1. General overview of Module
Habitat Management

4. Rationale for the module
To become familiar with the range of habitats and their individual management requirements
To develop practical and professional skills in relation to habitat and species management
To develop analytical, evaluative and decision-making skills
To critically evaluate key aspects of site & species management
Rationale for the module

6. What we cover The ecology necessary to understand site management
Aspects of site history in relation to site management
A critical evaluation of the principles, methods and techniques of management of a selection of specific habitat types
Case study examples of management of a variety of habitat types

7. It is also important to consider:
The link between management of wildlife and management of people on sites
The risks, hazards and effects of people on wildlife sites (including visitors, volunteers, contractors and staff)
The financial aspects of site management

8. Structure
The structure of the programme is a mix of lectures, field visits (see module guide), and self-managed directed research
At postgraduate level we expect students to interrupt and develop discussion, and to give examples of their own experiences
Many of the SHU staff have experience of working in different sectors of the conservation 'industry'
You are expected to do a significant amount of background and specifically targeted reading around the subject area

11. The coursework assignment

12. The task
THE TASK: This will be a critical assessment of a particular approach to conservation site management with reference to on-going nature conservation or landscape management projects for urban and urban-fringe grasslands.
Some specific examples will be introduced in the lecture sessions.
Your report will be based on a number of sites and not one individual location. [Ask if you need FURTHER specific guidance on suitable locations]
The particular approaches to grassland conservation management to be investigated may include: creation vs restoration management; native wildflower 'meadows' vs exotic 'pictorial meadows'; zonation and timing of cutting regimes, deliberate abandonment to successional processes; grazing vs cutting / mowing; and more.
The lectures and field visits will provide much of the necessary background to the studies and there will be substantial, supporting literature provided
The word limit is 3,500 words.

13. General notes:

16. the grassland site management against
You will assess
& evaluate
the grassland site management against
standardised criteria that you will develop to include: 1.
Ecological interest -
LBAP/ Local Red Data Book status et c,
protected species; 2.
Heritage, historic or archaeological interest; 3.
Access and accessibility issues; 4.
Stakeholder engagement or participation; 5.
Educational outputs and issues; 6.
Economic
/ financial
issues
such as for example grant
aid,
farming, forestry,
countryside recreation,
tourism
, cost
benefit ; 7.
Actual project costs –
set
up and running costs 8.
You should consider relevant s
ite factors such as Carrying
Capacity, Limits of Acceptable Change,
site condition status,
protected status or designations of the
site, species or
features
, sustainability 9.
Any planning
related issues;
10.
Any other site management or management implementation
issues;

22. You should visit your chosen site but you must complete a risk assessment with one of the module tutors
An individual presentation is expected, but for safety reasons you must have someone with you when you carry out any site visits
For this reason it is acceptable that more than one student can choose the same site, but the management reports produced by each individual must exhibit their own interpretation of the data and their own literature research
The work may involve requesting information from different individuals or organisations. In all forms of communication, please remember that how you make your approach will affect the way that you and future students are treated by that individual or organisation

23. Where students go wrong
Not recognising the differences between what is an aim, what is an objective and what are prescriptions/action plans
Not applying SMART objectives criteria (or other evaluation techniques) in their analysis (defined in one of the lecture sessions)
Not supporting discussion with references to a breadth and depth of literature sources
Relying too heavily on websites
Not providing illustrations to aid discussion
Not providing a relevant location map to orientate the reader
Producing 'scrappy', unprofessional documents

24. SMART goals - Specific, Measurable, Achievable, Realistic and Timely
Specific – target a specific area for improvement
Measurable – quantify or at least suggest an indicator of progress
Achievable – specify goals that are reachable
Realistic – state what results can realistically be achieved, given available resources
Time-related – specify when the result(s) can be achieved

26. The FIELD VISIT sites – Gleadless Valley / Graves Park; Rother Valley nr Sheffield

27. Some key issues & thoughts
Keep an open mind about issues, opportunities and conclusions
Think
Investigate
Research
Much current management* is not based on sound science, on agreed strategies & policies, or even on good professional standards…….
Analyse
Challenge
Question
*It is often not accountable to the public or any democratic process

28. Much current management is not effectively tracked or reviewed

29. Suggested readings: