A Didactic Case Study of Jarash Archaeological …...A Didactic Case Study of Jarash Archaeological...

The Getty Conservation Institute

Department of Antiquities

Hashemite Kingdom of Jordan

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A Didactic Case Study

of Jarash Archaeological Site, Jordan:

Stakeholders and Heritage Values

in Site Management

teaching materialsThe Getty Conservation Institute






in Site Management

teaching materials

Stacie Nicole Smith, David Myers, and May Shaer

The Getty Conservation InstituteLos Angeles

Department of AntiquitiesHashemite Kingdom of Jordan

©2010 J. Paul Getty Trust and the Hashemite Kingdom of Jordan

Production editor: Angela Escobar

Copy editor: Dianne Woo

Designer: Mondo Typo


1200 Getty Center Drive, Suite 700

Los Angeles, CA 90049-1684 United States

Telephone 310 440-7325

Fax 310 440-7702

E-mail [email protected]

www.getty.edu/conservation

The Getty Conservation Institute (GCI) works internationally to

advance conservation practice in the visual arts—broadly interpreted to

include objects, collections, architecture, and sites. The GCI serves the

conservation community through scientific research, education and

training, model field projects, and the dissemination of the results of

both its own work and the work of others in the field. In all its endeav-

ors, the GCI focuses on the creation and delivery of knowledge that will

benefit the professionals and organizations responsible for the conser-

vation of the world’s cultural heritage.

Department of Antiquities of Jordan

P.O. Box 88

Amman 11118 Jordan

Telephone +962-6-4644336

E-mail [email protected]

The Department of Antiquities of Jordan (DoA) is responsible for the

implementation of the archaeological policy in Jordan and will explore,

conserve and monitor any tourism activities and services carried out by

the private sector and other governmental and non-governmental agen-

cies. DoA will provide comprehensive information on antiquities and

present assets in a manner that supports the national identity and serves

the educational culture, while considering archaeological assets as a

major factor for tourism attraction.

ISBN: 978-0-9827668-8-0 (online resource)

Cover:

Top: Early-20th-century view of the remains of the Oval Plaza and

Cardo, the colonnaded road that served as a north–south axis of the

ancient city of Gerasa. Bottom: Present-day view of the same location.

The two images reveal how much the modern city of Jarash has grown

over the ancient city. Photos: Library of Congress, Prints & Photo-

graphs Division, LC-DIG-matpc-06966, and David Myers, GCI.

Contents

1 Introduction

1 Overview of Activities

3 Activity 1: Identifying Values and Writing a Statement of Significance

3 Teaching Note for Instructors

5 Activity 1 Worksheets and Sample Answers

9 Debriefing Questions

9 Follow-up Applications

10 Activity 2: Identifying Stakeholders and Their Values and Interests





17 Activity 3: Interviewing Stakeholders to Further Understand Their Interests and Positions


19 Activity 3 Worksheets, Sample Answers, and Confidential Instructions



30 Activity 4: Developing Recommendations for a Site Management Plan





49 Use of the Case Study within a Workshop Setting

50 Sample Program for a Three-Day Training Workshop

54 Use of the Case Study within an Academic Setting

55 Sample Program for an Academic Semester

Supporting Content (available at www.getty.edu/conservation)

Handouts for Participants

Videos of Jarash Archaeological Site from the Jordan Tourism Board

Map of Jarash Archaeological Site

Presentation on Jarash

Note to Online Resource and Print-on-Demand Editions

Supporting content is available at the Getty Conservation Institute Web site at www.getty.edu/conservation. Use the search term “Jarash teaching materials.”

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Introduction

The case study Teaching Materials contains guidance for instructors on how to use the case study, specifically con-cerning its four activities. These connected activities are designed to be used by groups of participants led by an instructor. In order to complete the activities, participants will need to read the introduction to the case study, which defines a number of terms and concepts critical to the activities, as well as the background sections on Jarash and its management context. They will also need to read the documents contained in the case study that pertain to each activity. In addition, appendix 2 in the case study features a list of recommended readings, including international and national heritage charters, guidance documents, and other relevant readings, as background to the concepts, methods, and issues covered in the activities. These readings are not contained within the case study; instructors and partici-pants are required to seek them out on their own. Instruc-tors may wish to emphasize select readings from this list, or they may wish to recommend different readings. This is up to the discretion of instructors and subject to the avail-ability of particular readings. Some recommended read-ings are available on the Internet.

Teaching Materials contains sample answers for each activity that are intended as reference for the instruc-tor only and not for distribution to participants. It includes a number of handouts for each activity to be given to either individual participants or participant groups as required to complete each of the activities. Teaching Mate-rials includes a CD-ROM containing digital versions of the handouts for participants that may be printed by the instructor or distributed electronically. The CD-ROM also contains two short videos about Jarash intended to pro-vide general orientation on the site before beginning the activities, a map of Jarash that may be printed in large for-mat or distributed electronically to participants, and a pre-sentation including the images in the publication that may be useful to instructors for their introductory presentation of background on the site. The online resource edition of this publication (available at www.getty.edu/conserva-tion) includes links to the materials contained on the CD-ROM. Users of the print-on-demand edition, which does not include the CD-ROM, may access these materials via the online resource edition. This document concludes

with suggested programs for using this case study within two different settings: (1) a three-day training workshop and (2) a semester-long academic course.

Overview of Activities

The following is an overview of the four activities con-tained in the case study.

In the first activity, “Identifying Values and Writ-ing a Statement of Significance,” participants are asked to first identify and describe the values of Jarash archaeologi-cal site. To do so, they should refer to value categories from the Burra Charter guidelines on cultural significance (1988) (see p. 36 of the case study) and the sample state-ment of values from Petra Archaeological Park (see p. 37 of the case study). Next, they are asked to write a state-ment of significance for the site and are provided the sample statement of significance from Petra for guidance (see p. 38 of the case study).

In the second activity, “Identifying Stakeholders and Their Values and Interests,” participants are asked to identify the stakeholders of the heritage site of Jarash, list their values and interests, and begin to categorize areas of commonality, difference, and potential conflict, as well as possible management challenges. They are also asked to reassess whether the products of activity 1 should be revised based on their examination of stakeholders.

In the third activity, “Interviewing Stakeholders to Further Understand Their Interests and Positions,” par-ticipants are divided into two groups (interviewers and interviewees) to practice interviewing stakeholders to further elicit their interests and positions. They need to develop interview questions or prepare interview answers, participate in the interviews, and analyze the findings. Participants playing the part of interviewees will be given additional information about their interests and positions, and will take on the roles of these individuals during the interview.

Activity 4, “Developing Recommendations for a Site Management Plan,” is the most lengthy and substantive, drawing on the experiences, products,

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and lessons learned in the first three activities. Participants are asked to develop a set of recommendations for a site management plan for Jarash, focusing on four specific man-agement issues. Each of these issues includes a number of important questions that need to be addressed, and partici-pants are given additional information on stakeholder val-ues and interests in these issues. As the recommendations must also be consistent with Jordanian law, the Jordanian Law of Antiquities is also included in appendix 1 of the case study.

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Activity 1: Identifying Values and Writing a Statement of Significance

Teaching Note for InstructorsLeARnIng goALS

• gain experience in identifying the range of values of a heritage site;

• gain experience in writing a statement of signifi-cance synthesizing the most important reasons why a heritage site should be protected and con-served; and

• increase understanding about how a statement of significance can guide heritage site management.

ReADIngS AnD oTheR MATeRIALS

• Case study introduction and background sections• Videos on Jarash (on CD-ROM and at www.getty

.edu/conservation)• Presentation on Jarash (on CD-ROM and at www

.getty.edu/conservation)• Activity 1 Instructions for Participants• Guidelines to the Burra Charter:

Cultural Significance (1988), sections 2.0–2.6 (see p. 36 of the case study)

• Sample Statement of Values for Petra Archaeo-logical Park and World Heritage Site, Jordan (see p. 37 of the case study)

• Sample Statement of Significance for Petra Archaeological Park and World Heritage Site, Jordan (see p. 38 of the case study)

hAnDoUTS

• Activity 1 Worksheets

TIMe neeDeD: 4 to 4.5 hours

Background lecture on role of values and significance in heritage place planning: 60 minutes Background videos and lecture on Jarash: 30 minutes Step 1: 45 minutes Debriefing: 15 minutes Step 2: 60 minutes Debriefing: 30–60 minutes

PRoCeDURe

1. Before the classroom exercise, have participants read the case study’s introduction and back-ground sections and other readings listed. This activity draws particularly on the definitions of values and significance offered in the introduction, and on the background about the history of Jarash.

2. Explain the goals and context for the activity. Reinforce for participants that their goal is to identify and describe values and write a compel-ling statement of significance that can be used to guide management decisions.

3. Discuss the meaning of the concepts of values and significance and other readings. The instructor is recommended to do so within a lecture on the role of values, significance, and stakeholders in planning for heritage place management.

4. At this point it is recommended that the instruc-tor deliver a presentation on Jarash that provides background on the archaeological site and city, including an overview of the main monuments of the archaeological site and their significance, and discussion of the physical division between the site and the modern city. The instructor may wish to show the videos and utilize the presenta-tion provided.

5. Review the procedure for the activity. This activ-ity can be completed in pairs or in small groups as best fits the course. Participants are asked to iden-tify important values and write a statement of sig-nificance for the site of Jarash of up to one page in length. They are to use the background informa-tion for the case study to guide them.

6. For step 1, have participants identify and describe the most important heritage values of the site using the worksheet provided, indicating whether the values are long term or short term.

7. Have volunteers read and describe the values they have prepared. Discuss differences and what values may be missing. Discuss the values in rela-tion to the value categories contained in the Burra Charter guidelines on cultural significance

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(see p. 36 of the case study) and the sample state-ment of values from Petra (see p. 37 of the case study).

