardensand�what�science�is�in�the�21st�century.��Anonymous staff member

An�evaluation�of�the�earlier�projects�foundthat�“…�the�values�and�aspirations�emergedmostly�from�staff�on�the�ground,�a�bottom-up�rather�than�top-down,�phenomenon”(BGCI/RCMG,�2011).�However,�things�didshift.�The�later�evaluation�found�directors

recognising�the�benefits�of�being�part�of�awider�programme�on�social�inclusion�andacknowledging�the�positive�impact�ofBGCI’s�organisational�workshops�(Vergouand�Willison,�2013).

The evaluation of the EvergreenGardeners project found thatsome participants’ physicaldexterity had improved as wellas their emotional wellbeing.Photo: Em Fitzgerald/GeffryeMuseum.

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How�can�botanic�gardens�grow�their�social�role?��13

Other staff

The�evaluation�of�the�first�projects�notedthat�these�did�not�tend�to�involve�educationor�learning�staff,�even�though�theywere likely�to�have�the�relevant�skills(BGCI/RCMG,�2011). Where�educationstaff were�involved,�however,�there�was�adanger�that the�projects�were�seen�as�theirsole�responsibility.�

Often�the�discussions�are�not�at�Directorlevel,�they’re�only�at�education�level.�Paul Cook, formerly at Ness Botanic Gardens,

University of Liverpool

Some�education�staff�are�on�part-time�ortemporary�contracts.�Small�workforces�alsoremain�an�issue.�This�was�picked�up�by�theinitial�2010�review�(Dodd�and�Jones,�2010)and�reinforced�in�the�2015�interviews:

We�are�in�an�ideal�location�with�a�massivepossible�audience.�What�we�don’t�have�isthe staff.�Lee Hale, Head of Winterbourne House and Garden

Participating�staff�and�other�intervieweesnoted�that�(again�with�some�noticeableexceptions)�‘specialist’�(scientific�andhorticultural)�staff�had�tended�not�to�getinvolved�with�the�programme.�Feedbackshowed�these�staff�were�often�the�mostconcerned�about�whether�new�and�morediverse�community�groups�coming�into�thegardens�would�disrupt�their�‘regular’�work.Many�not�directly�involved�remained�largelyunaware�of�and�disconnected�from�theprojects.

Some�felt�a�more�comprehensive�review�ofstaff�roles�in�botanic�gardens�is�necessary,�ifgardens�are�to�meet�their�social�role.�Onefelt�the�priority�should�be�to:��

…�ensure�that�every�department/staffmember�relates�some�form�of�socialimportance�to�their�work,�be�they�finance/horticulture/�engagement.�Ideally�everyoneshould�have�some�form�of�contact�with�thegarden’s�social�provision.�Anonymous staff member

The�peer�review�forum’s�world�cafédiscussion�noted�a�need�to�break�away�fromtraditional�training�pathways;�for�example,horticulturalists�tend�to�be�trained�in�a�waythat�doesn’t�always�translate�to�sociallyengaged�work.�

Many�staff�were�very�open�and�honestabout the�insecurity�they�experienced�indiversifying�their�audience.�They�said�they

frequently�felt�under-skilled�in�the�areasof diversity,�community�engagement�andparticipation,�having�had�little�previousexperience�of�this�type�of�work.�Evendiscussing�such�concerns�was�often�newto their�traditional�ways�of�working.

Some�also�expressed�concern�about�rushinginto�working�with�more�diverse�and�hard-to-reach�audiences�without�adequatediscussion�and�preparation,�ideally�fromothers�more�experienced,�both�in�and�outof the�sector.�A�commentator�interviewedas part�of�this�evaluation�also�stressedthis point:

…there�needs�to�be�more�open,�engageddiscussion�about�this�work�in�gardens.�Beforegrabbing�a�group�to�work�with,�gardens�needto�re-frame�how�to�do�this�work�and�workpowerfully�with�academics,�activist�groups�etc.Dawn Sanders, academic specialist in botanic gardens,

University of Gothenburg

There�is�evidently�scope�for�discussionabout�leadership�and�a�new�role�forspecialist�staff�(see�Recommendations).Nevertheless,�there�is�a�great�deal�ofpotential�on�which�to�build,�especiallywith younger�staff:

There’s�a�new�generation�coming�throughwho are�hiring�people�not�scientists;�theyare botanists�but�with�people�skills.�Ian Edwards, Head of Exhibitions, Royal Botanic

Garden Edinburgh

…�these�advocates�in�embryo�are�already�tobe found�among�young�botanic�garden�staff,in�the�early�stages�of�their�careers.�So�theirinvolvement�is�essential.�BGCI/RCMG, 2011

“BGCI needs tohave a much biggerconversation at directorlevel … as well as aseries of debates andlectures, to link withleadership programmesand changemanagement.”anonymous staff member

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14 How�can�botanic�gardens�grow�their�social�role?

Volunteers

To�be�open�to�developing�social�relations,gardens�need�to�reflect�on�these�perceptionswith�staff�and volunteers.�Volunteers�couldalso�be�apprehensive�about�the�programme.One�director�spoke�of:

Overcoming�the�nervousness�of�volunteersthat�working�with�the�Drugs�Project�was�notgoing�to�mean�syringes�all�over�the�place�…[seeing]�the�transformation�from�scepticismand�nervousness�…Simon Toomer, Director, Westonbirt, The National

Arboretum

Like�many�institutions�with�a�long�history,botanic�gardens�have�a�long�standingissue of�diversity�in�recruiting�staff�andvolunteers.�As�one�staff�member�said,�thereis�a�need�to�“break�the�mould�of�who�isvolunteering!”�One�recurring�suggestionwas�to�diversify�the�volunteer�base�throughstrategic�partnerships:

What’s�not�needed�are�vast�quantities�ofmoney,�just�a�different�way�of�thinking,�forexample�[gardens]�use�volunteers�anyway,but the�question�is,�which�volunteers�andcould�strategic�partnerships�help�with�this?�Jocelyn Dodd, Director, Research Centre for Museums

and Galleries, University of Leicester

Many�highlighted�the�need�to�carry�onbuilding�on�success:

The�role�of�volunteering�is�a�big priority�forus.�We�now�have�270�volunteers.�Many�ofthem�would�be�in�danger�of�exclusion.�…�[Weare]�diversifying�our�volunteering�base�toprovide�work�experience�for�young�people�tohelp�them�decide�what�they�want�to�do�in�life.Simon Toomer, Director, Westonbirt, The National

Arboretum

Combining environmentalconcerns and social engagement

Bringing�together�both�the�social�andenvironmental�aims�of�the�programme�alsoremains�a�challenge.�Addressing�toughissues�of�environmental�concern�was�notforemost�on�the�agenda�for�all�the�projects:�

I�think�creating�opportunities�for�peopleto continue�to�garden�creates�a�sense�ofwellbeing.�We�did�to�a�certain�degree�look�atthe�environment�but�it�was�very�secondary.[We�are�now�interested�in]�how�theenvironmental�impact�could�be�stronger�–but not�ignoring�the�wellbeing�aspect,�whichis�very�high�on�the�agenda�everywhere,�withmore�knowledge�and�opportunities�tomeasure�its�impact.�Laura Bedford, Access and Public Programmes

Manager, The Geffrye, Museum of the Home

To�address�this,�BGCI’s�manual,�Caringfor your Community, explicitly�highlightsprojects�which�have�a�focus�on�theenvironment�as�well�as�those�whichencompassed�social�issues�(Derewnickaet al.,�2015).

