Marine and Coastal Conservation Policies
Aix-Marseille University
Reference Teacher: Anne Cadoret, senior lecturer in social geography (TELEMMe, CNRS, AMU)
Teacher(s): Anne Cadoret, Senior Lecturer, TELEMMe (CNRS – Aix-Marseille University)
Pascale Ricard, CNRS Research Fellow in Law, UMR DICE 7318, Aix-Marseille University
Professional practitioners from institutions involved in marine conservation may intervene to present the operational functioning of Marine Protected Areas and their institutional frameworks.
This course introduces students to the principles and governance frameworks of marine and coastal conservation policies, with a particular focus on Marine Protected Areas. The course addresses the historical development of marine conservation policies, the institutional context of biodiversity protection, and the global challenges associated with biodiversity loss. Particular attention is given to the diversity of governance systems used to manage MPAs, including regulatory approaches, stakeholder participation, and the management of activities.
This course is part of the Master’s programme COAST (Coastal management and Vulnerabilities) within the Master’s degree in Geography, Planning, Environment and Development at Aix-Marseille University.
The course is primarily designed for Master’s level students (M2) but can also be followed independently as part of continuing education programmes.
The course examines the principles, historical development, and policy frameworks related to the establishment and management of Marine Protected Areas (MPAs) and broader marine and coastal biodiversity conservation policies.
It explores the diversity of governance models used to manage MPAs, the regulation of human activities such as fishing and recreational uses, and the debates surrounding the effectiveness of protected areas in addressing biodiversity loss. The course combines theoretical perspectives from social geography with legal approaches to marine conservation. Case studies from the Mediterranean region and other parts of the world are used to illustrate the diversity of conservation approaches and governance organisations. Guest speakers from conservation institutions and research organisations contribute to the course to deepen the understanding of real-world policy challenges.
Students will acquire knowledge of the history, principles, and institutional frameworks of marine and coastal conservation policies. They will develop an understanding of the diversity of Marine Protected Area governance systems and the main environmental and social challenges associated with marine biodiversity conservation.
Students will be able to analyse conservation policies, evaluate governance models for MPAs, and apply theoretical concepts to concrete case studies. Through project-based activities, they will also learn to design educational and participatory tools related to marine conservation.
Students will develop critical thinking skills enabling them to evaluate the effectiveness and limitations of marine protected areas.
Students will strengthen their ability to present complex environmental issues clearly through oral presentations, group discussions, and project-based assignments. They will also learn to communicate conservation concepts to different audiences through the design of educational tools such as serious games.
Students will develop autonomy in research and project work, collaborative skills through group activities, and the ability to mobilise interdisciplinary knowledge in the analysis of environmental governance issues.
Applicants should hold a Bachelor’s degree in Geography or a related discipline (environmental studies, marine sciences, spatial planning, political science, law, or similar fields). Admission may be granted after review by the academic equivalence committee.
The course combines lectures, flipped classroom sessions, group work, and project-based learning. Students participate in workshops, discussions, and the design of a serious game on Marine Protected Area management. Guest speakers provide insights from professional practice, and a field trip to the Calanques National Park allows students to observe the implementation of conservation policies in a real-world context.
Assessment is based on several graded activities, including a written exam at the end of the semester, an oral presentation, and additional assignments such as reports, multiple-choice questionnaires (MCQs), and the design of a serious game addressing Marine Protected Area management for a specific audience (e.g., high school students).
The serious game project evaluates students’ ability to organise collaborative work, communicate complex environmental issues, and develop educational tools based on the knowledge acquired during the course.
The course aims to develop students’ understanding of marine and coastal conservation policies and to provide them with analytical tools to critically assess the governance and effectiveness of Marine Protected Areas. By the end of the course, students will be able to identify the strengths and weaknesses of MPAs, critically analyse conservation policies, and understand the role of stakeholders and local communities in the management of protected marine areas.