8. For step 2, have participants write their state-ments of significance. Discuss the sample statement of significance from Petra (see p. 38 of the case study). The statement should include only long-term values that give reason for the protection and conservation of the site and not short-term, transitory values such as eco-nomic value.

9. For debriefing, bring the groups together to share their statements. It may be valuable to have volunteers read their statements out loud, or to circulate written copies for participants to read prior to the debriefing. Discuss similarities, differ-ences, and especially compelling examples or components.

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Handout for ParticipantsActivity 1 Worksheet: Values and Statement of Significance

Step 1: Identification and Description of Values

Value Category Long Term Description or Short Term

Scientific

Historic

Aesthetic

Spiritual

Social

Economic

Other

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Instructors OnlyActivity 1 Worksheet: Values and Statement of Significance Sample Answers

Step 1: Identification and Description of Values

Value Category Long Term Description or Short Term Scientific Long term Jarash contains a record of settlement from as early as the Neolithic Age through the Mamluke period, a span of about 10,000 years. It reflects the rise, fall, and mixing of multiple cultural systems over time, including the Hellenistic, Roman, Byzantine, Umayyad, and Mamluke. The physical remnants of the ancient city, both above and below ground and on both sides of the Chrysorhoas River, have tremendous research potential from the immense extent of unexcavated remains and the possibility of providing significant knowledge about the evolution of Jarash and the role that it played in the region over time.

Historic Long term Jarash is considered one of the best-preserved examples of a Roman-era city in the Middle East and the world, with an ensemble of extant key features of cities of the Roman and later Byzantine empires. The form and layout of these elements exhibit deliberate design and arrangement reflecting the prevailing Roman civic and architectural orders and hierarchies. It therefore has exceptional tangible resources for the education of the local community and visitors about the history of ancient life in the region.

Aesthetic Long term The site is outstanding for the aesthetic values of its visible city plan and works of monumental architecture, with many finely crafted details reflecting an evolution of architectural styles over time.

Spiritual Long term The remnants of ancient Jarash embody a variety of forms of religious practice.

Social Short term Jarash is a symbol of national pride for the people of the kingdom of Jordan and is a place of cultural interaction and exchange, particularly through the Jarash Festival of Culture and Arts, which has become an important cultural event both nationally and internationally.

Economic Short term Jarash is an important economic resource to Jordan as the second most visited cultural tourism site and has potential for improving the educational and economic conditions of local inhabitants.

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Handout for ParticipantsActivity 1 Worksheet: Values and Statement of Significance

Step 2: Write a statement of significance for Jarash of up to one page in length.

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Instructors OnlyActivity 1 Worksheet: Values and Statement of Significance Sample Answers

Step 2: Statement of Significance for Jarash Archaeological Site

Jarash archaeological site is significant internationally because it is considered one of the best-preserved examples of a

Roman-era city in the Middle East and the world, with an ensemble of extant key features of cities of the Roman and later

Byzantine empires: its intact city plan, city walls and gates, agora, temples and churches, cardo, decumani, piazzas, thea-

ters, markets, baths, nymphaeum, tetrapylons, and tetrakionia. The form and layout of these elements exhibit deliberate

design and arrangement reflecting the prevailing Roman civic and architectural orders and hierarchies. Its rich architec-

tural remnants reflect the prosperity of the city during the peace and security of the Pax Romana, when the city was a

strategic center at the crossroads of two important international trade routes linking Rome and the Mediterranean with

Arabia, India, and East Asia. It is also significant regionally as a remnant of the affiliated cities of the Decapolis.

Beyond its significance tied to the Roman era, Jarash contains a record of settlement from as early as the Neolithic

Age through the Mamluke period, a span of about 10,000 years. It reflects the rise, fall, and mixing of multiple cultural

systems through time, including the Hellenistic, Roman, Byzantine, Umayyad, and Mamluke. Its remnants also embody a

variety of forms of religious practice.

The physical remnants of the ancient city, both above and below ground and on both sides of the Chrysorhoas

River, have tremendous research potential from the immense extent of unexcavated remains and the possibility of provid-

ing significant knowledge about the evolution of Jarash and the role that it played in the region over time. The site is also

outstanding for the aesthetic and artistic values of its visible city plan and works of monumental architecture, with many

finely crafted details reflecting an evolution of architectural styles over time. The site also has exceptional resources for

the education of the local community and visitors about ancient life in the region.

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Debriefing QuestionsQuestions about values: 1. What long-term values might be missing from

your lists? 2. What short-term values should you not include in

the statement of significance? Why should they not be included in the statement of significance?

Questions about the statement: 1. How well does your statement address the vari-

ous long-term values of the site? a. Local, national, and international b. Scientific, cultural, etc. 2. What is unique or interesting about the most

compelling and persuasive statements? 3. In what ways do you envision that the statement

of significance can guide management? 4. What did you learn from this activity about writ-

ing a statement of significance?

Follow-up ApplicationsParticipants may identify and describe values and write a statement of significance for their own sites or for sites with which they are familiar.

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Activity 2: Identifying Stakeholders and Their Values and Interests


• understand the range of individuals and groups that share an interest and a stake in heritage sites;

• understand the range of values, interests, and pri-orities held by diverse stakeholders of heritage sites;

• develop capacities to identify and categorize stakeholders and their values and interests; and

• apply these understandings and capacities to their own professional contexts.

ReADIngS

• Case study introduction and background sections• Activity 2 Instructions for Participants

hAnDoUTS


TIMe neeDeD: 3.25 hours

Steps 1 and 2: 90 minutesStep 3: 60 minutesStep 4: 15 minutesDebriefing: 30 minutes

PRoCeDURe

1. Before beginning the classroom exercise, have participants read the definitions of the concepts stakeholders and interests in the introduction, and read the management context section.

2. In the classroom, discuss the meaning of the following concepts:

a. stakeholders b. interests c. positions (described in Instructions for

Participants) 3. Clarify the context of the activity. The assessment

of stakeholders is being done specifically for con-sideration in making proposals concerning the management issues in activity 4. Participants should assume the role of unbiased experts serv-

ing on a site management team. Ask participants to draw on their knowledge of heritage site man-agement while seeking to understand the values and interests of the stakeholders.

4. Explain the four tasks that participants are required to accomplish in this activity.

a. Step 1: to identify a list of people and groups who can be characterized as stakeholders of the heritage site of Jarash based on the information contained in the management context section;

b. Step 2: to develop a list of the values and interests held by these stakeholders;

c. Step 3: to begin to categorize areas of commonality and potential conflicts of values and interest, as well as possible management challenges; and

d. Step 4: to reassess the results of activity 1 (identification and description of values and statement of significance) based on examination of stakeholders.

5. Divide participants into small groups of three to five to work on these tasks, using the activity 2 worksheets as a guide. If desired, groups could create their own charts on large flip-chart paper so that they can easily share their outcomes with the larger group.

6. Step 1 should be the least challenging. Partici-pants should not find it difficult to list the stake-holders mentioned in the background, though they should also consider additional parties that are not mentioned directly, such as tour operators and tour guides.

7. In listing the values, interests, and priorities for step 2, participants will at times need to extrapo-late and make guesses based on the descriptions in the background. Remind them that there are no right answers and that they will have an oppor-tunity to learn more about the interests and posi-tions of key stakeholders through one-on-one interviews in activity 3.

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8. Step 3 also requires the use of their judgment and analysis. Groups may come up with very different answers, and this is fine. The goal is to focus atten-tion on these issues so that future activities can benefit from this attention.

9. After the groups have had sufficient time to make progress on the first three steps, bring the small groups back into a large group to share their results and debrief. Groups could each present their charts and lists of commonalities, differ-ences, conflicts, and potential challenges. The instructor should look for and point out similari-ties and discrepancies among the products of the groups, including any important contributions that were missed or insightful contributions made by one or more groups. Use the sample answers and debriefing questions that follow to guide you. It is not necessary to resolve the differences or dis-agreements among the groups—remind them again that there are no right answers.

10. At the end of the discussion of steps 1 through 3, lead the large group in step 4: a discussion of whether the results of activity 1 (identification and description of values and statement of signifi-cance) should be revised based on their examina-tion of stakeholders in activity 2. Stress that it is important that the results of activity 1 should not be affected by stakeholders’ short-term interests, power, or positions.

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Handout for ParticipantsActivity 2 Worksheet: Stakeholders and Their Values and Interests

Steps 1 and 2: List stakeholders, values, interests, and priorities.

Stakeholder Stakeholder Group Values Interests Category (*for primary stakeholders) (*for highest priority) (*for highest priority)

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Instructors Only Activity 2 Worksheet: Stakeholders and Their Values and InterestsSample Answers

Steps 1 and 2: List stakeholders, values, interests, and priorities.

Stakeholder Stakeholder Group Values Interests Category (*for primary stakeholders) (*for highest priority) (*for highest priority)

National *DoA *Scientific, historic, *Protect and preserve the antiquities, educational contribute to archaeological knowledge; educate visitors and locals about Jarash; *attain World Heritage listing.

*MOTA *Economic Promote and increase tourism nationally and at Jarash; promote Jarash to bring more tourism to the country and region; *promote economic development through tourism; *attain World Heritage listing.

*Jarash Festival Social, aesthetic Provide world-quality cultural festival in Jarash; *increase profile of and attendance at festival; *attain World Heritage listing.

International *International Archaeological *Scientific, historic, Learn about ancient history from the site; Missions aesthetic share access with the international community.

World Heritage Committee / Scientific, historic, *Encourage long-term sustainability and International Conservation aesthetic protection of the site as an international resource.

World Bank Economic Promote tourism for economic development in Jarash and other cities in Jordan.

USAID Economic Bolster and coordinate national tourism for economic development; improve site management.

