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Wildlife Management and Invasive NonNative Species
Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2:
Appendices)
COI Job No: 288768
Wildlife Management and Invasive Non-Native
Species
Report of research Findings among the General Public, Anglers and the
Horticultural Retail Trade (Volume 2: Appendices)
April 2009/ Job No. 567/ Version 4
Prepared for:
The COI, on behalf of its client, the Department for the
Environment, Food and Rural Affairs and the GB NonNative Species Secretariat
Creative Research Ltd
43 Broadway, London W13 9BP
Phone: 020 8567 6974
Fax: 020 8567 6979
Email: [email protected]
www.creativeresearch.co.uk
Contents
1
2
3
4
5
6
QUALITATIVE RESEARCH: GENERAL PUBLIC
143
1.1 Recruitment Questionnaire
143
1.2 Discussion Guide
150
1.3 Stimulus Material
155
THE QUALITATIVE RESEARCH: ANGLERS
189
2.1 Recruitment Questionnaire
189
2.2 Discussion Guide
194
2.3 Stimulus
199
QUALITATIVE RESEARCH: TRADE REPRESENTATIVES
205
3.1 Discussions Guides
205
QUANTITATIVE RESEARCH: THE GENERAL PUBLIC
212
4.1 Structuring the Sample
212
4.2 The Interview
236
QUANTITATIVE RESEARCH: ANGLERS
265
5.1 The Interview
265
THE QUANTITATIVE RESEARCH: HORTICULTURAL RETAILERS
275
6.1 The Questionnaire
275
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
1
Qualitative Research: General Public
1.1
Recruitment Questionnaire
Wildlife Management & INNS
Hello, I'm ..........................from Creative Research, an independent market research company. I wonder if you would
be interested in taking part in some market research we are conducting. It involves taking part in a discussion with
other people like yourself, to share views and ideas. This would last for up to 3 hours. In return for your time, I can
offer you £60 as a contribution towards your expenses.
KEY DEMOGRAPHICS
D1 SOCIAL GRADE OCCUPATION OF HEAD OF HOUSEHOLD:
ASK THE FOLLOWING FIVE QUESTIONS TO CLARIFY HEAD OF HOUSEHOLD INFORMATION:
IF RETIRED, ASK FOR PREVIOUS OCCUPATION, IF PRIVATE
PENSION RECEIVED
IF LOCAL AUTHORITY OR CIVIL SERVICE OR ARMED FORCES,
ASK GRADE/RANK
IF SELF-EMPLOYED OR MANAGERIAL, ASK FOR NO. OF
EMPLOYEES RESPONSIBLE FOR
ASK FOR DETAILS OF TRAINING/QUALIFICATIONS
INDUSTRY (WRITE IN)
NOW CODE SOCIAL CLASS
ABC1
1
Recruit to quota
Lifestage: see recruiter instructions for definitions
C2DE
2
Recruit to quota
Ethnicity: code below
Dependent young people
1
G1&2
White
1
Young independent adults
2
G3&4
Black/Asian/Other
2
Families
3
G5&6
Children: code below the number of children the
respondent has in each age band
Empty Nesters
4
G7&8
0-12
Retired
5
G9&10
12-16
Recruit a mix
Recruit to quota
Gender
Circle Group number:
Male
1
G1,3,5,7,9
G1
Dependent young people male ABC1
Female
2
G2,4,6,8,10
G2
Dependent young people female C2DE
Age: write in and code below ____________________
G3
Young independent adults male C2DE
16-20
1
G4
Young independent adults female ABC1
21-34
2
G5
Families male C2DE
35-44
3
G6
Families female ABC1
45-54
4
G7
Empty Nesters male ABC1
55-64
5
G8
Empty Nesters female C2DE
65+
6
G9
Retired male ABC1
G10
Retired female C2DE
Marital Status: code below
Single/separated/divorced/
widowed
1
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
143
SCREENING
S1.
SHOW CARD A Can I just check, do you or any of your immediate family work in any of the following
professions or occupations?
Market Research or Marketing
1
Public Relations or Journalism
2
Advertising
3
4
Directly involved in Wildlife
Management
CLOSE
None of these
S2a.
Have you ever attended a GROUP DISCUSSION
or IN-DEPTH INTERVIEW before?
No
1
GO TO Q1
Yes
2
GO TO S2b
S2c. How long ago was that?
S2b.
CLOSE
5
CONTINUE
What was the subject under discussion?
IF PREVIOUS SUBJECT RELATED TO THIS
PROJECT, THANK & CLOSE. OTHERWISE ASK Q2c
S2d How many group discussions & depth interviews
have you attended in the last 3 years?
Less than 6 months
1
THANK & CLOSE
1-6
1
GO TO Q1
More than 6 months ago
2
GO TO S2d
7 or more
2
THANK & CLOSE
INTERVIEWER DECLARATION
I DECLARE THAT THIS IS A TRUE RECORD OF A FACE TO FACE INTERVIEW WITH THE NAMED RESPONDENT WHICH WAS
CONDUCTED IN ACCORDANCE WITH THE INSTRUCTIONS AND THE CODE OF CONDUCT.
SIGNATURE:_____________________________________________________________
PRINT NAME:____________________________________________________________ DATE:_____________________________
METHOD OF RECRUITMENT
FROM CLIENT-SUPPLIED LISTS

