Challenges and successes to the implementation of a zoo conservation-education program

Sarah Mellish; Jillian C Ryan; Emily M McLeod; Michelle R Tuckey; Elissa L Pearson

doi:10.1016/j.evalprogplan.2021.101950

Challenges and successes to the implementation of a zoo conservation-education program

Eval Program Plann. 2021 Oct:88:101950. doi: 10.1016/j.evalprogplan.2021.101950. Epub 2021 Apr 9.

Authors

Sarah Mellish¹, Jillian C Ryan², Emily M McLeod³, Michelle R Tuckey⁴, Elissa L Pearson⁵

Affiliations

¹ Conservation Psychology and Applied Animal Behaviour Research Group, School of Psychology, Social Work, and Social Policy, Magill Campus, St Bernards Road, University of South Australia, GPO Box 2471, Adelaide, SA, 5001, Australia. Electronic address: Sarah.Mellish@unisa.edu.au.
² Commonwealth Scientific and Industrial Research Organisation, North Terrace Campus, Kintore Avenue, University of Adelaide, Adelaide, SA, 5000, Australia. Electronic address: Jillian.Ryan@csiro.au.
³ Wildlife Conservation and Science, Zoos Victoria, Elliott Avenue, Parkville, 3052, Australia. Electronic address: EMcLeod@zoo.org.au.
⁴ Centre for Workplace Excellence, University of South Australia, School of Psychology, Social Work and Social Policy, Magill Campus, St Bernards Road, University of South Australia, GPO Box 2471, Adelaide, SA, 5001, Australia. Electronic address: Michelle.Tuckey@unisa.edu.au.
⁵ Conservation Psychology and Applied Animal Behaviour Research Group, School of Psychology, Social Work, and Social Policy, Magill Campus, St Bernards Road, University of South Australia, GPO Box 2471, Adelaide, SA, 5001, Australia. Electronic address: Elissa.Pearson@unisa.edu.au.

PMID: 33866233
DOI: 10.1016/j.evalprogplan.2021.101950

Abstract

Zoo conservation-education programs have potential to address biodiversity loss, although evidence of their effectiveness to encourage social change is in its infancy. Moreover, how a program is implemented may influence program efficacy, yet there is little evidence of the factors that shape this process in zoos. Accordingly, through a process evaluation of Zoos Victoria's 'When Balloons Fly" (WBF) conservation-education program against marine debris, we identified barriers and enablers to the implementation of the program which can be addressed to improve future initiatives. Between April-May 2018, 24 Zoos Victoria professionals completed an online survey focussed on identifying challenges and successes in implementing WBF. Four participants additionally completed a follow-up telephone interview. Themes were identified and organised according to the model of diffusion in service organisations (Greenhalgh, Robert, Macfarlane, Bate, & Kyriakidou, 2004). Our results illuminate that features of the organisation (e.g., structure, culture) rather than features of individuals (e.g., skills, motivation) or characteristics of the conservation-education program itself (e.g., messaging), were most influential to implementation success. Based on these findings, attention to the organisational context is critical for promoting and evaluating the success of conservation-education programs and must be given significant attention alongside program characteristics and staff capability to deliver them.

Keywords: Biodiversity; Conservation; Education; Implementation science; Program implementation; Zoo.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Animals
Animals, Zoo*
Conservation of Natural Resources*
Humans
Motivation
Program Evaluation
Surveys and Questionnaires