Regional and *Governor Economic, social, Promote and increase benefits from tourism Local Officials educational, *safety for the region; develop infrastructure; promote education within governorate; *protect visitors and community.

Mayor and City Council Social, economic, *Increase tourism benefits to the modern city; educational connect site with city; promote education within municipality.

Directorate of Education Educational, social Increase and improve local education on heritage.

NGOs/ JHD Educational, social, Raise public awareness about local heritage; Civil Society historic, economic *protect local heritage; increase local economic benefit.

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Handout for ParticipantsActivity 2 Worksheet: Stakeholders and Their Values and Interests

Step 3: Identify commonalities, differences, and potential areas of conflict.

Common Values and Interests:

Unique or Different Values and Interests:

Potential Conflicts of Interests:

Possible Management Challenges:

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Instructors Only Activity 2 Worksheet: Stakeholders and Their Values and Interests Sample Answers


Common Values and Interests:

Whether focused on its scientific, cultural, historical, or economic values first, it is in the interest of all stakeholders to

preserve the site as a resource for the future. Most stakeholders will benefit from getting Jarash listed as a World

Heritage Site. Many stakeholders care about increasing tourism to the site. Many care about its historic, educational,

and scientific values.

Unique or Different Values and Interests:

Priorities vary from international to local depending on the category of stakeholders. RSCN offers a unique perspective

that might be tapped to benefit the site and region.

Potential Conflicts of Interests:

There is a possible conflict between the priorities of economic benefit and protection/preservation of the site.

Possible Management Challenges:

How to engage the local community, how to coordinate authority and decision making that impact the site, and how

to create a balance between protection of heritage and producing economic benefits.

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Debriefing QuestionsQuestions about the worksheets: 1. Who or what agencies might be missing from

your lists that could contribute to the sustainable management of the site?

2. What led you to attribute those values and inter-ests to those stakeholders?

3. Where are areas of agreement and disagreement among the charts of the small groups? Discuss the reasons behind the groups’ different conclusions.

Questions about the process of the activity: 1. What did you learn about stakeholders from

doing this activity? 2. What did you learn about interests and values

from doing this activity? 3. Were the results of activity 1 (identification

and description of values and statement of significance) affected by the examination of stakeholders?

4. How did your own values influence your answers to the tasks?

5. Why might it be useful for heritage site managers or decision makers to do an activity like this for their own sites or sites that they are familiar with?

Follow-up ApplicationsTo apply the concepts and skills of this activity, have par-ticipants use additional copies of the worksheets for the sites that they work on or with. List the key stakeholders; their values and interests; areas of commonality, differ-ence, and potential conflict; and management challenges. They might also identify gaps in their knowledge (e.g., “I don’t know what the local officials care about!”).

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Activity 3: Interviewing Stakeholders to Further Understand Their Interests and Positions


• have a more complete understanding of the inter-ests and positions of key stakeholders;

• practice eliciting interests, positions, and issues from stakeholders using one-on-one interviews;

• identify key issues of concern to stakeholders; and

• identify possible options on key issues and man-agement challenges.

ReADIngS

• Case study introduction and background sections• Activity 3 Instructions for Participants

hAnDoUTS

• Confidential Instructions for Local Representa-tive, DoA

• Confidential Instructions for Local Representa-tive, MOTA

• Confidential Instructions for International Archaeological Mission Representative


TIMe neeDeD: 3.5 to 4.25 hours

Step 1: 30 to 45 minutes Step 2: 60 to 90 minutes Step 3: 60 minutes Debriefing: 60 minutes

PRoCeDURe

1. Explain the context and goals of this activity. In a real-world management situation, interviews would be conducted with all possible stakehold-ers. The designers of this case study spoke with more than forty-two people in the process of learning about the interests, positions, and man-agement issues and options for Jarash. However, for the purposes of learning about interviewing and the analysis of interview findings, this activity uses a sample of three interviews.

2. Review the procedure for this activity. Participants need to implement the following steps:

a. Step 1 for the interviewers: Develop a list of five to ten interview questions to ask participants.

b. Step 1 for the stakeholders: Depending on the assigned role, read one of three confidential instructions provided by the instructor, and prepare to be interviewed.

c. Step 2: Conduct interviews, playing the part of either the interviewer or the interviewee (stakeholder).

d. Step 3: Complete activity 3 worksheet indicating stakeholder interests and con-cerns, as well as management issues, management challenges, and potential conflicts based on the findings from the interviews.

3. Divide participants into small groups of four or five. Within those groups, assign the role of stake-holder to three people and the role of interviewer to one or two people. Assign one of the three stakeholder roles—DoA, MOTA, or international archaeological mission—to each interviewee. Provide these participants (and only these partici-pants) with a copy of the appropriate two-page confidential instructions for their interviewee role. Explain to the interviewees that confidential instructions are documents providing back-ground information about the roles that they are playing. They are confidential in the sense that participants are expected not to show them to anyone else; however, they are welcome to share any of the information from the point of view of the role itself during the interviews.

4. Allow the interviewers and the stakeholders from the small groups to prepare by working with others who have been assigned the same role. Interviewers need to develop a list of interview questions with the goal of learning more about the interests and positions of the stakeholders, as well as understanding the primary manage-ment issues for the site from their perspectives.

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Stakeholders need to understand their interests and positions, and the issues they care most about, and to prepare to be interviewed.

5. Bring participants back to their small groups to conduct the interviews. Each interviewer should interview the first stakeholder, then the second, then the third, each in a 10- to 15-minute one- on-one interview. If there are two interviewers, have both conduct their interviews with different stakeholders at the same time, ensuring that each interviewer eventually interviews each of the three stakeholders. Interviewers should take notes on what they learn from the stakeholders.

6. The small groups should come back together to work on the analysis of the interview findings. Participants who were playing the role of stake-holder should now come out of that role and return to the role of expert site management team member.

7. Groups should work together to complete their findings using the activity 3 worksheet. The goal is to display the interests, values, and key issues that have been offered by the interviewees, and to identify possible management challenges or con-flicts that might come from these issues.

8. For the debriefing, bring the entire group back together to share their outcomes and experiences. It is valuable to begin by discussing the findings. Each small group could present its findings to the whole, while the instructor points out similarities and discrepancies among them. In examining dif-ferences among findings, go back to the interview protocols and interview processes, and ask groups to share their reflections on how well these steps went.

9. There are no right or wrong answers; different participants may have interpreted their stake-holder roles differently or chosen to play their roles in different ways. This is expected and part of the process. Use the sample answers and debriefing questions to guide you.

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Handout for ParticipantsActivity 3 Worksheet: Interview Questions

Step 1: Develop a list of five to ten questions to ask participants.

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Instructors OnlyActivity 3 Worksheet: Interview QuestionsSample Answers

Step 1: Develop a list of five to ten questions to ask participants.

What makes people come to the site?

What do you see as the site’s most valuable resources? What is most valuable/important to you about the site?

Imagine Jarash fifteen years from now. In what ways do you hope it will be different from what it is today? In what ways do

you hope that it remains the same, or fear it might be different?

Can you identify the three to five most important issues that site managers or other decision makers should address? What

would you like to see happen on those issues?

Do you have any other thoughts or concerns about the management and protection of Jarash?

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Confidential Instructions Handout 1: Instructor Handout for Participants

Local Representative, Department of Antiquities1

You are the local representative from the Department of Antiquities. As the DoA’s local representative in Jarash, you over-

see the protection, investigation, restoration, conservation, and presentation of Jarash archaeological site, and are also

responsible in these areas for archaeology in the entire Jarash governorate, including the modern city of Jarash.

You have worked for the DoA for over ten years and have a high level of education and experience in theory and

practice of archaeological investigation and preservation. You believe that Jordan’s historic sites are among the country’s

most valuable assets and should be managed with care and respect.

You are from Amman and have been working in Jarash for the past four years. You feel fortunate to be stationed at

Jarash archaeological site, as it is one of the country’s most important sites and offers so many opportunities for archaeo-

logical research and discovery. Roman-era antiquities are among the most interesting to you, and Jarash offers some of the

best examples of that era in the Middle East. In addition to the important Roman-era monuments, Jarash contains the

remains of many cultures, eras, and religions. You believe all of these should be highlighted at the site. Much clearing was

done in the past by archaeological missions with the objective of bringing out either the Roman city plan with its grandi-

ose monuments or the Christian edifices represented by the many churches dating to the Byzantine period. That is why

you encourage excavations that aim to shed light on other periods of the site’s settlement, and you are not in favor of

uncovering earlier layers of history at the expense of later ones. Having studied the history of the Middle East and under-

standing its connections to the making of the region, you feel a strong connection to the history of the site.

You want others from the community to experience that sensation. You know that many of the local people of

Jarash do not feel very connected to the site. You would like to see this change. This is why you support the educational

outreach efforts of your museum staff, who have been developing wonderful experiential programs for local schools and

for families. You also support organizing more scientific and educational exhibitions, such as those showcasing how the

excavations and restorations are accomplished. You want to ensure that the locals—particularly the younger generation—

come to view the site as part of their cultural heritage. You would love to see the local community form a voluntary sup-

port group, like a Friends of Jarash program, to help protect, preserve, and share the site with others.

Another way to promote concern for the site among locals is to ensure that it contributes to the local economy.

You think that it is important for the site to have local craftspeople selling their products in the handicraft center, and know

1 The roles described in the three sets of confidential instructions for this exercise are fictionalized composites that have been invented for didactic purposes. Their personalities and the interests and values associated with their descriptions are not meant to be accurate reflec-tions of the actual people holding these titles in Jarash, nor of any other individuals.

22

Confidential Instructions Handout 1: Instructor Handout for Participants (cont.)

that the current routing of visitors through the site ensures that they will not miss this feature. You would support efforts

to enhance the value of the handicraft center to the local economy by selling more locally produced products.

You understand that tourism is important to the nation and would like to see more tourists come to the site to

learn about the region’s history. However, you have concerns about prioritizing economic revenue above the site’s protec-

tion. You fear that there is a growing trend to view the nation’s heritage sites primarily for their economic value, with the

goal of maximizing that revenue, and you are concerned about how this perception impacts management decisions. It is

critically important that the DoA maintain ownership and ultimate authority over anything that impacts antiquities. You

would like to see Jarash declared a World Heritage Site, and you do not want it to evolve into an overly commercialized

tourist attraction with endless restaurants, concessions, and souvenir shops. Infrastructure upgrades must support the

DoA’s goals and contribute to the educational and scientific value of the site, not just to its economic value.

The DoA is also responsible for the educational messages conveyed by the site to visitors. You would like to see

better, more consistent signage using natural materials and in multiple languages, detailing the history of the site, the cul-

ture of the people, and the archaeological techniques used to restore the historical architecture. You also look forward

to the excavations and restorations being planned, which will further reveal both the grandeur of the Roman-era city and

the range of uses from other eras. Priorities include finishing the North Gate and restoring more of the temples, churches,

and mosques. You would like to see these opened occasionally for religious ceremonies. Your experience with inter-

national archaeological missions has been positive, and you would encourage some of these missions to come and do

some of the work. They have tools and resources that you might not get otherwise. However, they must remember that

the DoA has the final say on how the site is managed and restored.

The Roman-era city of Gerasa encompassed the area of the current heritage site and much of what is now the

modern city, and you support exploring options that would make the link more apparent between the two parts, which

are now separated. You are in favor of excavations and renovations of antiquities in the modern city, and of connecting

the two by removing or burying (in a tunnel) the existing road between them. If you could excavate beneath that road,

you are certain that many new antiquities would be found! This would also benefit the local economy, as visitors to the

site would also visit the city. However, you would need to be assured of the security of the sensitive archaeological sites.

You do not want to see people wandering in and out of the site and irreversibly damaging archaeological treasures.

You definitely support efforts to develop a comprehensive management plan for the site, as well as a more coordi-

nated management structure that fully incorporates the DoA’s mandate to protect, conserve, restore, maintain, investi-

gate, and present the site. You would also like the site to have more of an autonomous budget so that all financial

decisions do not require special permission from Amman. This range of measures would provide important steps toward

attaining World Heritage status and preserving the integrity of the site for years to come.

23

Confidential InstructionsHandout 2: Instructor Handout for Participants

Local Representative, Ministry of Tourism and Antiquities

You are the local representative from the Ministry of Tourism and Antiquities in Jarash. You are responsible

for the development and promotion of Jarash archaeological site, as well as all other tourism opportunities in Jarash

governorate.

You have worked in the tourism industry for over a decade, both domestically and abroad. You have also traveled

widely, visiting many internationally important historic and cultural sites, and consider yourself knowledgeable about

innovative approaches to the development and promotion of tourism sites. You have seen the positive economic effect

that tourism can have on local communities, and would like to see Jarash fulfill its potential as one of the region’s most

attractive tourist destinations.

Jarash is a remarkable site. It is one of the most famous and intact Roman-era cities in the Middle East. It is strate-

gically located near Amman, it is favored by a good climate—not too hot in the summer—and it is adjacent to other

potentially valuable destinations, such as Dibeen Forest Reserve. For these reasons, Jarash is positioned to take advantage

of the new specialized tourism markets, including ecotourism and adventure tourism, which bring in wealthier and more

sophisticated clients.

To make this vision a reality, much work must be done to expand and enhance visitors’ experience. A first

priority is modernization of the visitor center. You have dreams of using the latest technological innovations—electronic

panoramas, touch-screen information, audio-visual tools—to create a state-of-the-art center that will add value to

visitors’ experience. The site should also have clean, well-maintained facilities, such as upgraded bathrooms, and more

options for food and rest within the site. Next on the list is developing the infrastructure of the region so that tourists will

stay longer and be more comfortable. This includes improving the roads, hotels, restaurants, and other amenities that

would meet the expectations of European tourists, the largest source of visitors coming to Jarash.

The physical arrangement of the site itself also needs work. You would like to see a change to the site layout so

that visitors can be dropped off at one end (at the North Gate, which is currently being restored) and picked up at the

south parking area, where most tours start and end. This would provide for more efficient routing of visitors from the

north end to the south end than the current situation, in which visitors start at the south end, make their way to the north-

ern part of the site, and then must backtrack to the south end. At the very least, you would like visitors to purchase their

tickets at the visitor center, which is more centrally located than the handicraft center at the south end of the site. You are

also not happy with the type and quality of products sold at the handicraft center. Most are cheap trinkets made in China,

24

Confidential InstructionsHandout 2: Instructor Handout for Participants (cont.)

which give the site a bad image at the outset of visits. Visitors want souvenirs connected with the site and the region.

You think that the handicraft center should sell only locally made products. Visitors should come to associate Jarash with

quality tourism, and it would be advantageous to develop a logo to trademark Jarash products.

Jarash’s image as an attractive tourist destination would be enhanced by more activities at the site, including

shows, restaurants, festivals, concerts, and even people dressed in historically accurate costumes interacting with visitors.

You would also like to increase the number of attractions in the modern city and improve the connection to these, includ-

ing some of the city’s other historic sites. Antiquities located in the modern city, including the Roman baths, should be

restored as quickly as possible so that tourists feel they are getting the most experience for their money and are encour-

aged to stay overnight.

In terms of site management, you agree that there is not enough autonomy for local management by MOTA or

by the DoA. You must be sensitive in how you discuss this, but you find it frustrating that you do not have the authority

or the budget to make independent decisions about what should happen on the site—everything you do has to go through

the ministry in Amman.

There is also confusion about MOTA’s role and the DoA’s role in managing the site, although the distinction is

clear to you. MOTA is concerned with visitors: promotion to bring them to Jarash, their experience, the facilities they use.

The DoA’s responsibility is the antiquities, not the visitors. The two units are guided by different laws and priorities, and

this sometimes creates a problem. You would like to see the site have one director, representing the minister of tourism

and antiquities, who might then have two deputies, one from MOTA and one from the DoA, who can each provide guid-

ance and advice on their area of expertise (visitation and archaeology, respectively). Perhaps the director can be from a

new unit of MOTA, such as a special site management department, or can represent a government-owned company. You

think the model being used by Petra Archaeological Park is a good one, in which there is one manager who is connected

directly to the minister of tourism and antiquities and represents the needs of MOTA and the DoA. In the end, you are not

sure exactly what the structure should be, but you know that the expertise of MOTA in promoting and supporting visitors

to the site needs to be respected and given weight. You look forward to the process of creating a site management plan

that will help to develop the site into an attractive, premier tourist destination.

25

Confidential Instructions Handout 3: Instructor Handout for Participants

International Archaeological Mission Representative

You are a representative from an international archaeological mission working at Jarash archaeological site. As a foreign

archaeologist and a university professor, you see yourself as responsible for highlighting and enhancing the archaeological

importance of Jarash and promoting the use of international norms in the excavation and restoration of the ancient site.

You have worked in the field of archaeology for thirty years and are an expert in the theories and practice of his-

torical site restoration. You have been working on and off at Jarash for many years and feel strongly about its value as one

of the most important Roman-era cities in the world. The remains of Jarash have been well preserved, and as glorious as

the site is, there is still much more that remains to be learned and accomplished there.

You are proud of the work that your mission has accomplished at Jarash and appreciate the autonomy you have

had in displaying your contribution. When tourists from your country come to Jarash, you want them to learn about their

country’s contribution by reading the signs you have installed in their native language (as well as in Arabic). In some cases,

these are the only signs on the site that they are able to read.

As a foreigner with a long history here, you feel a strong bond with the site. Jarash is a treasure not only for Jordan

but for the world; however, the national government retains full control over what happens at the site. You know that your

continued presence at the site is dependent on the support of the Jordanian government, and so you are discreet in mak-

ing any criticism of national policies or practices. However, you have concerns about the integrity and sustainability of

some of the archaeological management practices being implemented at the site.

You are sympathetic to the country’s desire to attract tourists to the site, and understand that grand reconstruc-

tions create a strong impression on visitors. However, if these restorations are not based on clear evidence, they actually

do a disservice to the knowledge and understanding of ancient archaeology and culture by spreading a message that may

be inaccurate. You understand that tourists may want to see an entire road of towering columns, but you believe that their

reconstruction might not be historically accurate. Careful study and sound evidence should be used to guide restoration

work by respecting internationally accepted principles of integrity and authenticity. In cases where such evidence is lack-

ing, restoration should not take place.

You would like to see that all restoration work at the site follows best practices of restoration enshrined in

international charters, including a policy of minimum and reversible intervention, use of compatible materials only, and

distinguishing old materials from new materials.

You would very much like to see the site included on the World Heritage List and know that this is an important

goal for the Jordanians as well. You are aware that the World Heritage Committee has expressed concerns about manage-

ment issues such as sufficient buffer zoning and coordination between all major stakeholders in the site’s management.

26

Confidential Instructions Handout 3: Instructor Handout for Participants (cont.)

The international archaeological missions have worked side by side with local and national archaeological teams,

but rarely if ever have they worked together. In your view, some of the people conducting restoration work are not well

trained in the field of architectural conservation. You would like to see a mechanism that establishes permanent dialogue

between the international and national parties involved in restoration work at the site. You think that an ongoing, open,

and frank exchange would lead to a more common understanding of the views and priorities of both sides. You would

also be interested in partnering with local teams to share modern techniques and methods by perhaps working on a pilot

restoration project together. In particular, you think that if the DoA engaged in a dialogue with the international commu-

nity concerning the site’s management, this would help in its efforts at achieving World Heritage status for the site with-

out undermining its tourism potential. Both national and international parties, and, more important, the entire world

community concerned with our collective heritage, would be better off.

You would also like to encourage the authorities to engage the local community more often and to provide a

more active role in contributing to management decisions for the site. There is much knowledge and many local resources

that remain untapped. It is, after all, the community’s heritage, and they should have a say in how it is managed.

In sum, you are very glad that the country is developing a site management plan, and look forward to working

with the DoA, MOTA, and other stakeholders to raise Jarash’s international status and ensure that restorations occur

according to international best practices.

27

Handout for ParticipantsActivity 3 Worksheet: Stakeholder Interests and Concerns


Stakeholders

Department of Antiquities Representative

Ministry of Tourism and Antiquities Representative


Issues of Concern Interests on These Issues Management Challenges or Potential Conflicts

28

Instructors OnlyActivity 3 Worksheet: Stakeholder Interests and ConcernsSample Answers


Stakeholders

Department of Antiquities Representative

Ministry of Tourism and Antiquities Representative


Issues of Concern

Archaeological investiga-tion; protection and resto-ration of antiquities; messaging to visitors; man-agement coordination; World Heritage status; lack of local community con-nection to site.

Visitor experience; man-agement coordination; World Heritage status;visitor routing.

Restoration philosophy; coordination of archaeo-logical work; World Heri-tage status.

Interests on These Issues

Improve signage; more educational outreach to locals; support tourism and local economic bene-fits; increase local interest in and benefit from site.

Improve visitor center routing, more events; localize handicrafts.

International importance of site; conservation fol-lowing international prin-ciples; local engagement.

Management Challenges or Potential Conflicts

Responsibilities of MOTA vs. DoA; conservation phi-losophy; create physical connection between site and city.

Responsibilities of MOTA vs. DoA; sale of local handi-crafts of high quality; change visitor route.

Restoration philosophy.

29

Debriefing Questions

Questions to ask interviewees (stakeholders): 1. What did the interviewers do well in eliciting your

interests and positions? 2. What could they have done differently? 3. How did you do at representing your role? How

difficult or easy was it to identify with the inter-ests and positions of your role?

4. What did you learn from this experience about conducting stakeholder interviews?

Questions to ask interviewers: 1. How did you do at eliciting the interests and posi-

tions of the interviewees? How difficult or easy was it to play this role?

2. What did you learn from this experience about conducting stakeholder interviews?

Questions about the analysis: 1. What key issues did you identify? What led you to

these issues? 2. What management challenges or conflicts do you

anticipate? What led you to these conclusions?

Follow-up ApplicationsTo apply the concepts and skills from this activity to their own work, participants could adapt their interview proto-cols for their own sites or sites that they are familiar with, and have a partner use that protocol to interview them. If there is an opportunity to give a field assignment, have participants conduct actual interviews with other stake-holders at their sites.

30

Activity 4: Developing Recommendations for a Site Management Plan

PRoCeDURe

1. This activity involves four key issues for analysis. It is recommended that the instructor organize all of the participants into small groups. The instruc-tor can have each group analyze all four issues (steps 1 and 2) or, if less time is available, can divide the analysis so that each group examines only one or two of the issues. Because step 3 requires the analysis of all four issues, if analysis is divided among groups, then all small groups will need to come together to complete step 3. Have each group present its findings at the end of each of the activity’s four steps.

2. Review with participants all relevant readings, and provide and review copies of the worksheets.

3. Explain the goals and procedure for this activity. Participants’ tasks are:

a. Step 1: Create a list of three to five options for each of the four management issues, ensuring that each option responds to the key questions listed for each issue.

b. Step 2: Use a matrix to evaluate the advantages and disadvantages of each of the options generated in step 1, using the statement of significance, interests of stakeholders, and the legal requirements as criteria.

c. Step 3: Select one or more options for each issue that fit together to create a comprehensive set of recommendations.

d. Step 4: Write a short, persuasive descrip-tion of proposed options.

4. After participants have read the readings related to this activity, review and discuss the readings with them, particularly the section “Analysis of Important Issues for Site Management Decisions,” and answer any questions.

5. Remind participants that while their recommen-dations can draw on any knowledge or expertise they may have in the field of archaeology or heri-tage site management, their primary role is to


• gain experience in analyzing key issues to develop options that protect significance, meet legal requirements, and address a range of stakeholder interests;

• develop skills in evaluating the impact of manage-ment options on protecting significance, meeting legal requirements, and addressing a range of stakeholder interests; and

• develop skills in making trade-offs among options to seek recommendations that are realistic, acceptable, and implementable.

ReADIngS

• Case study introduction and background sections• Section, “Analysis of Important Issues for Site

Management Decisions” (see pp. 46–58 of the case study)

• Activity 4 Instructions for Participants• Overview of the Mutual Gains Approach (see

p. 45 of the case study)• Jordanian Law of Antiquities (see appendix 1 of

the case study)• World Heritage Operational Guidelines on Integ-

rity and Authenticity (see pp. 55–56 of the case study)

hAnDoUTS


TIMe neeDeD: 6 to 8 hours, depending on whether each participant group works on options for all four issues or a lesser number, and how much is done outside of class on participants’ own time.

Introduction/review: 1.5 hoursStep 1: 1 hourStep 2: 1.5 hoursStep 3: 2 hoursStep 4: 2 hours

31

find solutions that respond to the need to protect the values and significance of the site.

6. For step 1, encourage participants to be creative with their options and to avoid judging the options at this stage. Options do need to respond to the questions listed at the end of the descrip-tion of each issue.

7. The matrix for step 2 is designed to help partici-pants see the impact of the different options on the site’s heritage significance and on the interests and values of different stakeholders, as well as ensure that the options meet legal requirements. The statement of significance and stakeholder interests and values, rather than technical or expert perspectives, are the primary criteria to determine whether these options are likely to be acceptable as recommendations from the point of view of the decision makers, and whether they are likely to be implementable and sustainable from the perspective of those stakeholders who will be impacted by them. A matrix such as the one offered in the worksheet is a strategy com-monly used for such evaluation in the dispute resolution field; however, other strategies can be used to perform this evaluation, and the instruc-tor and/or participants should feel free to adapt as needed.

8. In step 3, participants want to balance the positive and negative impacts affecting the site’s heritage significance and the whole range of stakeholders in such a way that all the influential groups have an incentive to accept the final compilation of recommendations. If participants worked sepa-rately on steps 1 and 2, they will need time to come together to share their options and evalua-tions before they begin to discuss ways to balance the benefits and costs among the key stakeholders.

9. After the entire group has completed the task, bring them together for a debriefing. Participants should share their comprehensive recommenda-tions with one another, while the instructor notes areas of commonality and difference among them.

10. For issues 1 and 2, balancing stakeholder interests and values can be best accomplished by combin-ing a number of different components of options that are not incompatible with one another. While some of these components might have a negative impact on the interests of one or more

stakeholders, other components can be included that help to compensate for this. The more par-ticipants are creative in inventing ideas, the easier it is to come up with a comprehensive set of options that can meet stakeholders’ most impor-tant needs.

11. For issue 2, creative components can be helpful, but at some point the participants will also need to choose among mutually exclusive options for the routing of visitors through the site. These options will offer components that are better for some stakeholders and worse for others. For these issues, it is important to weigh the relative priority of the interests involved, the depth of the impact of the option on individuals and groups, and the authority of decision making of the stake-holders in deciding which options to recommend. You may also want to consider the trade-offs that can be made on other issues to help compensate. For example, relocating the entrance away from the site of the handicraft vendors goes against their highest priority and will likely have a strong negative impact on them, whereas it will meet the interests of MOTA and possibly others. Given the relative importance of MOTA as a stakeholder, it may be a good recommendation; however, you might suggest moving the handicraft vendor sites to the stalls of the restored Hippodrome, where visitors are sure not to miss them.

12. For issue 3, instructors may wish to present and discuss with participants examples of what they deem to be good and bad examples of site inter-ventions, including examples of conservation, res-toration, reconstruction, and anastylosis, relating them to internationally adopted conservation principles.

32

Handout for ParticipantsActivity 4 Worksheet: Recommendations for a Site Management Plan

Step 1: Create a list of three to five options for each issue responding to that issue’s questions. One worksheet should be completed for each issue.

Issue: Option

Option

Option

Option

Option

33

Instructors OnlyActivity 4 Worksheet: Recommendations for a Site Management Plan Sample Answers


Issue: Connections with the Modern City

Option 1: Create and publicize a low-cost “Jarash Pass” for admission to the site and the Jarash Festival for locals, available through certified vendors, schools, and special events in the city celebrating heritage.

Option 2: Lower Wasfi Al-Tal Street to the South Bridge and add a stoplight and pedestrian crossing using funding from the World Bank project.

Option 3: Move the site entrance to the North Gate.

Option 4: Provide a “Jarash Pass only” entrance at the South Bridge and an exit for all.

Option 5: Increase tourism benefits to the city and region: • Offerfreetour-guidetrainingforlocals,subsidizedbyWorldBankprojectmoney,andgiveprioritytolocalsfor jobs on the site. • ApproveallWorldBankproposalsmentioned.Providemapsandflyersatthevisitorcenterthatadvertiseother things to see and do in the region, and offer local businesses the opportunity to place free ads and coupons inside. • Provideeconomicopportunitiesforlocalsnearthenewsites,suchasneartheEastBaths. • Usetourismresourcesthatpromotethesitetoalsopromoteactivitiesinthecity.DevoteWorldBankfundsto acquiring and restoring heritage properties in the city for use as tourism-related enterprises.

34

Instructors OnlyActivity 4 Worksheet: Recommendations for a Site Management PlanSample Answers


Issue: Visitor Circulation, Facilities, and Services

Option 1: Have visitors begin tours at the North Gate and end in the current parking lot to the south or at the new plaza in the city adjacent to the East Baths; advertise the on-site restaurant and the handicrafts at the ticket booth; move the visitor center to the new entrance in a new facility; offer tickets and a time schedule for RACE at the ticket booth; allow sales of only local handicrafts at Hippodrome stalls while sales of other products stay in a handicraft center; move main site museum to current visitor center.

Option 2: Retain the same routing; improve signage for purchasing tickets at the handicraft center; require all vendors to label local and foreign products; add refreshments station (drinks and snacks) outside current museum to lure visitors.

Option 3: Keep the entrance at the southern end and the routing toward the north; construct a new parking lot near the North Gate to pick up tourists after they complete their visit to Jarash, and continue the tours farther north toward Irbid and Umm Qays; move the handicraft center either to the northern end or inside the modern town and commit the tour guides to passing through that area.

35



Issue: Conservation and Restoration Approach

Option 1: Form a conservation and restoration policy advisory panel for Jarash to include representatives from the DoA, Jordanian and international archaeologists and architects, and others. Through this committee, draft a mutually accept-able statement of policy incorporating international conservation guidelines to guide future conservation and restoration work at the site.

Option 2: Create a joint DoA–international archaeological mission pilot project to serve as a mechanism to train person-nel from the DoA and international archaeological missions in how to apply the site conservation and restoration policy.

36



Issue: Interpretation and Presentation

Option 1: Key Themes Communicated to VisitorsIntact Roman city planRise, fall, and mixing of multiple cultures over timeSignificance of entire ancient city, including areas now within modern city

Option 2: Types of Presentation to Be Developed and EncouragedEducational materials and reduced-price tours for school groupsDevelop materials on value of archaeological remains in modern city and other areas surrounding the DoA-owned site and disseminate to local residents; install interpretive signs at selected ancient sites in modern city

Option 3: Signage PolicyContent and design of all signs should be approved jointly by DoA and MOTA. All signs should use Arabic and English as standard languages; a new standard design should be created, and all signs on site should be replaced following these standards.

Option 4: Ensuring Authenticity of Site ReenactmentsDoA holds periodic meetings with institutions carrying out reenactments to review reenactment programs and content; DoA periodically monitors reenactment activities; DoA may require reasonable changes if determined necessary.

37


Step 2: Create a matrix to evaluate the advantages and disadvantages of each of the options generated in step 1, using the statement of significance, interests of stakeholders, and the legal requirements as assessment criteria. One worksheet should be completed for each issue.

Issue:

Option

Option

Option

Option

Option

Meets legal requirements? Authorities’ and Authorities’ and (Which ones?) Stakeholders’ Interests Stakeholders’ Interests Positively Impacted Negatively Impacted

38

Issue: Connections with the Modern City


Option 1: Create “Jarash Pass.” Consistent with Law Most stakeholders have an No stakeholders opposed. of Antiquities. interest in engaging locals in the culture and economy of the site. MOTA prefers this option for connecting the site to the city.

Option 2: Alter street to aid Consistent with Law MOTA prefers this option Does not meet DoA pedestrian crossing between of Antiquities. for connecting the site preference to removesite and city. and city. entire road between site and city; relies on substantial World Bank project funding.

Option 3: New entrance at Consistent with Law Both DoA and MOTA favor. On-site restaurant and North Gate. of Antiquities. handicraft vendors prefer current entrance to the south.

Option 4: Provide a “Jarash Consistent with Law Most stakeholders in the Governor favors Pass” entrance at South of Antiquities. city have an interest in control over access toBridge and an exit for all. engaging locals in the site due to security the culture and economy concerns; unclear of the site. whether governor would favor or oppose this option. Option 5: Increase tourism Consistent with Law Most stakeholders have an Although not stated, benefits to city through free of Antiquities. interest in engaging locals in concessionaires at thelocal tour-guide training, the culture and economy site may believe thatapproval of all World Bank of the site. restaurants and vendors proposals for local tourism in the city would development, economic increase competition and opportunities for locals near potentially reduce their the site, and promotion of own revenue. tourism to city as well as site.



39





Option 1: Shift tour start Consistent with Law Responds to DoA’s and On-site restaurant andlocation to North Gate of Antiquities. MOTA’s interest in one-way handicraft vendorsand end at south parking routing, and MOTA’s interest prefer current visitorarea or plaza in city; move in local handicrafts; helps circulation, which takesvisitor center to new RACE by selling tickets at visitors by their locationsentrance at North Gate; ticket booth; DoA museum twice. Visitors won’t offer tickets and time more prominently located. have meal at the on-site schedule for RACE at restaurant at the ticket booth; allow sales of beginning of their visit. only local handicrafts at Vendors selling foreign- site; move main site made handicrafts may museum to current visitor be hurt. center.

Option 2: Retain same tour Consistent with Law On-site restaurant and Does not meet DoA’s and routing; improve signage for of Antiquities. handicraft vendors favor MOTA’s interest in one-purchasing tickets at handi- because visitors see handi- way routing.crafts center; require vendors crafts and travel past restau- to label local and foreign rant at beginning and end products; add refreshments of tours.station outside current museum to lure visitors.

Option 3: Keep entrance at Consistent with Law Responds to DoA’s and On-site restaurant and southern end and routing of Antiquities. MOTA’s interest in one-way handicraft vendors prefer toward north; construct new routing. current visitor circulation, parking lot near North Gate; which takes visitors bymove handicraft center either their locations twice. to northern end or inside modern city and commit tour guides to passing through that area.

40



Issue: Conservation and Restoration Approach


Option 1: Form a conserva- Consistent with Law Committee provides voice None identified.tion and restoration policy of Antiquities mandate to for archaeological missions; advisory panel for Jarash; protect and preserve missions have expressed through this committee, antiquities. interest in adherence to draft a policy incorporating international guidelines in international conservation conservation and restoration guidelines for future work at works at the site. the site.

Option 2: Create a joint Consistent with Law Written conservation and None identified.DoA–international of Antiquities mandate to restoration policy may help archaeological mission protect and preserve in quest for World Heritage pilot project to serve as a antiquities. status, which is in interest of mechanism to train person- most if not all stakeholders. nel from the DoA andinternational archaeological missions in how to apply the site conservation and restoration policy.

41





Option 1: Key themes Consistent with Law High-quality site presentation None identified.communicated to visitors: of Antiquities mandate to meets interests of DoA, rise, fall, and mixing of spread archaeological culture. MOTA, international archaeo-multiple cultures; significance logical missions, visitors, tourof entire ancient city, companies, and tour guides.including areas now in modern city.

Option 2: Types of presenta- Consistent with Law DoA and local and regional None identified.tion to be developed and of Antiquities mandate to educational institutions favorencouraged: educational spread archaeological culture promotion of educationmaterials and reduced-price and protect and conserve about history of Jarash; DoA,tours for school groups; archaeology. MOTA, governor, municipal- materials for residents on ity, international archaeological value of archaeological missions, visitors, tour remains of modern city and companies, and tour guidessurrounding areas; inter- favor promotion andpretive signs installed at protection of archaeology insites in modern city. modern city.

Option 3: Signage policy: Consistent with Law High-quality signage and site None identified. DoA and MOTA jointly of Antiquities mandate to presentation meets interestsapprove content and design spread archaeological culture. of DoA, MOTA, internationalof all signage; all signs in archaeological missions, Arabic and English; create visitors, tour companies, and new standard design; tour guides. replace all signs on site following these standards.

Option 4: Ensuring authentic- Consistent with Law High-quality site presentation None identified.ity of site reenactments: of Antiquities mandate to meets interests of DoA, DoA to hold meetings with spread archaeological culture. MOTA, international institutions to review archaeological missions, program and content; visitors, tour companies, and DoA to monitor reenactment tour guides. activities and require changes if necessary.

42


Step 3: Select one or more options for each issue given in step 2 to be included in the final comprehensive recommendation.

Option Description Stakeholders and Stakeholders and Interests Satisfied Interests Not Satisfied Issue: Connections with the Modern City


43


Step 3: (cont.)

Option Description Stakeholders and Stakeholders and Interests Satisfied Interests Not Satisfied Issue: Conservation and Restoration Approach


44


Step 3: Select one or more options for each issue given in step 2 to be included in the final comprehensive recommendation.

In step 3, participants select from answers given in step 2; therefore, sample answers are not provided.

45


Step 4: Write a short, persuasive statement of your recommendations.

46


Step 4: Write a short, persuasive statement of your recommendations.

Participants may bring together any combination of options for their comprehensive agreement. One sample composite would be all the sample options offered in step 1, save for choosing one of two conflicting options for issue 2 (visitor circulation). A sample set of recommendations follows.

The site management team for Jarash has conducted in-depth interviews with more than forty-two stakeholders and has

developed the following recommendations for inclusion in a site management plan.

We recommend that a number of actions be taken in order to better integrate the site with the modern city.

To encourage more local involvement and visitation at the antiquities site, create and publicize a low-cost “Jarash Pass”

for admission to the site and the Jarash Festival for locals, which can be made available through certified vendors, schools,

and special events in the city that celebrate heritage. Physical connection between the site and city should be improved by

lowering Wasfi Al-Tal Street in the area of the South Bridge and adding a stoplight and pedestrian crossing using funding

from the World Bank project. Create here an entrance for “Jarash Pass” visitors and an exit for all visitors with signs lead-

ing to the East Baths and other sites. This will allow and encourage visitors to walk into the modern city. Provide tourism-

related economic opportunities for locals in the modern city, as well as additional information to encourage visitors to see

more of the city.

