Understanding Transience and Participation in University Student-Led Food Gardens

Rebecca Laycock Pedersen,Emma Surman,Zoe P Robinson

doi:10.3390/su11102788

Rebecca Laycock Pedersen, Emma Surman + Show 1 more

Open Access

https://doi.org/10.3390/su11102788

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Abstract

In an increasingly mobile world, transience is becoming the norm. Sustainable community food initiatives, therefore, must organise to withstand high turnover of volunteers. Using a case study of the United Kingdom’s National Union of Students’ food growing scheme in universities, this paper aims to map the causes and effects of short-term, irregular, and low participation using a causal loop diagram to understand how to mitigate their negative impacts and improve participation. Data was gathered through interviews, workshops, photovoice, a fishbowl discussion, and a reflective diary. We found three amplifying feedback loops increasing short-term, irregular and low participation, their causes, and their impacts. These feedback loops were precariously buffered by a continuous in-flow of new potential participants each academic year. We also found that the stakeholders of these gardens conceptualised time akin to both temporary and permanent organisations, and these differing conceptualisations were a source of tension. Furthermore, although ‘organisational amnesia’ was a problem, the gardens were still learningful spaces. We recommend both upstream and downstream solutions are implemented to buffer the impacts of transience and suggest that university and students’ union staff could play a crucial and subtle supporting role.

Highlights

IntroductionUniversity community gardens, of which student-led food gardens are a subset, contribute to a wide range of benefits, including education [5], increasing pro-sustainability attitudes and behaviours [9,10] community building [11,12], and improving access to fresh foods [13,14]
This paper focuses on understanding the causes and effects of short-term, irregular, and low participation in university student-led food gardens with transient participants, and what any feedbacks might be between these causes, effects, and modes of participation
Towards the end of the paper, we drew into question what participants of student-led food gardens learn by taking part, and suggested that the learning might be less to do with ethical and sustainable food choices or food growing, and more to do with, for example, students negotiating their place in large scale transitions towards sustainable food systems as they move into adulthood

Summary

Introduction

University community gardens, of which student-led food gardens are a subset, contribute to a wide range of benefits, including education [5], increasing pro-sustainability attitudes and behaviours [9,10] community building [11,12], and improving access to fresh foods [13,14]. This said, food provision by these gardens is often marginal, and it is the first two benefits mentioned that are especially notable. It is crucial to have a better understanding of how the causes, effects, and feedbacks pertaining to short-term, irregular, and low participation in student-led food gardens may pose a threat to their long-term viability

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