FROM RECRUITER’S DATABASE

SNOWBALLING

FREE FOUND (In Street/House to house etc)

OTHER (PLEASE WRITE IN):______________________________________________________________________________
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Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
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Y
Close
N
Continue
Animal Welfare Organisations (such as the RSPCA or
Cats Protection League)
1
Ask Q1c. & Q1d.
Wildlife organisations (such as the RSPB or local wildlife
trust)
2
Ask Q1c. & Q1d.
None of the above
3
Go to Q2a.
Y
Close
N
Continue
Q1a. Are you a member or an active supporter of Animal
rights organisations (such as the League Against Cruel
Sports or Animal Aid)
Q1b. Are you a member of…(read out)
Q1c. Which organisation(s) do you belong to? (list below)
NB See recruiter instructions
Q1d. Ask for each organisation listed in Q1c:
Are you actively involved in [name of organisation]?
Q2a Ask G1 & G2: Do your parents have or are they
responsible for a garden?
Y
Recruit to Quota
N
Q2b. Ask G3-10: Do you have or are you responsible for a
garden?
Y
Recruit to Quota
N
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Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
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Give Respondent Show Card B and read out
The group discussion or interview you take part in will be audio recorded and a transcript will be
prepared.
This card describes how the information you provide will be used and the steps that will be taken
to protect your confidentiality.
Please sign below to indicate your agreement with this procedure.
Name:_________________________________________
Signature:______________________________________
Date:________________________
Occasionally, once a project is completed we may need to re-contact people who take part in a
research study either to follow up something that has arisen or to invite them to participate in some
research on a new topic.
Would you be willing for us to contact you in the future, should the need arise?
YES
NO
[ ]
[ ]
Record contact details below
Explain that you need to record the respondent's contact details so that they
can be contacted in the event of a change of plans (e.g. the moderator is ill)
and also for quality control procedures. Reassure respondents that this
information will only be used for these purposes.
RESPONDENT DETAILS
REASSURE RESPONDENTS THAT NO PERSONAL DETAILS OR RESPONSES WILL BE PASSED ON TO ANYONE NOT DIRECTLY
CONCERNED WITH THE RESEARCH.
NAME:______________________________________________________________________
ADDRESS:___________________________________________________________________Postcode________________________________
PHONE NO:
NO PHONE ( )
REFUSED NO ( )
SHOW CARD A
Market Research or Marketing
Public Relations
Journalism
Advertising
Directly involved in Wildlife Management
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
146
SHOW CARD B
The Data Protection Act requires that we collect and use the
information you provide to us in a manner that respects and
protects your confidentiality.
Your personal details (name, address, phone number) will not be
disclosed to anyone else without your permission other than
Creative Research, the company carrying out the research.
In most cases the recordings/transcripts will be heard/read only by the
transcriber and researchers from the research company.
The recordings/transcripts will only be listened to/read for research
purposes and only to pursue the aims of the study. Excerpts from the
recordings/transcripts may be used to illustrate the research findings.
This will always be done in a way to protect your identity (e.g. comments
will not be attributed).
The recordings/transcripts will not be used for non-research purposes,
such as promotion or direct sales activities.
In exceptional cases the recordings/transcripts will be listened to/read
by people from the client organisation working on this project. In these
circumstances, we will go through the material first to delete any
references to people's names or anything else that could identify them.
Anyone from the client organisation who listens to/reads the
recordings/transcripts will sign an undertaking that they will respect the
anonymity of those taking part. Thus, if anyone recognises you, (s)he will
immediately stop listening, watching or reading.
Any other material or information generated by you, such as ideas
written down on paper, will be subject to the same strict controls.
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Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
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Recruiter Instructions
This research is to do with public attitudes towards wildlife management and is being carried out
by a government department.
We are looking to recruit people to attend workshops that will last about 3 hours. During the
workshop, as well as discussing various issues, they will be given a number of tasks to do. They
don’t need to know anything about wildlife management; they will be told what it involves during
the workshop. An incentive of £60 will be paid.
Exclusions
We do not want to recruit anyone who is directly involved wildlife management (code 4 @ S1) –
Also see below about membership of animal rights and wildlife organisations.
The usual exclusions apply in terms of previous attendance at groups/depths (S2a-d).
General Quotas