To improve tourism benefits to the city and the governorate, offer free tour-guide training for locals, subsidized

by World Bank project money, and give priority to locals for jobs at the site. Approve all World Bank proposals mentioned

in the analysis related to issue 1. Provide maps and flyers at the visitor center presenting information on other things to

see and do in the region, and offer local businesses the opportunity to put free ads and coupons in the flyers. Use tourism

resources that promote the site to also promote activities in the city. Devote World Bank funds to acquiring and rehabili-

tating heritage properties in the city, including tourist lodging and restaurant facilities.

To make visitor routing more efficient, have visitors begin their visit at the North Gate and provide the option to

end tours either in the current parking lot to the south or at the new plaza in the city adjacent to the East Baths. To ensure

that visitor amenities are more user friendly and accessible, advertise the on-site restaurant and the handicrafts at the

ticket booth so that visitors can consider patronizing these. Upgrade and move the visitor center to the new entrance in a

new facility, and offer tickets and a time schedule for RACE at the ticket booth there. In order to encourage higher-quality

local souvenirs, allow vendors selling only local handicrafts to move their shops to the Hippodrome stalls for the same

rental fee, while keeping other goods at the existing handicraft center. Upgrade the main site museum and move it to the

location of the current visitor center; this will give it more prominence and make visitors more likely to visit it. Use a

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Step 4: (cont.)

percentage of site revenues to create improved interpretation at the new visitor center with more detailed educational

materials developed jointly by the DoA and MOTA, and to improve and allow revolving exhibits at the main site museum.

In order to clarify the site’s conservation and restoration approach, form a conservation and restoration advisory

committee for Jarash to include the DoA, local experts, international archaeologists, and others. Through this committee,

draft a mutually acceptable conservation and restoration policy to guide future interventions at the site. Create a joint

DoA–international archaeological mission pilot project to serve as a mechanism to train staff in international conserva-

tion and restoration standards for implementation of the policy.

Key messages to be communicated to visitors, based on the statement of significance, should be:

• the intact Roman-era city plan;

• the rise, fall, and mixing of multiple cultures over time; and

• significance of the entire ancient city, including areas now within the modern city.

The site should have a policy of encouraging educational tours for students and developing materials for such

groups. The site should adopt Arabic and English as the standard languages for interpretive signs, as well as adopt a stan-

dard design and format for signage. Replace all signs on site with signs that have a uniform appearance that includes using

the standard languages of Arabic and English. Translate all text from signs into other languages for brochures. The DoA

should hold periodic meetings with institutions carrying out reenactments to review their programs and content. The

DoA should periodically monitor all reenactment activities to ensure that they meet standards of quality and authenticity.

The DoA may require reasonable changes if determined necessary.

48

Debriefing Questions 1. Do you think your recommendations would be

accepted by the DoA? By MOTA? By the Jarash municipality and governor? Do you think they would be acceptable to other stakeholders? Why or why not?

2. How were decisions made regarding options that benefited some stakeholders more than others?

3. To what extent did your personal values impact your recommendations?

4. What did you learn about site management decision making from this activity?

Follow-up ApplicationsInstructors and participants may identify key issues from their own sites or sites that they are familiar with, and use the worksheet to develop management options and recommendations.

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Use of the Case Study within a Workshop Setting

This section presents a sample program for carrying out the case study activities within the context of a training workshop (as opposed to an academic setting). It is antici-pated that carrying out the case study activities within such a setting will take approximately three full days. It is recommended that a program such as the one provided on the following pages be distributed to participants at the beginning of the training workshop to provide a clear idea of the structure and content to expect. For using the case study within a workshop setting, it is also recommended that participants be provided with the written materials for the case study at least one week in advance so that they have time to review them. It should be stressed that carry-ing out the activities depends on having read these materi-als in advance. If less time is available, instructors have the option of handing out sample answers to select activities and dis-cussing them with participants as background to carrying out other activities in their entirety.

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Sample Program for a Three-Day Training Workshop

Day 1: 9:00 a.m.–6:15 p.m.

9:00 a.m. Arrival at venue.

9:00 a.m.–9:30 a.m. Introduction, get acquainted with program of activities, distribute materials as required.

9:30 a.m.–10:00 a.m. Introductory lecture and discussion: Values in Heritage Site Management

The lecture focuses on the importance given to understanding the significance and values of a particular site and the role it should play in its future management. Discuss the meaning of the concepts of values and significance. The lecture presents the processes of site management in context, referring to recommended readings on the topic. The lecturer may wish to incorporate case studies with which they are familiar to demonstrate particular points.

10:00 a.m.–11:00 a.m. Presentation and discussion of site and city of Jarash

The videos and lecture provide background on the site and city of Jarash, including an overview of the main monuments of the archaeological site and their significance, and discussion of the physical division between the site and the modern city.

11:00 a.m.–1:30 p.m. Activity 1: Identifying values and writing a statement of significance

11:00 a.m.–12 noon Step 1: Describe values of Jarash (roundtable discussion and small-group work).

Review sample statement of values for Petra Archaeological Park, Jordan. Roundtable discus-sion of values of Jarash archaeological site. Break into small groups. Groups use activity 1, step 1 worksheet to describe values and indicate whether they are long term or short term.

12 noon–1:00 p.m. Lunch break

1:00 p.m.–1:30 p.m. Concept of statement of significance (roundtable discussion)

Discuss concept of statement of significance, including its contents and uses in site manage-ment. Review sample statement of significance for Petra Archaeological Park, Jordan (see p. 37 of the case study). Briefly review value categories contained in the Burra Charter guidelines on cultural significance (1988) (see p. 36 of the case study) as a useful reference for preparing a state-ment of significance.

1:30 p.m.–2:00 p.m. Step 2: Prepare statements of significance for Jarash (small groups).

Small groups each prepare a statement of significance for Jarash archaeological site.

2:00 p.m.–3:00 p.m. Debriefing: Presentations by groups of statements of significance for Jarash

Discuss similarities, differences, and compelling examples or components.

3:00 p.m.–6:00 p.m. Activity 2: Identifying stakeholders and their values and interests

Discussion of the meaning of the following concepts: stakeholders, interests, and positions. Explain also the dynamics and realities of the management context. These concepts have already been elaborated upon during the introductory lecture, but participants are encouraged to refresh and expand their understanding of such important concepts and to apply these under-standings and capacities to their own professional contexts.

51

3:00 p.m.–3:30 p.m. Stakeholder identification (small groups)

Step 1: Each group creates a list of the people and groups who fit the definition of stakeholder for Jarash, indicating whether each one is a primary or a secondary stakeholder using the distrib-uted activity 2, steps 1 and 2 worksheet.

3:30 p.m.–4:00 p.m. Stakeholder values, interests, commonalities, and areas of conflict (small groups)

Step 2: Each group develops a list of the values and interests held by the particular stakeholders identified in step 1.

4:00 p.m.–4:30 p.m. Information on stakeholder values and interests (roundtable discussion)

Participant groups gather to share their stakeholder values and interests in a roundtable discussion.

4:30 p.m.–5:30 p.m. Management challenges based on stakeholder analysis (roundtable discussion)

Step 3: All participants in the roundtable discussion make a list of commonalities, differences, and potential areas of conflict, and possible management challenges following the headings of the activity 2, step 3 worksheet. Based on this, they create a list of possible management chal-lenges that might arise.

5:30 p.m.–5:45 p.m. Step 4: Reassess the results of activity 1 (identification and description of values and statement of significance) based on the examination of stakeholders. Revise the results of activity 1 if needed.

5:45 p.m.–6:15 p.m. Debrief and briefly review suggested readings for the following day’s activities.

Day 2: 9:00 a.m.–4:30 p.m.

9:00 a.m.–12:30 p.m. Activity 3: Interviewing stakeholders to further understand their interests and positions

9:00 a.m.–9:30 a.m. Preparation for interviews between interviewees and interviewers

Participants are divided into small groups and are assigned the role of interviewer or inter-viewee (stakeholder).

Step 1 (for the interviewers): Use the activity 3, step 1 worksheet to develop a list of five to ten interview questions to ask interviewees. Step 1 (for the interviewees): Based on the assigned role, read one of three sets of confidential instructions provided by the instructor, and prepare to be interviewed.

9:30 a.m.–10:30 a.m. Interviews

Step 2: Conduct interviews, playing the part of either interviewer or interviewee.

For step 2, bring participants back to their small groups to conduct the interviews. Each inter-viewer should interview the first stakeholder, then the second, then the third, each in a 10- to 15-minute one-on-one interview. Interviewers should take notes on what they learn from the stakeholders.

10:30 a.m.–11:30 a.m. Group discussion

Analyze findings and identify detailed positions and interests. Identify interest-based solutions prior to researching management options.

52

Step 3: Develop a matrix of stakeholder interests and positions, as well as management issues, management challenges, and potential conflicts based on the findings from the interviews.

For step 3, the small groups should come together to work on the analysis of the interview findings. Participants who were playing the role of stakeholders should now come out of those roles and return to the role of site management team member. Small groups should work together to assemble their findings, using the activity 3, step 3 worksheet.

11:30 a.m.–12:30 p.m. Debriefing and concluding session for Activity 3

The debriefing session will include questions to ask interviewees, questions to ask interviewers, and questions about the analysis.

12:30 p.m.–1:30 p.m. Lunch break

1:30 p.m.–2:30 p.m. Participants gather their thoughts from the previous three activities, and review notes and work-sheets in preparation for the final activity.

2:30 p.m.–4:30 p.m. Activity 4: Developing recommendations for a site management plan

2:30 p.m.–4:30 p.m. Discussion of Jarash management issues described in the section “Analysis of Important Issues for Site Management Decisions,” and discussion of the following related readings:

Overview of the Mutual Gains Approach Jordanian Law of Antiquities World Heritage Operational Guidelines on Integrity and Authenticity

Day 3: 9:00 a.m.–4:00 p.m.