The expected learning outcomes can contribute to the achievements of the following goals: Goal 14: Life below water, Goal 13: Climate Action, and Goal 4: Quality Education
– For continuing education applicants, enrolment is managed by the Continuing Education Office (UFR ALLSH). https://allsh.univ-amu.fr/fr/formation/formation-continue
– Applicants holding a degree from another discipline or seeking specific admission procedures may consult additional information at: https://allsh.univ-amu.fr/fr/formation/scolarite
Si les étudiants sont en formation initiale :
– International students applying from outside France must follow the :
https://www.campusfrance.org/fr/candidature-enseignement-superieur-france
– Applicants holding a Bachelor’s degree in Geography are eligible to apply for the Master’s programme. Candidates with a Bachelor’s degree in related fields such as marine sciences, earth sciences, spatial planning, political science, law, or engineering may also apply.
– Applications are submitted through the national application platform MonMaster and are assessed based on the applicant’s academic record:
https://www.monmaster.gouv.fr/master/universite-d-aix-marseille/geographie-amenagement-environnement-et-developpement-10
The course is structured around four thematic blocks combining theoretical sessions, field observations, and applied learning activities related to Marine Protected Areas. The order and specific content of the sessions may be adjusted during the course.
- Lesson 1: “Manage Your Marine Protected Area” : Introduction through a Serious Game. The module begins with an interactive serious game designed to introduce students to the challenges of managing Marine Protected Areas (MPAs). Through this activity, students explore the diversity of stakeholders, management objectives, and potential conflicts involved in MPA governance. The exercise highlights the complexity of conservation policies and introduces the key questions addressed throughout the course.
- Lesson 2: Marine Protected Areas: Emerging Challenges. This session examines the evolution of marine and coastal environmental protection policies. It introduces different forms of protection, ranging from traditional community-based systems such as Rahui to contemporary public policies for Marine Protected Areas.
- Lesson 3: Marine Protected Areas and Climate Change. This lesson explores the interactions between MPAs and climate change, addressing both the vulnerabilities of marine ecosystems and the potential role of protected areas in adaptation and conservation strategies.
- Lesson 4: The Regulatory Framework for Establishing MPAs: Presentation by Pascale Ricard on the legal frameworks governing the creation and management of Marine Protected Areas at national and international levels.
- Lesson 5: Legal Challenges in Marine Conservation. Lecture by Pascale Ricard addressing the legal dimensions of marine conservation, including governance challenges related to activities such as deep-sea mining in international waters.
- Lesson 6: Stakeholders and Governance in Marine Protected Areas. Field trip to the Calanques National Park, focusing on the diversity of actors involved in MPA governance and the practical implementation of conservation policies.
- Lesson 7:Institutional Actors and Operational Management of MPAs. Interventions by practitioners involved in Marine Protected Areas management. This session examines the internal functioning of MPAs and the institutional frameworks within which they operate.
- Lesson 8: Conflicts and Social Acceptance in Marine Protected Areas. This lesson analyses conflicts and issues of social acceptance related to MPAs, with a particular focus on case studies such as the Calanques National Park. It also includes a progress review of the students’ serious game project.
- Lessons 9-12: Applied Assessment: Governance of Marine Protected Areas. The final sessions are devoted to applied learning activities and assessments. Students work on governance scenarios for Marine Protected Areas and develop a serious game project addressing real-world conservation challenges.
- Beuret J.-E., Cadoret A., 2024, Aires Marines Protégées : vaines promesses et vrais enjeux, Presses Universitaires de Rennes.
- Laslaz L., Cadoret A., Milian J., 2020, Atlas des espaces protégés en France : des territoires en partage ?, Muséum national d’Histoire naturelle.
- Malcom Ferdinand, 2024, Une écologie décoloniale, Points, 416p.
- Maxwell S. L. et al., 2020, “Area-Based Conservation in the 21st Century.”
- McGinlay J. et al., 2023, “Exploring local public support for protected areas,” Environmental Science & Policy.
- Zorondo-Rodríguez F. et al., 2019, “Why would new protected areas be accepted or rejected by the public?” Land Use Policy.
- Milian J, Cadoret A., et Laslaz L., 2021, « Carte à la une. Représenter la protection de la nature en France : l’exemple de la réserve naturelle de Cerbère-Banyuls », Géoconfluences.
Further references will be provided during the lessons.