In total we are looking to recruit 10 workshops (G1-10)

Please recruit 9 people for each workshop
Quotas

Lifestage - each workshop must comprise people from ONE of the following lifestages, you
will be told which lifestage you should recruit.
G1&2 Dependent young people
o aged between 16 and 20 – recruit a spread of ages
o they will either be in full-time education or have left school and be working/looking for
work – no more than 2 unemployed and they must be actively looking for work
o they are single and living in the parental home (students may live away from home
during term time).
G3&4 Young independent adults
o Likely to be aged in their twenties (you can recruit 1 or 2 in their early 30s provided
they meet the other criteria) – recruit a spread of ages
o they may still be in full-time education but more likely they are working/looking for
work – please ensure at least half are working; no more than 2 unemployed and they
must be actively looking for work
o they are financially independent of their parents (although some may still live at
home while saving up for a flat or house of their own)
o they will either be single or married/living with a partner but they will not have any
children.
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
G5&6 Families
o aged anywhere from late twenties to their fifties – recruit a spread of ages
o they all have one or more child aged 16 or under living in the family home
o recruit a mix of young families (all children aged under 12) and older families (at
least one child aged 12-16).
G7&8 Empty Nesters
o they have either never had any children or all their children are over 16 years old
o they could be anywhere between their late 30s to late 50s – recruit a spread of ages
G9&10 Retired
o although some at this lifestage may have taken early retirement (no more than 3),
the majority will have reached the State retirement age (60/65).

Gender - the workshops are gender specific so G1,3,5,7,9 are male and G2,4,6,8,10 are
female

SEG – each workshop will be recruited from either ABC1 SEGs or C2DE; you will be told
which SEG applies to your workshop.

Ethnicity – no quotas but try to recruit 2-3 BME respondents in each workshop

Member/supporter of an animal rights organisation – record at Q1a
o You must NOT recruit anyone who is a member or active supporter of any animal
rights organisations

Member/supporter of an animal welfare and wildlife organisations – record at Q1b
&Q1c
o You should check to see if respondents are members of these types of organisations
(Q1b.)
o If they are you should record the details at Q1c.
o If someone is a member of an organisation that represents a single species you
MUST CHECK WITH THE OFFICE before accepting them. This does not apply to
domestic animals e.g. if someone is a member of the Cats Protection League you
can recruit them
o For EACH ORGANISATION NAMED AT Q1c. you should ask if they are actively
involved with that organisation. We are leaving respondents to decide how to
interpret this. You should NOT recruit anyone who says they are actively involved

Have or are responsible for a garden – record at Q2.
o Note for dependent young people you should record if their family has a garden.
o Each of the following workshops (5,6,7,8,9,10) should contain at least 6 respondents
who have a garden or are responsible for a garden
o For the Young Adults workshops (3,4) half the respondents should have or are
responsible for a garden
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1.2
Discussion Guide
Moderator: check the rotation schedule at the end of the guide to determine whether your workshop will be given names of
species only (names) or names and visuals (visuals).
Also check to see if you should use List 1 or List 2.
Approx timings shown in lh margin
Introduction and Warm up
10m



Moderator introduces discussion – going to consider a range of issues relating to the
management of wildlife in England. This will involve discussing the issues, being given
some information to consider and carrying out a number of tasks either individually or in
pairs
Outlines ground rules:


open discussion of issues with everyone making a contribution


discussion to be recorded – how information will be used/confidentiality
no right or wrong opinions; okay to disagree with what others say but need to
respect other’s views
mobile phones switched off
Respondents introduce one another (names, family circumstances, what they do for a
living, how interested they are in nature/wildlife)
Meaning of Terms
25m