There�was�some�fear�of�raising�difficultenvironmental�subject�matter�with�thepublic.�Many�staff�felt�the�public�want�tocome�to�botanic�gardens�for�a�‘nice�day�out’.They�don’t�want�to�be�disturbed�by�talk�ofenvironmental�crises.�But�otherschallenged this:

Gardens�can�underestimate�the�appetite�forengagement�on�environmental�issues�…Community�groups�want�knowledge.�Theyenjoy�developing�expertise�and�through�thiscan�learn�about�environmental�issues.�Embedideas�by�‘stealth’,�i.e.�once�people�are�engagedthrough�doing�things�that�interest�them.Julia Willison, Head of Content and Learning, Royal

Botanic Gardens, Kew

There�was�much�agreement�thatenvironmental�issues�emerge�‘organically’when�you�engage�people�practically:�

Reconnecting�people�with�nature�is�thefirst step.�It’s�hard�to�engage�people�onenvironmental�issues�if�you�only�have�aone-off�event,�but�more�feasible�over�longer-term�engagement.�Giving�people�hope�andempowering�them�to�make�change�and�givingthem�opportunities�to�do�so�are�key.�Butbotanic�gardens�have�to�reach�out,�go�to�wherepeople�are,�work�out�how�to�take�the�learninginto�a�new�place!Anonymous staff member

Staff�members�had�many�tips�on�introducingenvironmental�themes�from�partneringwith�organisations�already�successfullyengaging�on�environmental�issues,�forexample,�The�Conservation�Volunteers�andthe�Wildlife�Trusts�in�the�UK,�to�framing�theissues�in�terms�of�things�people�already�careabout�and�are�interested�in.�One�example�isthe�Bristol�Zoo�Gardens�calendula�project:calendula�grows�wild�in�Africa,�so�aconversation�about�climate�change�inAfrica arose�naturally.

International�gardens�were�also�seen�asoffering�much�inspiration.�Intervieweesoften�cited�Chicago,�in�particular,�for�itspartnerships�and�environmental�activismwith�people�in�the�city.�Many�staff�memberssaid�they’d�like�more�contact�withinternational�colleagues�on�this.�TheCommunities in Nature World Map showcasescase�studies�from�gardens�around�the�worldand�includes�contact�information.�Throughdeveloping�this�further,�BGCI�hopes�tofacilitate�this�international�dialogue.�

“It’s the first time I havenot thought about heroinin the day.”Bristol drug User Project, participant,westonbirt

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How�can�botanic�gardens�grow�their�social�role?��15

Evaluating impact

The�original�research�identified�lack�ofevidence�of�impact�as�a�factor�inhibitingbotanic�gardens�from�assuming�greatersocial�responsibility�(Dodd�and�Jones,2010).�Projects�did�have�excellent�anecdotalfeedback�from�participants:�

It’s�the�first�time�I�have�not�thought�aboutheroin�in�the�day.Bristol Drug User Project, participant, Westonbirt

But�evaluating�long-term�impact�remainedhard.�Difficulties�included:

l Having�different�participantsthroughout.

l Issues�around�language�and�translation.�

l Low�literacy,�making�traditional�methodslike�form-filling�problematic.

l Groups�not�wanting�to�give�criticalfeedback,�as�they�were�so�grateful�forbeing�included.�

Some�staff�were�also�confused�aboutthe role�of�evaluation.�They�saw�it�as�ajudgement�rather�than�reflection�that�couldlead�to�improvement�(BGCI/RCMG,�2011).Others�felt�it�excessive�for�the�size�of�theproject�and�the�time�they�had�available.�

There�was�far�more�reporting�than�we�wereever�led�to�understand.�It�was�summer�term,which�made�it�extra�difficult�in�terms�ofcapacity.�Nobody�had�said�how�muchreporting�for�so�little�money�…�Didn’t�havetime�to�do�it�properly.�Ruth Godfrey, Education Officer, University of Leicester

Botanic Garden

Participants�at�the�World�Café�backedthis up:

The�evidence-base�is�crucial�–�need�to�be�ableto�prove�your�impact�but�often�this�can�comeout�even�more�expensive�than�doing�theactual�work�so�it’s�a�Catch-22.��World Café participant

Others�highlighted�the�need�for�a�moreimaginative�approach�to�evaluation:

We�need�to�get�off�solely�econometricmeasures!�We�need�to�learn�how�to�betterarticulate�cultural�heritage�values�andinspiration.�Gail Bromley, independent consultant (formerly Head

of Community Engagement and Volunteering, Royal

Botanic Gardens, Kew)

But�evaluation�is�crucial�for�attractingfunding,�promoting�awareness�andconvincing�senior�management�(who�oftenhave�scientific�backgrounds)�of�the�validityof�these�projects.�BGCI�Education�are�veryaware�of�this�and�have:�

l Published�results�of�pilot�projects�inpeer-reviewed�journals,�such�asEnvironmental Education Research.

l Compiled�manuals�(Communities inNature and Caring for your Community),collecting�evidence�of�the�diversity�ofsocial�inclusion�work�in�botanic�gardensaround�the�world;�this�is�currently�beingused�for�both�dissemination�andfundraising.�

l Created�the�Communities in Nature WorldMap of�community�projects�across�theworld,�including�case�studies�from�themanuals.��

BGCI has developed arange of resources tosupport gardens in‘growing their social role’and to provide evidenceof the impact of this work.

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16 How�can�botanic�gardens�grow�their�social�role?

Building a community of practice

Developing�a�community�of�practice�onbotanic�gardens’�social�role�was�one�of�theprogramme’s�key�objectives.�But�it�hadmixed�success.�

The�initial�network�was�inspiring�but�it�wasnot�followed�through.�The�connection�hasnot continued�–�that�would�be�somethingvery useful.Ben Oliver, Learning and Participation Manager,

Westonbirt, The National Arboretum

Staff�participants�interviewed�called�for�astrengthened�community�of�practice,�led�bygardens�already�strong�in�this�area,�withmore�dedicated�conferences,�seminars,training,�mentoring,�exchanges,�andplacements�related�to�the�garden’s�socialrole.�

You�can�feel�very�isolated�if�you�don’t�feel�partof�a�community.�Paul Cook, formerly Ness Botanic Gardens, University

of Liverpool

A�community�of�practice�also�adds�toevidence�for�funders:�

I�think�a�community�of�practice�is�veryimportant�as�it�gives�us�access�to�evidenceand�examples�for�when�we�are�talking�toorganisations�we�may�wish�to�work�with.When�we�did�the�[Heritage�Lottery�Fund]Activity�Plan,�for�example,�we�were�able�tosay we�have�seen�this�work�in�other�places.Ben Oliver, Learning and Participation Manager,

Westonbirt, The National Arboretum

Tight�finances�and�time�pressures,�however,can�make�attending�conferences�andsimilar�meetings�difficult:�

I�did�feel�I�benefited�when�I�was�[attending],but�…�also�too�busy�delivering.�[A�communityof�practice]�has�to�be�really useful.Ruth Godfrey, Education Officer, University of Leicester

