2nd National Extension Nat Res Conference-Abstract 49

Robin Shepard, Department of Life Sciences Communication, University of Wisconsin-Madison, 216 Ag Hall, 1450 Linden Drive, Madison, WI 53706; 608.262.0020; rlshepar@facstaff.wisc.edu

Natural resources educators have a number of unique challenges, from understanding complex ideas about ecosystems, to designing communication strategies that manage the flow of information to specific audiences. Often natural resource programs are directed toward hydrologic units (i.e., watersheds) or specific geographic areas (i.e., forests) where various forms of degradation are severe. This type of targeting is nothing new. For example, the philosophy behind a watershed project is often targeting a small area that is defined in geographic scope and scale. Those people living in the targeted watershed are then offered various forms of technical, financial, and educational assistance. More specifically, such targeted educational programs have three common goals: to inform, to persuade, and to mobilize the target audience toward taking remedial actions.

In an attempt to make programs more effective, communication campaigns or educational strategies are often developed. Decades of communication and social marketing research show that programs matched to specific audience needs are more likely to accomplish goals than more broad-based efforts. To meet these needs, not only must educators consider audience characteristics, they must determine the best ways of delivering the information (i.e., direct contact, meetings, brochures, etc.). Unfortunately, too often educational programs are founded on a series of assumptions regarding the audience, appropriate media, and relevant messages. These assumptions may include: (1) that the target audience is a homogeneous group; (2) that the "most important" delivery channel of information in the target area is the most important channel for any segment of the target audience; and (3) that the "most important" medium is equally relevant to all segments in this audience.

Models of strategic communication campaigns and audience segmentation are found in mass communication research, public opinion studies, political science, and sociology. In most research, however, targeting strategies are used infrequently on a large scale due to cost and the logistical and political considerations. Furthermore, there are few examples of how strategic educational communication campaigns and social marketing apply to natural resource management.

We will describe how applied-approaches to formative research, social marketing, and communication campaign theory can be used to develop a truly targeted educational strategy. The results will challenge approaches to Extension education that are based on more diffuse communication principles. Our presentation will outline how natural resources can be developed using audience segmentation models and strategic communication campaigns to reach specific audiences and maximize limited educational program resources such as funds and staff time.