The term ‘wildlife management’ is displayed on a board and participants asked to write
down on post-it notes anything that comes into their minds in relation to this term; they
post their notes on the board; what the term means is discussed and group attempts to
arrive at a definition
S1
A possible definition of the term is displayed and discussed

does this sum up what the term means to people? Any surprises?

what does the term ‘wildlife’ cover? Animals and plants?All types of animals –
insects, snails, worms etc as well as mammals? Does it cover birds? Fish?

does the definition need to be modified in any way to make it clearer what it
means? Is it clear what vice versa means? Probe use of language/terms
S2
The term ‘non-native species’ is displayed on a board and participants asked to write
down on post-it notes anything that comes into their minds in relation to this term; they
post their notes on the board; what the term means is discussed and group attempts to
arrive at a definition
S3a
A possible definition of the term is displayed and discussed

does this sum up what the term means to people? Any surprises?

is the term ‘alien species’ better/worse than NNS? Why?

do they consider the term non-native species to cover animals and plants? Does
it cover all types of animals – insects, snails, worms etc as well as mammals?

does the definition need to be modified in any way to make it clearer what it
means? Probe use of language/terms (e.g. species)
S3b
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

The term ‘invasive non-native species’ is displayed on a board; participants discuss
what they think this means? What does the term invasive’ mean in this context?
S4a
A possible definition of the term is displayed and discussed

does this sum up what the term means to people? Any surprises?

which of the negative impacts would you be most concerned about –
environmental, economic, societal? What about health impacts? Impact on
Biodiversity?

does the definition need to be modified in any way to make it clearer what it
means? Probe use of language/terms

which of the following expressions makes most sense to people: environmental
impact, biodiversity impact, impact on wildlife?
S4b
Awareness
30m






20m
On a round-robin basis, participants invited to give examples of wildlife management
and/or invasive non-native species they are aware of. For each example, moderator
elicits

views on the species that are involved

why management is needed (if they are aware)

what this consists of and how they feel about it.
Once examples have been exhausted, moderator asks respondents to complete a short
self-completion questionnaire
S5a
Participants encouraged to build up a list of reasons why management/ control may
be needed; different suggestions are elicited and discussed

are some reasons felt to be more valid than others, which ones and why?

participants discuss the possible consequence of not adopting control measures
In a similar vein, participants asked to construct a list of different methods of control
and how they feel about these

are some methods of control more acceptable than others?

if the method of control entails killing plants and animals, is this acceptable? Do
opinions vary according to the method of killing or the species involved?
[Note to moderator: if running late, you can either just ask who they think is responsible
without showing S6 or drop this point altogether). Participants asked who they believe
is responsible for wildlife management and control. After an initial exploration of their
views, the moderator introduces a range of different ‘players’ and invites participants to
discuss what role, if any, they might have
Participants are given a set of cards with either the name of a different species on each
card or the name and picture of the species. Moderator explains that some of the plants
and animals are native and some are non-native species. Also, some of the species are
actively managed while others are not. Their task is to try to determine which is which

working as a group, the cards are sorted into piles (including don’t know piles)
and discussed – why do participants think some are native/non-native and why
some are/are not managed? NB Participants allowed to sort as they see fir but
moderator will suggest they begin by dividing the cards into native and nonnative first and then further sub-divide each of these sortings
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S6
S7a/b/
c/d

for those that they believe are managed, what methods do they think are used?
how do they feel about this?

moderator displays a board with the species sorted into their 4 groups; how many
of these are participants surprised about?
S8a/b/
c/d
Informed Response
30m

Moderator presents information about wildlife management & INNS. Participants given
handouts of slides to make notes on and refer to

Moderator explores initial reactions to what they have found out



were there any surprises? what?

how does what they have found out affect how they feel about wildlife and
invasive non-native species being managed?
Moderator focuses on reasons for wildlife management and INNS:

do participants feel that these are acceptable reasons for managing wildlife and
INNS?

are some reasons more acceptable or have a high priority than others? If so
which and why?