Botanic Garden

Funding and long-termsustainability

These�projects�were�pilots,�deliberatelydesigned�to�test�new�ways�of�working.Funding�was�not�intended�to�provideongoing�support.�Some�projects�havesuccessfully�found�funding�to�continuetheir work�from�other�sources:

l Westonbirt�has�received�Heritage�LotteryFunding�to�expand�the�Drugs�ProjectPartnership,�and�is�extending�theapproach�to�other�isolated�groups.�

l RGBE�has�also�secured�follow-upfunding�from�the�Heritage�Lottery�Fundto�further�embed�its�work.�It�runs�anoutreach�programme�and�severalcommunity�groups�now�have�plots�atthe garden.�

l Bristol�Zoo�Gardens�continues�to�growits social�role�through�conservation�andeducation�projects�and�involvement�incity�activities�such�as�the�Bristol�Festivalfor�Nature.�

l The�related�Geffrye�Museum�project�hasalso�gained�another�three�years’�fundingfrom�the�City�Bridge�Trust.�

But�‘lack�of�funding’�was�the�most�commonreason�for�projects�not�continuing.�

There�can�be�a�Catch-22:�when�the�garden’ssocial�role�depends�on�short-term,�externalproject�funding,�work�is�guaranteed�toremain�peripheral,�ending�once�fundingstops.�Thus,�funding�can�inadvertentlycontribute�to�the�marginalisation�of�suchwork.�

Some�respondents�also�felt�a�growingpreoccupation�with�the�marketplace�risksremoving�gardens�further�from�diverseaudiences�(who�may�not�be�able�to�affordentrance�fees�and�commercial�products�andservices).�Other�sectors�are�successfullyconfronting�this:

There�is�a�potential�tension�betweencommercial�and�community�engagement�butit�doesn’t�have�to�be�an�issue.�For�example,zoos�that�do�both�are�also�attracting�lowerincome�groups.�Anonymous senior garden manager

For�others,�a�social�role�is�simply�not�anoptional�extra:

It’s�not�an�‘add-on’�here,�it’s�frankly�the�onlyway�we�keep�going.�Rosie Plummer, Garden Director, National Botanic

Garden of Wales

The�Recommendations�section�looks�atsome�ways�of�tackling�funding�challenges.

Hillcrest Primary School pupilsparticipated in the BristolCommunity Plant Project, BristolZoo Gardens. Photo: BZG.

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How�can�botanic�gardens�grow�their�social�role?��17

Responding to communities

The�first�phase�evaluation�concluded�that:“For�social�projects�to�work,�you�have�tounderstand�what�the�people�you�are�tryingto�work�with�want�to�do�and�not�just�whatyou�want�to�deliver�to�them”�(BGCI/RCMG,2011).�Some�staff�clearly�recognised�this:

At�times�it�is�important�to�stand�back�andlet the�group�leader�manage�part�of�the�day.As gatekeepers�for�their�organisation,�theymay�be�the�best�person�to�communicateaspects�of�the�programme�to�the�participants.Chris Meakin, Education Supervisor, Westonbirt, The

National Arboretum (quoted�in�Vergou�and�Willison,

2013)

Others,�however,�tried�to�second-guess�orfit�participants�into�existing�projects�anddid�not�attempt�to�find�out�what�peoplereally�wanted�or�needed.�Again,�seniormanagement�could�misunderstand�the

Capability building: Have�participants/local�communities�identified�thecapabilities�they�need;�has�the�botanicgarden�identified�the�capabilities�it�needsto�meet�these�requirements?

Community agency: Is�the�communitycentrally�involved�in�the�development,implementation�and�review�ofprogrammes?

Rooted in local needs:Has�theCommunity�led�the�identification�ofissues�and�requirements?

Reflection: Is�there�continuous�dialogue,debate�and�review�of�the�dynamics�of�therelationship�between�the�public�andthe organisation,�as�the�relationshipdevelops?�Has�the�relationship�developedto�enable�more�effective�partnership?

Principles of community engagement

purpose:�they�“did�not�see�their�social�roleas�a�bilateral�or�consultative�process”(BGCI/RCMG,�2011).�BOX�2�starts:�

Lessons from the programme

Bristol Drugs Project clientstogether with regular volunteerscoppicing the laurel shelterbeltat Westonbirt, The NationalArboretum. Photo: ForestryCommission.

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The�most�successful�projects�were�thosethat�were�flexible�and�adapted�to�whatparticipants�wanted.�At�Westonbirt,�staff’spreconceptions�about�the�project�shifted�asthe�project�developed,�directly�influencedby�the�views�and�interests�of�the�projectparticipants:

We�wanted�to�be�able�to�talk�about�treeconservation�and�climate�change�but��[itbecame�clear]�this�is�not�necessarily�whatthese�groups�want�to�talk�about.�Ben Oliver, Learning and Participation Manager,

Westonbirt, The National Arboretum

Through�consultation,�the�project�changedfrom�a�model�of�one-way�‘teaching’�to�oneof�participatory�learning,�a�shift�from‘passive�beneficiary’�to�‘active�agent’�for�theindividuals�and�groups�involved:�

Previously�the�model�was�quite�passive�–�wedesigned�a�programme�for�the�curriculum.But�with�the�community�side�of�things�wewent�out�into�the�community�to�find�out�whatthey�were�interested�in.�We�trialled�sessions,gave�them�taster�sessions�and�they�chose�whatthey�liked�or�not.�We�now�build�a�programmewith them.Ben Oliver, Learning and Participation Manager,

Westonbirt, The National Arboretum

Building�trust�and�good�relationshipswith�communities�meant�taking�timeand�allocating�sufficient�staff�andresources,�particularly�in�the�planningphases�(Vergou�and�Willison,�2013).

Another�factor�is�running�multiplesessions�rather�than�one-off�events:�

The�Communities in Nature project�reallyallowed�us�to�spend�a�lot�of�time�to�developstaff�and�volunteers�over�multi-visit�sessions,breaking�down�barriers.�Ben Oliver, Learning and Participation Manager,

Westonbirt, The National Arboretum

But�this�is�another�area�that�may�requireattitudes�to�change.�Botanic�gardens�tendto offer�one-off�visits�for�their�traditionalaudiences�and�are�less�accustomed�toworking�on�longer-term�communityprojects�(Vergou�and�Willison,�2013).

Participants�also�very�much�appreciatedprojects’�attention�to�detail.�Forexample,�Winterbourne�provided�aprayer�room�for�Muslim�visitors�as�partof�their�project.�

The Urban Veg project atWinterbourne House andGarden, University ofBirmingham. Photo:Winterbourne House andGarden.

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How�can�botanic�gardens�grow�their�social�role?��19

This�indicates�the�importance�of�botanicgardens�developing�audience�research�skillsif�they�are�to�grow�their�social�role�(Interimprogramme�report,�Jun�14,�unpublished).�Aworkshop�on�growing�the�social�role�at�theEuropean�Gardens�Consortium�in�Prague�in2013�concluded�that�gardens�need�modelsfor�audience�research�and�to�develop�theirstaff�skills�in�this�area.�BGCI�is�taking�stepson�this.�BGCI�Education�published�a�specialissue�of�its�education�review,�Roots, on‘Putting�the�Audience�First.�BGCI�is�alsocurrently�developing�a�proposal�for�a�toolkiton�staff�skills�and�strategies�for�audiencedevelopment�for�gardens�worldwide�(ReachOut project).

Working in partnerships

Building�or�strengthening�partnershipswith�organisations�and�community�groupswas�a�key�aspect�in�developing�successfulcommunity�projects�(Derewnicka�et�al.,2015).�Both�interviewees�and�thoseattending�the�Peer�Review�Forum�stressedthe�need�for�partnership:�

We�are�very�aware�in�the�current�economicclimate�that�we�all�have�to�do�cross-sectoralpartnerships.�Diversity sector commentator

The�Geffrye�Museum�project�demonstratesthe�value�of�partnership�in�practice.�Theyset�in�place�an�advisory�panel�that:

…�meets�on�a�quarterly�basis�and�gives�adviceon�the�project�and�where�to�gettransport/funding�etc.�It�is�made�up�ofrepresentatives�from�participatingorganisations�and�also�project�participants.Laura Bedford, Access and Public Programmes

Manager, The Geffrye, Museum of the Home

This�is�clearly�a�way�to�embed�ongoingpartnerships�that�plan,�develop,�deliver�andevaluate�collaboratively,�sharing�knowledgeand�experience.

Community-based�environmentalorganisations�at�the Peer�Review�Forum�alsosuggested�immediate�ways�of�collaboratingwith�botanic�gardens,�for�mutual�benefit:

We’ve�had�a�lot�of�support�in�urban�foodgardens�–�the�profile�has�been�raised�over�thelast�decade.�We�are�now�very�keen�to�connectit�to�others�in�the�horticulture�sector�…�I�cansee�a�shared�apprenticeship�scheme�–�twodays�a�week�in�botanic�gardens�and�two�dayswith�us.�Clare Joy, Organiclea

The�Conservation�Volunteers�(TCV)expressed�a�keen�interest�in�workingwith botanic�gardens.�They�are�alreadydoing�some�work�with�the�Botanic�Gardensin�Belfast.

Others�highlighted�the�importance�ofworking�with�existing�networks�withoverlapping�interests,�such�as�NaturalEngland’s�‘Outdoors�for�All’�working�group:�

There�are�a�range�of�organisations�deliveringcomparable�services�and�we�are�poor�attalking�to�one�another�…�We�need�a�commonvoice�to�get�through�to�those�responsiblefor policy�and�commissioning.�If�we�haveevidence�we�can�show�we�can�deliver�onpreventative�strategies�that�save�costs�furtherdownstream�…�local�social�services�andhealth�care�and�botanic�gardens�could�engagein�a�process�of�mutual�exploration.�Andbotanic�gardens�offer�a�physical�facility�thatother�organisations�simply�don’t�have.Ian Egginton-Metters, Assistant Chief Executive,

Federation of City Farms and Community Gardens

“I can see a sharedapprenticeship scheme– two days a week inbotanic gardens andtwo days with us.”clare Joy, organiclea

Above: Working with disabled visitors,the Feel Green project at the University ofLeicester Botanic Garden focused onhorticulture, plant uses, the environmentand art. Photo: ULBG.

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20 How�can�botanic�gardens�grow�their�social�role?

Learning from others

There�is�plainly�a�lot�of�knowledge�andexperience�to�draw�on�in�other�gardens,other�sectors�and�community-basedorganisations.�BGCI�is�puttingconsiderable time�and�resources�intodisseminating�this�experience�fromwithin the�botanic�gardens�sector.�

Learning�from�other�sectors�has�greatpotential�benefit,�for�example,�in�sharingan understanding�of�working�with�diversity,and�opening�up�ideas�on�active�publicengagement�with�both�science�anddiversity in�botanic�gardens:�

The�diversity�world�has�been�very�goodat looking�at�arts�and�history,�but�not�sogood at including�science�and�botany.The responsibility�for�doing�that�is�forhorticulturalists�to�step�forward�to�usetheir intellect�to�marry�these�two�worldsof diversity�and�science�and�understandwhat it�means�for�diversity.�Diversity sector commentator

Museums,�in�particular,�are�further�downthe�road�of�public�participation.�As�well�aslearning�positive�lessons,�botanic�gardenscan�avoid�some�of�the�pitfalls�experiencedby�that�sector,�notably�the�dangers�of�short-term�funding�that�cannot�be�scaled�up:

My�advice�to�the�botanic�gardens�sector�is�notto�make�the�same�mistakes�as�the�museumsector�–�putting�money�into�short-termprojects.�It�is�a�waste�of�time.�Diversity sector commentator

The�Peer�Review�Forum�stronglyencouraged�gardens�to�learn�from�others,nationally�and�internationally,�who�arealready�strong�in�collaborative�workingwith diversity.�There�is�much�valuablelearning�to be�shared�from�other�sectors.The�meeting�discussed�how�gardens�mightexchange�knowledge�with�colleagues,including�academics�and�community-basedactivist�groups,�with�opportunities�forworkshops,�conferences�and�trainingschemes�with�further�help,�advice�andassistance�from�funders.

Sharing skills

As�some�pointed�out,�for�projects�to�be�trulyinclusive�and�participative,�it’s�not�onlywhat gardens�are�doing�but�how they�goabout�it�that�matters:��

It’s�one�thing�working�with�lots�of�groups,�it’sanother�thing�for�those�groups�to�feel�theyhave�a�sense�of�commitment�and�ownership.Chandan Mahal, formerly Participation and Learning

Manager, Royal Botanic Gardens, Kew

Good�practice�exists�both�within�andoutside�the�sector�that�could�be�shared.For instance,�Westonbirt�employedtwo community�officers�in�2014.�Therecruitment�process�paid�special�attentionto�applicants’�experience�in�communityengagement�and�working�with�diversegroups.�This�was�seen�as�significantprogress�made�possible�through�thegarden’s�experience�with�Communitiesin Nature.

It�was�suggested�that�colleagues�both�inother�gardens�and�within gardens�shouldbegin�to�support�each�other�more�throughpeer�mentoring�and�review,�and�thefostering�of�open�and�honest�reflectivepractice:

It�would�be�really�beneficial�to�haveshadowing�opportunities�in�anotherorganisation,�for�example,�an�expert�mentor.Ben Oliver, Learning and Participation Manager,

Westonbirt, The National Arboretum

BGCI�is�currently�assessing�the�potentialfor peer�mentoring�within�and�betweengardens�and�how�BGCI�could�support�andfacilitate�this.

Watering calendula plants at RobinsonHouse Care Home, for the BristolCommunity Plant Collection, Bristol ZooGardens. Photo: BZG.

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How�can�botanic�gardens�grow�their�social�role?��21

Learning from abroad

International�respondents�outlined�a�widerange�of�projects,�including:�

l Short-term�projects,�mostly�educationaland�some�experiential�(mainly�withchildren).�

l Work�with�small�groups�from�diverse,marginalised�communities.�

l A�few�outstanding�examples�of�embeddedwork,�in�which�whole�institutions�displaya�deeply�rooted�commitment�to�theirsocial�role.�These�gardens�work�hand-in-hand�with�their�communities�inpartnership�with�community-based,�

volunteer�and�environmental�activistorganisations�and�local�governmentauthorities�(even�if�sometimes�without,as�yet,�full�cooperation�from�across�theirorganisations).�Examples�include�thebotanic�gardens�in�Sydney,�Chicago�andBrooklyn.�

This�very�broad�definition�of�‘growing�asocial�role’�raises�the�question�of�whethersome�form�of�standardisation�would�helpevaluate�such�work�(see�Recommendations).

However,�almost�seventy�per�cent�of�theinternational�respondents�said�they�hadbeen�largely�unaware�of�Communities in

Nature and�regretted�not�knowing�more.Many�were�interested�in�the�idea�of�aninternational�community�of�practice�basedon�a�scaled-up�version�of�the�programme.�

Like�the�UK�gardens,�most�of�theserespondents�highlighted�a�seeming�lackof commitment�from�leadership�to�theirgarden’s�social�role,�making�it�difficultfor the�work�to�be�supported�across�theorganisation�and�to�grow.�They�wanted�tosee�BGCI�go�beyond�a�supportive�role�to�actas leader for�the�sector,�helping�move�thesector�ahead�with�its�increasingly�importantsocial�role.�BOX�starts:�

International�colleagues�cited�these�gardensas�inspiring�in:�their�social�role;�theirinnovative�and�active�work�with�people(volunteers,�participants,�co-producers)within�their�localities;�working�with�a�widerange�of�partnerships�to�make�real�changehappen;�working�with�communities�onconservation�and�climate�change:

– Australian�Arid�Lands�Botanic�Garden,Port�Augusta�

– Bristol�Zoo�Gardens

– Brooklyn�Botanic�Garden

– Chicago�Botanic�Garden

– Cleveland�Botanical�Garden�(especiallyits�Green�Corps�programme)

– Denver�Botanic�Gardens

– Eastwoodhill,�National�Arboretum�ofNew�Zealand

– Eden�Project�

– El�Jardín�Botánico�Regional�del�Cicy,Yucatán

– Fairchild�Tropical�Botanic�Garden,Miami

– The�Geffrye,�Museum�of�the�Home,London

– Gullele�Botanic�Gardens,�Addis�Ababa

– Jardín�Botánico�de�Puebla

– Jardín�Botánico�Regional�de�Cadereyta,Queretaro�

– Jardín�Etnobotánico�de�Oaxaca

– Makerere�University�Botanical�Garden,Kampala

– Mexican�Association�of�Botanic�Gardens

– Minnesota�Landscape�Arboretum�

– Missouri�Botanical�Garden�MadagascarProgram

– The�Morton�Arboretum,�Chicago

– National�Botanic�Garden,�Havana

– National�Museums�of�Kenya,�NairobiBotanic�Garden

– New�England�Wildflower�Society�

– New�York�Botanical�Garden

– Phipps�Conservatory�and�BotanicalGardens,�Pittsburgh

– Royal�Botanic�Garden�Edinburgh

– Royal�Botanic�Gardens�Victoria

– Royal�Botanic�Gardens,�Kew�(especiallyfor�its�international�work)

– Royal�Botanic�Gardens,�Sydney

– Royal�Tasmanian�Botanical�Gardens,Hobart

– SANBI�(South�African�NationalBiodiversity�Institute)

– Singapore�Botanic�Garden

– State�Botanical�Garden�of�Georgia

– Warsaw�University�Botanic�Garden�

– Westonbirt,�The�National�Arboretum

– Xishuangbanna�Tropical�BotanicalGarden

inspirational gardens

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22 How�can�botanic�gardens�grow�their�social�role?

Improve communication aboutsocial projects

There�is�a�need�for�better�communicationnot�only�between�organisations�butalso between�each�organisation�and�itsstakeholders�and,�crucially,�withinorganisations�(BGCI/RCMG,�2011).Communication�within�gardens�was�seenas a�priority:

It’s�often�hard�to�facilitate�‘up’communication�in�strongly�hierarchicalorganisations,�especially�as�many�botanicgardens�are�part�of�well-established�andtraditionally�formed�heritage/university�sites.It�therefore�requires�ongoing�commitmentand�hard�work�to�communicate�‘up’�or�dosuccessful�‘in-reach’.�There�are�greaterchallenges�communicating�work�internallythan�externally.�Systematic�change�isneeded in�order�to�keep�the�conversationgoing.�It�is�important�to�know�what�yourfellow�colleagues�are�doing�in�differentdepartments.�Not�only�to�be�in�touch�withorganisational�mission�but�to�encouragecross-departmental�collaborations.�Anonymous education staff member

The�World�Café�discussion�concluded�that�itis�particularly�important�to�publicise�thecredibility�of�the�department�responsiblefor�community�outreach�and�show�thatpublic�engagement�is�a�core�value�and�not�acost.�Suggestions�for�doing�this�included:

l Create�organisational�ownership�throughinternal�PR,�such�as�staff�conferences,inviting�staff�to�experience�and�recognisethe�importance�of�the�work�of�staffspecialising�in�different�areas.��

l Use�external/public�recognition�forinternal�influence,�for�example�sharingsuccess�stories�through�social�media.�

l Facilitate�skills/training�for�volunteers,creating�networks�of�‘friend’organisations�in�the�community.

l Create�social�enterprise�and�self-supporting�models�that�can�generaterevenue�off�the�back�of�projects�initiallyfunded�in�the�short�term.�

Issues with funding

Issues�with�short-term�funding�run�throughmany�of�these�challenges:

As�someone�new�to�the�funding�applicationprocess�I�am�disappointed�that�hardly�anyfunders�give�funds�for�staff�wages.�This�is�areal�problem�with�a�community�project.Anonymous staff member

The�majority�of�funding�is�for�short-termprojects�and�so�a�whole�organisation�may�becommitted�to�the�cause�but�they�are�thentrapped�in�short-term�goals�if�this�is�the�onlyfunding�they�can�secure.�World Café participant

The�programme�evaluation�noted�that:“While�short-term�project�funding�may�sowthe�seeds�for�change,�strategic�financing�isessential�to�sustain�change�over�the�longerterm”�(Vergou�and�Willison,�2013).�TheWorld�Café�discussed�how�funders�couldbest�use�their�resources�to�support�gardensto�grow�their�social�role.�Funders�wereenthusiastic�about�becoming�involved:

We�would�want�to�see�a�holistic�approachthat integrates�outcomes�for�people�withopportunities�that�these�green�spaces�offerin urban�spaces�for�diverse�and�under-represented�communities�in�skills,education,�volunteering.�There�could�be�aneven�bigger�relationship�with�schools�–there is�wonderful�potential.�This�is�not�todownplay�[the�gardens’]�conservation�role.We�are�always�able�to�fund�projects�thatfurther�a�knowledge-pursuing�strategy�and[we]�try�and�fund�biodiversity�projects.�…Gardens�could�access�government�funding�foran�apprenticeship�programme�for�under-represented�communities.�There�is�a�strongbusiness�case�for�diversifying�[audiences�andfunding�sources].�Jo Reilly, Head of Participation and Learning, Heritage

Lottery Fund

We�are�really�interested�in�communicatingwith�urban�audiences�about�widerenvironmental�issues,�particularly�becausethere’s�a�disconnect�with�younger�people.�Jenny Dadd, Grants Manager (Environment Lead),

Esmée Fairbairn Foundation

Some,�however,�flagged�that�lack�of�visioncan�also�be�a�problem:�

Funding�is�a�bit�of�an�excuse�for�gardens�whoare�not�ready�to�embrace�this�type�of�work.�Julia Willison, Head of Content and Learning, Royal