9:00 a.m.–4:00 p.m. Activity 4: Developing recommendations for a site management plan (continued)

9:00 a.m.–10:00 a.m. Identification of issues relevant to site management (small groups)

Step 1: Each group creates a list of three to five options for each of the four management issues, ensuring that each option responds to the key questions listed for each issue, using the activity 4, step 1 worksheet.

10:00 a.m.–11:30 a.m. Evaluation of advantages and disadvantages of different options (small groups)

Step 2: Groups assess and evaluate the advantages and disadvantages of each of the options generated in step 1, using the statement of significance, legal requirements, and interests of stakeholders as evaluation criteria. Participants use the activity 4, step 2 worksheet to record their analysis.

11:30 a.m.–12:30 p.m. Identification of management recommendations (two main groups)

Step 3: Divide all participants into two main groups. Each group selects one or more options for each issue that fit together to create a comprehensive set of recommendations, using the Activity 4, step 3 worksheet to record this analysis.

12:30 p.m.–1:30 p.m. Lunch break

53

1:30 p.m.–3:30 p.m. Final group discussion on management recommendations and finalizing of conclusions (roundtable discussion)

Step 4: Group discussion of management recommendations produced in step 3. Participants then come together to write a final short, persuasive statement of recommendations.

3:30 p.m.–4:00 p.m. Debriefing

Discuss whether recommendations are expected to be accepted by the DoA, MOTA, the Jarash municipality, and other stakeholders, whether some stakeholders would be expected to benefit more than others, the ways personal values of participants impacted recommendations, and what participants learned about site management decision making.

End of workshop.

54

Use of the Case Study within an Academic Setting

This section presents a sample program for carrying out the case study activities within the context of an academic course (as opposed to a discrete training workshop). The case study lends itself to being used within courses on cul-tural site management, heritage conservation and man-agement, or heritage site interpretation and presentation. It is anticipated that carrying out the case study activities within such a setting will require approximately 22 to 24 hours of class time. This is almost half the total number of hours dedicated to a regular three-credit-hour course, which is typically 48 hours of class time within a semester. If the case study is taught within a university course that includes 48 hours of class time, then it is suggested that the first part of that course (approximately 1 to 3 hours)could be dedicated to a discussion of heritage manage-ment philosophies and international principles as well as case studies, in addition to potential site visits related to site management, heritage conservation, or other related topics. This content could include one session on the topic of the importance of values, significance, and stakehold-ers to heritage place management to serve as background to using the Jarash case study. The second part of the course (approximately 21 hours) could be dedicated to the use of the Jarash case study activities. It is recommended that a written program such as the one that follows be included within the course syllabus given to students at the beginning of a course to provide a clear idea of the structure and content to expect. If less time is available, instructors have the option of handing out sample answers to select activities and dis-cussing them with participants as background to carrying out activities in their entirety.

55

Sample Program for an Academic Semester

The following is a suggested program of how approxi-mately 22 to 24 hours devoted to the Jarash case study could be broken into a series of class sessions that are three hours each within a course focused on cultural site conservation and management. The first part of the course is devoted to general background concerning cul-tural site management, and the second part includes the activities of the Jarash case study. One may refer to the Sample Program for a Three-Day Training Workshop (pp. 50–53) to see estimates of time required for carrying out specific parts of the case study.

Part 1: Cultural Site Conservation and Management in Context

The objectives of part 1 are to introduce the students to the history of cultural site management, the cultural site management process, and a variety of related issues. Part 1 should include the definition and explanation of key concepts, such as values, significance, stakeholders, inter-ests, and authenticity, and should refer to relevant interna-tional and national heritage charters and guidance documents. An introductory lecture on values in heritage site management should focus on the importance of under-standing the significance and values of a heritage site and the role this understanding should play in its future man-agement. Case studies and site visits could be included but would require additional time.

Part 2: Values in Heritage Site Management: A Didactic Case Study of Jarash Archaeological Site, Jordan

Part 2 consists of seven three-hour sessions (a total of 21 hours) and will focus on the activities within this case study. What follows is proposed content for each session.

Session 1: Introduction to the case study, presentation on Jarash, and activity 1, step 1—Identifying values

Introduction to case study: Acquaint students with program of activities and distribute materials as required. (30 minutes)

Presentation on site and city of Jarash: The videos and presentation provided contain background on the site and city of Jarash, including an overview of the main monu ments of the archaeological site and their signifi-cance, and discussion of the physical division between the site and the modern city. (1 hour)

Step 1: Describe values of Jarash (roundtable dis-cussion and small-group work).

Review Burra Charter guidelines on cultural sig-nificance and sample statement of values for Petra Archae-ological Park, Jordan. Roundtable discussion of values of Jarash archaeological site. Break into small groups. Groups use activity 1, step 1 worksheet to describe values and indicate whether they are long term or short term.

Session 2: Activity 1, step 2—Writing a statement of significance

Discuss concept of statement of significance (roundtable discus-sion): Discuss concept of statement of significance, includ-ing its content and uses in site management. Review sample statement of significance for Petra Archaeological Park, Jordan. Briefly review value categories contained in the Burra Charter guidelines on cultural significance (1988) as a useful reference to preparing a statement of significance.

Step 2: Prepare statement of significance for Jarash (small groups).

Small groups each prepare a statement of signifi-cance for Jarash archaeological site.

Debriefing: Presentations by groups of state-ments of significance for Jarash. Discussion of similarities, differences, and compelling examples or components.

Session 3: Activity 2—Identifying stakeholders and their values and interests

Discuss the meaning of the following concepts—stakeholders, interests, and positions: Explain also the dynamics and reali-ties of the management context. These concepts have already been elaborated upon during the introductory lecture, but participants are encouraged to refresh and expand their understanding of such important concepts and to apply these understandings and capacities to their own professional contexts.

Step 1: Stakeholder identification (small groups). Create a list of the people and groups who fit the

definition of stakeholder for Jarash, indicating whether each one is a primary or a secondary stakeholder using the distributed activity 2, steps 1 and 2 worksheet.

56

Step 2: Identify stakeholder values, interests, commonalities, and areas of conflict (small groups).

Each group develops a list of the values and inter-ests held by that particular stakeholder identified in step 1.

Share information on stakeholder values and interests (roundtable discussion). Participant groups gather to share their stakeholder values and interests.

Step 3: Identify management challenges based on stakeholder analysis (roundtable discussion).

All participants make a list of commonalities, dif-ferences, potential areas of conflict, and possible manage-ment challenges following the headings of the activity 2, step 3 worksheet. Based on this, they create a list of pos-sible management challenges that might arise.

Step 4: Reassess the results of activity 1 (identifi-cation and description of values and statement of signifi-cance) based on the examination of stakeholders. Revise the results of activity 1 if needed.

Debriefing: Briefly review suggested readings for the next session’s activities.

Session 4: Activity 3—Interviewing stakeholders to further understand their interests and positions

Prepare for interviews between interviewees (stakeholders) and interviewers: Participants are divided into small groups and are assigned the role of interviewer or interviewee.

Step 1 (for the interviewers): Use the activity 3, step 1 worksheet to develop a list of five to ten interview questions to ask interviewees (stakeholders).

Step 1 (for the interviewees): Based on the assigned role, read one of three sets of confidential instructions provided by the instructor, and prepare to be interviewed.

Step 2: Conduct interviews, playing the part of either the interviewer or the interviewee.

For step 2, bring participants back to their small groups to conduct the interviews. Each interviewer should interview the first stakeholder, then the second, then the third, each in a 10- to 15-minute one-on-one inter-view. Interviewers should take notes on what they learn from the stakeholders.

Group discussion: Analyze findings and identify detailed positions and interests. Identify interest-based solutions prior to researching management options.

Step 3: Develop a matrix of stakeholder interests and positions, as well as management issues, management

challenges, and potential conflicts based on the findings from the interviews.

For step 3, the small groups should come together to work on the analysis of the interview findings. Participants who were playing the role of stakeholders should now come out of those roles and return to the role of site management team member. Small groups should work together to assemble the activity 3, step 3 worksheet to identify possible management challenges or conflicts.

Debriefing: Questions to ask interviewees, ques-tions to ask interviewers, and questions about the analysis.

Sessions 5, 6, and 7: Activity 4—Developing recommendations for a site management plan (divided as follows) Session 5

Discuss Jarash management issues described in the section “Analysis of Important Issues for Site Management Decisions,” and discuss the following related readings:

• Overview of the Mutual Gains Approach• Jordanian Law of Antiquities• World Heritage Operational Guidelines on Integ-

rity and Authenticity

Session 6

Step 1: Identify issues relevant to site manage-ment (small groups).

Divide into small groups. Create a list of three to five options for each of the four management issues, ensuring that each option responds to the key questions listed for each issue, using the activity 4, step 1 worksheet.

Step 2: Evaluate advantages and disadvantages of different options (small groups).

Assess and evaluate the advantages and disadvan-tages of each of the options generated in step 1, using the statement of significance, legal requirements, and inter-ests of stakeholders as evaluation criteria. Participants use the activity 4, step 2 worksheet to record their analysis.

Session 7

Step 3: Identify management recommendations (two main groups).

Divide all participants into two main groups. Each group selects one or more options for each issue that

57

fit together to create a comprehensive set of recommenda-tions using the activity 4, step 3 worksheet to record this analysis.

Step 4: Conduct final group discussion on man-agement recommendations and finalizing of conclusions (roundtable discussion).

Group discussion of management recommen-dations produced in step 3. Participants then come together to write a final short, persuasive statement of recommendations.

Debriefing: Discuss whether recommendations are expected to be accepted by the DoA, MOTA, the Jarash municipality and governor, and other stakeholders, whether some stakeholders would be expected to benefit more than others, the ways personal values of participants impacted recommendations, and what participants learned about site management decision making.

End of course.




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teaching materialsThe Getty Conservation Institute



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