do they feel there are situations or occasions when it is wrong or inappropriate to
take action? if so which and why?
Moderator then focuses on the methods of control:

do participants feel that these are all acceptable methods of control?

are some more acceptable than others (eg poisoning vs shooting or killing vs a
non-lethal method)? if so which and why?

does the way participants feel about killing vary according to the species
involved: eg plants vs animals, insects vs mammals, pests, such as rats vs
animals such as deer? native vs non-native species? why is this?

on what basis do they imagine the decision is taken to use one method over
another – for example to cull rather than to use non-lethal methods

to what extent should the cost of the control method be taken into account?
[Note to moderator: depending on response, share the following information
with participants and probe reactions]
Wildlife Management decisions are based on balancing a range of issues of which cost is
only one. An example would be deciding whether or not to install fencing in response to
over grazing by deer. Fencing is expensive so a cheaper alternative could be culling
(which also generates revenue for the land owner) but equally the decision could be
taken to accept the damage if it is of a lower value than the cost of building and
maintaining fencing. But cost is not the only issue here, fencing can have welfare
concerns (e.g. deer becoming trapped, or being unable to access adequate food) also
fencing can simply move the problem elsewhere on to some one else's land
In most situations there are a range of techniques that might be appropriate, which
technique a landowner will employ will depends on the balance of cost (relative to
damage caused), welfare/impact non-targets, efficacy
Most wildlife management is carried out by the landowner and not the government (tax
payers)
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S9

45m


Participants divided into pairs. Each pair are given four case studies (in half the groups
the case studies will use just the names of the species while in the other groups they will
have both the names and pictures). Their task is to discuss their case studies and
decide to what extent they would support the measures, along with their reasons why. If
relevant, they might choose to support the principle of control but disagree with the
method. For each impact and method of control, they indicate on their sheet whether
they agree/disagree with it
This is followed by a discussion of the issues with the aim of identifying any general
principles in terms of what the public will or will not support and arriving at a set of
criteria for determining how to manage wildlife/invasive non-native species that all or
most of the public can agree with. Moderator explores what they have done as follows

participants start of by considering any case studies where they have ticked all
the boxes (i.e. they feel there are good reasons for controlling the species and
the methods of control are acceptable). Which ones and why is this?

they then consider any case studies where they disagreements with both the
reasons and the methods of control. Which ones and why is this?

if there are examples where they were undecided on both the reasons for control
and the proposed methods, which ones and why is this?

if there are examples where participants largely agree with the need for control
but are less sure about some or all of the methods, which ones and why is this?

if there are examples where participants largely disagree with the need for
control even if the proposed methods are acceptable, which ones and why is
this?

if there are any case studies not yet covered, which ones and how and why have
these been scored?
If not already covered above, Moderator to probe on whether any of the following makes
a difference:

native vs non-native; non-native species that have been here a long time (e.g.
rabbits, horse chestnut vs. more recently established non-natives (e.g. grey
squirrels)

the type of animal involved (e.g. mammals vs birds vs fish vs insects etc)

the method of control including if it is possible to establish a hierarchy of decision
making e.g. non-lethal methods should always be considered first but where
these are not possible (not effective, too expensive, etc), lethal methods can be
considered
Public Behaviour
20m

The moderator would now focus the discussion on what steps the general public can or
should take and what information or support would encourage this. As necessary, the
moderator will seed the discussion, for example:

what role the public could/should in prevention, monitoring/reporting and
managing such species? what information would they need to do these things?
how could this best be provided?

for those with gardens, what role should they play and what could be done to
help them

what role, if any, should suppliers such as pet shops and garden centres play
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S10a/
10b


reactions to possible support measures such as

information leaflets in retail outlets

posters at air and sea ports explaining what can and cannot be brought
into the country

warning/advisory signs informing people about non-native species and
the potential problems (e.g. in nature reserves