Botanic Gardens, Kew

Funders�also�felt�that�the�sector�lacked�ashared�vision�and�a�cohesive�strategy�builton�partnerships�with�other�organisationswith�overlapping�missions:��

Botanic�gardens�is�not�a�movement�but�itcould�be�–�we�don’t�hear�from�botanicgardens.Jenny Dadd, Grants Manager (Environment Lead),

Esmée Fairbairn Foundation

Botanic�gardens�should�look�at�leveragingexisting�progress�and�resources�involvingsectors�that�may�be�further�along�in�relationto�‘social�role’�funding.�

In�turn,�funders�could�consider:

l Backing�flexible�projects�with�broadoutcomes�that�may�be�refined�incollaboration�with�local�communitiesduring�the�extended�planning�phase(Vergou�and�Willison,�2013).

l Helping�gardens�focus�on�businessplanning,�including�examining�thetension�between�‘commercial’�and‘social role’�mission�development.��

BGCI�is�already�exploring�some�of�this:�

I�am�very�interested�in�developing�businessmodels�for�botanic�gardens,�for�how�theycan continue�to�develop�this�work�on�anongoing basis.�Asimina Vergou, Head of Education, BGCI

Further�networking�and�co-developmentconversations�with�funders�are�plainlyworth�fostering.�See�the�Recommendationssection�for�more�on�developing�funding.

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How�can�botanic�gardens�grow�their�social�role?��23

This�section�outlines�a�range�of�broadrecommendations�for�transforming�botanicgardens�in�order�for�them�to�meet�theirsocial�role.�It�also�includes�suggestions�forpractical�next�steps,�largely�to�be�taken�byBGCI�in�collaboration�with�others�andgardens�themselves.

Establish a ‘community ofpractice’

There�is�clearly�a�great�deal�of�interest�in�acommunity�of�practice,�working�not�just�inthe�UK�but�internationally.�BGCI�has�a�veryimportant�role�in�championing�this.�Butthere�is�first�an�internal�conversation�to�behad�within�BGCI�itself:�

There�is�still�work�to�do�on�understandingwhat�we�mean�at�BGCI�in�terms�of�growinggardens’�‘social�role’.Asimina Vergou, Head of Education, BGCI

BGCI�is�already�widely�disseminating�goodpractice�via�publications�(see�References).To�move�quickly�on�making�best�use�ofpractice�by�leaders�in�the�field,�this�reviewrecommends�promoting�such�gardens�to�actas�a�‘hub’,�leading,�mentoring�and�sharinggood�practice�with�other�gardens�to�helpthem�develop�their�social�role�(see�below).�

Next steps for BGCI

l Nurture�and�develop�a�community�ofpractice�on�gardens’�social�role.�

l Explore�learning�from�other�sectors�andlinking�with�other�institutions�outsidethe�sector,�for�example,�sharing�anunderstanding�of�working�with�diversityand�active�public�engagement.

l Initiate�a�sector-wide�discussion�on�a�setof�principles�for�gardens’�social�role�ingeneral,�and�Communities in Nature inparticular,�looking�at:

l Active�citizenship

l Capability�development

l Developing�sustainable�partnerships

l Being�locally�informed

l Supporting�genuine,�positive�change

l Building�strong�communities

l Fostering�‘critical�friends’

recommendations for better practice

Perspectives, an exhibition of photos ofWestonbirt, The National Arboretum,taken by Bristol Drugs Projectparticipants. Photo: Westonbirt.

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24 How�can�botanic�gardens�grow�their�social�role?

Identify and support hub gardens

Lead�gardens,�already�strong�in�their�socialrole�both�in�the�UK�and�elsewhere,�couldform�a�‘vanguard’�group,�from�which�othergardens�take�inspiration�and�learn�newskills�and�strategies.

Hubs�can�help�significantly�in�both�thedevelopment�and�dissemination�ofstandards�of�good�practice�and�also�staffdevelopment.�Hubs�might�establish�virtualor�live�working�groups�comprising�botanicgarden�staff�and�partner�organisations.�Atthe�centre�of�their�own�networks,�they�couldsupport�the�development�of�communities�ofpractice�and�galvanise�changes�in�practice:

We�need�some�lead�gardens�…�to�showeveryone�else�it�can�be�done�…�thelong-term benefits�of�taking�it�further.�Paul Cook, formerly at Ness Botanic Gardens,

University of Liverpool

BGCI�needs�to�identify,�support�and�helpfind�funding�for�‘hub’�gardens.�BGCIshould work�closely�with�the�directors�ofthese�gardens�to�develop�a�network�thatcan lead�a�community�of�practice,�actingas mentors/trainers�and�supportingother gardens.

This�would�in�turn�have�implicationsfor funders�in�terms�of�their�best,�mosteffective,�sustainable�investment�and�theirrole�in�brokering�relations�with�otherfunders�and�organisations.�

Next steps for BGCI

l Identify�lead�(‘hub’)�gardens,�nationallyand�internationally,�to�help�establishstandards�of�‘social�role’�practice�and�asupportive�‘community�of�practice’�forgardens’�social�role.

l Investigate�better�ways�to�reflectcollaboratively�on�practice�through�hubmentoring�and�peer�review,�helping�tobuild�a�‘community�of�practice’.�

l Set�up�a�large�consultation�processwith potential�partners�and�establish�aCommunity�Partnership�Advisory�Board,to�roll�out�local�advisory�boards�inbotanic�gardens,�which�can�later�networkacross�the�sector.

Set up good practice standards

Those�involved�in�workshop�discussionsat the�2015�International�Congressrecommended�that�BGCI�help�the�botanicgarden�sector�to�identify�standards andperhaps�even�a�brand�to�which�gardensmight�aspire.�These�would�identify�andadvertise�principles,�standards�and�‘waysof working’�with�communities�to�which�thebotanic�garden�sector�adheres.�Models�tobuild�on�are�already�available�in�the�sector.

Such�standards�could�raise�profile,�reach�outto�funders/donors�and�be�part�of�inductionprocesses�for�new�garden�staff.�

Next steps for BGCI and funders

l Work�with�identified�hubs�to�initiatesector-wide�dialogue�on�standards.�

l Engage�with�existing�researchconsortia with�overlapping�interests(such�as�health�and�wellbeing,�andclimate�change).�

l Train�garden�staff�in�audiencedevelopment�and�data�collection,�toinform�strategic�plans�and�supportfunding�applications�and�localauthority support.�

l Establish�standards�and�branding�forbotanic�gardens’�social�role�that�canbe regularly�monitored�and�evaluatedwith community�partners.

Sowing seeds for theBristol Community PlantCollection, Bristol ZooGardens. Photo: BZG.

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How�can�botanic�gardens�grow�their�social�role?��25

Develop skills and capacities ingardens and communities

This�review�has�identified�a�number�of�areaswhere�staff�and�other�participants�needsupport�to�develop�skills�and�build�a�senseof�common�mission.�

Next steps for senior staff (led by BGCI)

l Create�a�leadership�programme�forthe sector.�

l Create�a�professional�developmentnetwork�for�garden�leaders.

l Review�staff�roles,�job�descriptionsand training;�develop�a�(funded)�actionlearning/seminar�programme�aimedat shifting�the�scientist/academicrole within�botanic�gardens�from�a‘gatekeeper’�model�to�a�‘facilitator’�andfellow�participant�model.

l Institute�shared�responsibility�throughcross-departmental�programmemanagement�structures�for�planningand delivery.

Next steps for developing garden staff(led by BGCI with senior staff)

l Assess�and�address�what�skills�staff�needto�support�a�‘social�role’.�

l Address�staff’s�understanding�of�workingwith�diversity�and�related�audiencedevelopment�through�training�andmentoring.�Establish�a�‘Diversity�inNature’�professional�support�network.

l Establish�a�traineeship�scheme�inpartnership�with�activist�organisationsalready�offering�these,�such�asOrganiclea.

l Raise�individual�gardens’�social�profilethrough�leading�local�actions�for�positiveenvironmental�change.�

l Establish�‘critical�friend’�relations�withcommunity�partners�/�participants.�

Next steps around volunteers (led byBGCI with garden staff and communityorganisations)

l Review�the�social/cultural�compositionand�recruitment�of�garden�volunteers;work�in�partnership�with�volunteeragencies�and�funders�to�institute�anaccredited�volunteering�programme.�

l Develop�the�capabilities�of�participantsand�local�communities�and�those�that�thegarden�needs�to�deliver�effectively.�

Next steps around communities (led byBGCI with garden staff and communityorganisations)

l Develop�capacities�in�partnership�withcommunity/environmental�activistorganisations�for�co-producedprogrammes�in and out of�gardens,�basedon�what�people�can�bring�to gardens,�aswell�was�what�they�can�learn�fromworking�with them.

l Ensure�participants�can�make�practical,positive�change�in�their�locality�and�/orgarden,�with�a�sense�of�jointachievement.

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26 How�can�botanic�gardens�grow�their�social�role?

Incorporate the ‘social role’ ingardens’ mission

Communities in Naturewas�concerned�withincreasing�and�diversifying�audiences.�Butit�also�aimed�to�challenge�the�nature�of�agarden’s�engagement�with�people,�to�shiftthe�perspective�from�people�being�passiveconsumers�to�becoming�active�partners.�Afocus�on�‘active�citizenship’�and�‘capability’development�should�be�the�basis�of�futurefunding�applications�for�the�programme.This�may�well�mean�working�collaborativelywith�communities�not�just�inside�but�alsooutside the�garden.�Some�gardens�aroundthe�world�already�do�this.�

There�is�a�discussion�to�be�had�aboutwhether�the�sector’s�culture�encouragesthis shift.�Both�UK�and�internationalparticipants�frequently�identified�theexclusion�of�the�social�role�from�themissions�of�individual�botanic�gardensas a primary�roadblock.�But�there�is�alsoconcern�that�gardens�should�not�be�divertedfrom�their�original�mission.�In�discussionsaround�this�review,�Paul�Smith�(BGCISecretary�General)�noted�the�importanceof looking�at�how�botanic�gardens’�existingDNA�and�expertise�can�best�be�used�to�fulfilthe�garden’s�social�role.�Others�echoed�this:�

[A�social�role�is]�Huge.�It’s�core�to�our�being�–but�it’s�not�our�core�mission�and�purpose.�Anonymous botanic garden director

Participants�in�this�review�identified�twomain�ways�to�integrate�the�social�role�intothe�gardens’�mission:

l A�programme�to�support�the�developmentof�gardens’�visions/mission�statementsand�strategic�plans�with�the�social�roleembedded�through�their�work.

l The�development�of�cross-departmentalmanagement�structures�in�gardens�forplanning�and delivering�social�roleprogrammes.

Next steps for BGCI

l Launch�its�new�vision/mission�forbotanic�gardens.�

l Position�the�social�role�at�the�heart�of�itsnew�strategy,�running�throughout�theorganisational�plan�and�supported�by�arevised�communications�strategy.

l Initiate�a�sector-wide�review�of�missionfor�gardens’�social�role;�supportintegration�of�the�‘social�role’�into�therenewedmission,�vision�and�strategy�ofeach�garden;�roll-out�the�programme�ofgardens’�vision/mission�and�strategicplan�development,�with�BGCI’s�newpolicies�as�a�model.�

l Create�a�series�of�inter-disciplinarydiscussions�leading�to�a�fundeddevelopment�process�across�the�sectorand�with�other�stakeholders.�

Develop different fundingapproaches

Respondents�felt�strongly�that�there�is�a�rolehere�for�BGCI.�

Next steps for BGCI with funders

l Develop�funding�partnerships�to�supportthe�next�stage�of�Communities in Nature.

l Meet�funders�and�existing�networks�toexplore�better�strategies�for�potentialfunding�collaborations;�learn�fromfunding�in�other�sectors.

l Investigate�strategies�for�brokeringa wider�range�of�sustainable�fundingopportunities.

l Focus�on�business-planning�modelsfor gardens.

l Develop�a�strong�communicationsstrategy.

l Create�or�expand�a�fundraising/development�post�to�investigate�newpartnerships/areas�of�collaborativefunding.

l Engage�with�existing�social/environ�mentalnetworks,�environmental�activistorganisations�focused�on�active�changeand�organisations�engaged�in�community-based�urban�conservation�programmes�todemonstrate�a�practical�difference.

l Invite�UK�and�international�science�andnatural�history�museums�to�discussoverlapping�concerns�and�strategies�andpotential�collaboration�and/or�sharedfunding�and�programmes.

“Gardens could accessgovernment fundingfor an apprenticeshipprogramme for under-represented communities.There is a strong businesscase for diversifying[audiences and fundingsources].”Jo reilly, Heritage Lottery Fund

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How�can�botanic�gardens�grow�their�social�role?��27

Botanic�Gardens�ConservationInternational�(BGCI)�is�very�grateful�tothe Calouste�Gulbenkian�Foundation�forfunding�and�supporting�the�Communitiesin Nature project,�which�has�been�atremendous�learning�experience�for�allinvolved.�Communities in Nature,�throughpublications,�online�content�and��innovativeprojects�in�six�botanic�gardens,�has�clearlyshown�that�reaching�out�to,�communicatingwith�and�valuing�communities�that�wouldnot�normally�visit�a�botanic�garden�is�bothworthwhile�and�rewarding.�Comments�frombotanic�garden�staff�such�as�‘It’s�the�bestthing�I�have�done�in�my�horticultural�career–�I�don’t�think�that�I�will�ever�do�anythingthat�will�top�it’�together�with�sustainedinteractions�with�those�communities�longafter�the�funding�has�gone,�suggests�that�theCommunities in Naturemodel�has�producedsustained�benefits�for�all�involved.�

The�programme�has�also�highlighted�theobstacles�associated�with�bringing�in�newideas�that�challenge�the�norm�and�whichmay�be�perceived�by�both�visitors�andbotanic�gardens�staff�as�peripheral�to�theirinterests�or�mission.�From�the�visitorswe have�learnt�that�engaging�them�ontheir own�terms�is�an�essential�precursorto any�discussions�about�plants�or�theenvironment.�From�the�staff�and�volunteerswithin�botanic�gardens�we�have�learnt�thatcommunicating�the�importance�of�ourwork can�be�difficult�not�only�to�externalaudiences�but�to�each�other�as�well.�Forexample,�botanic�garden�educatorsfrequently�struggled�to�get�seniormanagement�or�their�peers�in�science�orhorticulture�to�understand�the�relevanceof their�outreach�work,�and�vice�versa.�

To�those�of�us�who�work�in�botanic�gardensall�of�this�rings�true,�and�where�Communitiesin Nature is�particularly�valuable�is�in�itsrecommendations�about�how�we�can�breakdown�these�barriers�between�people.Developing�a�community�of�practice�withinspiring�individuals�and�approaches;involving�botanic�garden�management,horticulturalists,�scientists,�educatorsand community�leaders�from�the�outset,and exchanging�ideas�and�experiences�areall useful�ways�forward.�Of�the�greatestimportance,�however,�is�the�sure�knowledgethat�botanic�gardens�need�to�go�beyond�theirwalls�and�take�a�leading�role�in�engagingand empowering�all�communities�to�value,conserve�and�sustainably�manage�plants�andtheir�natural�environment,�in�a�way�that�hasimmediate�benefits�for�them.�At�BGCI�weare�fully�committed�to�achieving�this,�andwe will�do�all�we�can�to�mainstream�thisapproach�across�our�botanic�gardenmembership�worldwide.�Growing�our�socialrole�should�not�be�regarded�as�peripheralor extraordinary;�it�should�be�regardedas essential.

dr Paul Smith, Secretary general, Bgci

afterword

Artwork inspired bycalendula grown for theBristol Community PlantCollection, Bristol ZooGardens. Photo: BZG.

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28 How�can�botanic�gardens�grow�their�social�role?

ABOUT THIS PAPER

This�paper�is�based�on�a�fuller�evaluation�byDr�Bernadette�Lynch�(Lynch,�2015).�Herreview�draws�on:�

Initial review with Communities inNature participants and stakeholdersA�combination�of�online�surveys�sent�to�allgardens�directly�funded�by�Communities inNature,�in-depth�telephone�interviews�withkey�staff�from�those�gardens,�and�theirparticipation�in�the�peer�review�meetingin London.

Peer Review ForumParticipating�gardens�met�peers,�potentialpartner�organisations,�related�sectors�andfunders�in�London.�They�presented�onthe impact�of�Communities in Nature ontheir organisation�and�provided�a�list�ofkey questions�about�the�future�of�theprogramme.�These�formed�the�basis�for�aWorld�Café�discussion�made�up�of�mixedgroups�of�Communities in Nature-fundedgardens,�potential�partners�and�fundingagencies.

International perspectivesInternational�members�of�BGCI�were�askedto�complete�an�online�survey,�with�74responses�from�gardens�around�the�world.The�preliminary�findings�of�this�reviewwere�presented�to�the�BGCI 2015International Congress on Education inBotanic Gardens,�Missouri,�with�follow-upworkshops�providing�feedback.

In�total,�127�respondents/participantsprovided�feedback,�from�the�UK�andinternationally,�and�from�within�andoutside�of�botanic�gardens.�We�areimmensely�appreciative�of�the�time�andthought�they�gave�to�considering�the�impactand�future�opportunities�for�this�initiative.�

The�review�also�draws�on�various�publishedevaluations�of�the�programme�andindividual�projects�(see�References).

For more information

Further�information�about�Communities inNature can�be�found�here:http://www.bgci.org/public-engagement/communities_in_nature/(last�accessed�7�September�2015).�Thismicrosite�includes�key�reports�and�shortfilms�from�pilot�projects,�BGCI’s�trainingmanuals�for�botanic�gardens,�and�theapplet mapping�community�projectsaround the�world.

REFERENCES

BGCI/RCMG,�2011,�Growing the Social Role:Partnerships in the Community, BGCI

Derewnicka,�L.�Vergou,�A.�Moussouri,�T.and�Ferna�ndez�Rodri�guez,�A.,�2015,�Caringfor your community: A manual for botanicgardens. BGCI�

Dodd,�J.�and�Jones,�C.,�2010,�Towards a NewSocial Purpose: Redefining the Role of BotanicGardens,�University�of�Leicester�ResearchCentre�for�Museums�and�Galleries�

The�Geffrye,�Museum�of�the�Home‘Evergreen�Gardeners’�project�report:http://www.geffrye-museum.org.uk/learning/community-outreach/older-people/evergreen-gardeners/ (lastaccessed�7�September�2015)

Lynch,�B.,�2015,�Botanic Gardens takingaction for a better world: Communities inNature: Five Year Review,�report�for�theCalouste�Gulbenkian�Foundation

Royal�Botanic�Gardens,�Edinburgh,�2015,Nature�Play�final�report:http://stories.rbge.org.uk/wp-content/uploads/2015/05/NaturePlayFinal.pdf (last�accessed�7�September�2015)

Vergou,�A.�and�Willison,�J.,�2013,Communities in Nature: Evaluation ReportExecutive Summary, BGCI

Vergou,�A.�and�Willison,�J.,�2015,Communities in Nature: Growing the SocialRole of Botanic Gardens A Manual for Gardens,BGCI

ABOUT BOTANIC GARDENSCONSERVATIONINTERNATIONAL (BGCI)

BGCI�is�an�independent�charity�whosemission�is�‘to�mobilise�botanic�gardens�andengage�partners�in�securing�plant�diversityfor�the�wellbeing�of�people�and�the�planet’.BGCI�links�more�than�2,500�botanicgardens�in�120�countries,�catalysing�them�toconserve�threatened�plant�species�and�raiseawareness�of�the�importance�of�plants�asthe earth’s�greatest�natural�resources.�At�apolicy�level,�BGCI�has�been�instrumentalin developing�the�Global Strategy for PlantConservation under�the�auspices�of�theConvention�on�Biological�Diversity�(CBD)and�has�also�developed�several�majorreports�that�have�influenced�policy�anddecision�making.�www.bgci.org

ABOUT THE CALOUSTEGULBENKIAN FOUNDATION(CGF)

The�Calouste�Gulbenkian�Foundation�(CGF)is�an�international�charitable�foundationwith�cultural,�educational,�social�andscientific�interests,�based�in�Lisbon�withoffices�in�London�and�Paris.�The�purpose�ofthe�UK�Branch�in�London�is�to�bring�aboutlong-term�improvements�in�wellbeing,particularly�for�the�most�vulnerable,�bycreating�connections�across�boundaries(national�borders,�communities,disciplines�and�sectors)�which�deliversocial,�cultural�and�environmental�value.www.gulbenkian.org.uk

***

Dr�Bernadette�Lynch�is�an�academic�andmuseum�professional�with�twenty-fiveyears’�experience�in�senior�managementin UK�and�Canadian�museums.�FormerlyDeputy�Director�at�the�ManchesterMuseum,�University�of�Manchester,�shespecialises�in�public�engagement�andparticipation,�leading�practice�andinfluencing�debate�on�the�impact�of�publicengagement.�She�is�Honorary�ResearchAssociate�at�University�College�London.�https://ucl.academia.edu/BernadetteLynch

Opposite: Watering the Urban Veg communitygarden at Winterbourne House and Garden,University of Birmingham. Photo: WinterbourneHouse and Garden.

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Calouste�Gulbenkian�FoundationUK�Branch50�Hoxton�SquareLondon�N1�6PB+44 (0)20 7012 [email protected]