labels on plants

a website with relevant information

facilities for the safe disposal of plants and animals
At the end of the workshops, participants complete self-completion questionnaire.
S5b
Rotations
Card sets for the sorting task will either include just the species names or names and pictures
(visuals). In each case there are 2 different sets – list 1 and list 2.
Gender
Men
Dependent young people
Lifestage
Independent young adults
Families
Empty Nesters
Retired
Women
G1
G2
ABC1, Rural
C2DE, Urban
Names – List 1
Visuals – List 2
G3
G4
C2DE, Urban
ABC1, Suburban
Names - List 2
Visuals – List 1
G5
G6
C2DE, Suburban
ABC1, Rural
Visuals – List 2
Names – List 1
G7
G8
ABC1, Rural
C2DE, Urban
Visuals – List 1
Names – List 2
G9
G10
ABC1, Suburban
C2DE, Rural
Names – List 1
Visuals – List 2
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1.3
Stimulus Material
List of Stimulus
S1.
Wildlife Management
S7b
Card set (names only) – List 2
S2.
Definition of WM
S7c
Card set (names and pictures) – List 1*
S3a.
Non-Native Species
S7d
Card set (names and pictures) – List 2*
S3b.
Definition of NNS
S8a
Correct groupings (names only) – List 1
S4a.
Invasive Non-Native Species
S8b
Correct groupings (names only) – List 2
S4b.
Definition of INNS
S8c
Correct groupings (names & pictures) – List 1*
S5a.
Self-completion questionnaire
S8d
Correct groupings (names & pictures) – List 2*
S5b.
Self-completion questionnaire
S9
Presentation of WM and INNS information
S6.
List of players
S10a
Case studies (names only)
S7a
Card set (names only) – List 1
S10b
Case studies (names and pictures)*
*Stimulus material that incorporated pictures of the species as well as their names are not
included.
S1
Wildlife Management
S2
Wildlife Management involves the management of the impacts of wildlife on
human interests and vice versa
S3
Non-Native Species
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S3b
Native species
Any species that has colonised Great Britain since the last Ice Age without the
direct assistance of man. Species that may colonise GB in the future by natural
means may also be deemed native.
Non-native species
Any species that has colonised Great Britain since the end of the last Ice Age
with the direct assistance of man.
S4a
Invasive Non-Native Species
S4b
Invasive non-native species
Any non-native species that has the ability to spread and cause negative
environmental, economic or societal impacts.
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S5a
A
Name:_______________________________________
Workshop:_____________
Q1:
On a scale from 0 to 5, where 0 means you know nothing about the
subject and 5 means you know a great deal, please give a score based
on how much you feel you know about Wildlife Management?
____________________________________________________________________________
Q2:
Do you think Wildlife Management represents an important issue?
a) Yes
b) Not as far as I am aware
c) I don’t know enough about it to form an opinion
____________________________________________________________________________
Q3:
On a scale from 0 to 5, where 0 means you know nothing about the
subject and 5 means you know a great deal, please give a score based
on how much you feel you know about Non-Native Species?
____________________________________________________________________________
Q4:
Do you think Non-native Species represent an important issue?
a) Yes
b) Not as far as I am aware
c) I don’t know enough about it to form an opinion
____________________________________________________________________________
Q5:
On a scale from 0 to 5, where 0 means you know nothing about the
subject and 5 means you know a great deal, please give a score based
on how much you feel you know about Invasive Non-Native Species?
____________________________________________________________________________
Q6:
Do you think Invasive Non-native Species represent an important
issue?
a) Yes
b) Not as far as I am aware
c) I don’t know enough about it to form an opinion
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S5b
A
Name:_______________________________________
Workshop:_________
Q1:
On a scale from 0 to 5, where 0 means you know nothing about the
subject and 5 means you know a great deal, please give a score based
on how much you feel you know about Wildlife Management?
____________________________________________________________________________
Q2:
To what extent do you support efforts to manage and control wildlife
in England? Please tick one of the following.
a) I fully support efforts to manage/control wildlife in England
b) I largely support efforts to manage/control wildlife in England
although I have some reservations
c) I am neither for or against efforts to manage/control wildlife in
England – I can see arguments both for and against it
d) While there may be a few occasions when it may be necessary to
manage/control wildlife in England, I am largely opposed to the idea
e) I am totally against the idea of managing/controlling wildlife in
England
f)
I’m unsure how I feel about it
____________________________________________________________________________
Q3:
On a scale from 0 to 5, where 0 means you know nothing about the
subject and 5 means you know a great deal, please give a score based
on how much you feel you know about Non-Native Species?
____________________________________________________________________________
Q4:
Do you think Non-native Species represent an important issue for the
environment, conservation and agriculture?
a) Yes
b) Not as far as I am aware
c) I don’t know enough about it to form an opinion
PTO
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Q5:
On a scale from 0 to 5, where 0 means you know nothing about the
subject and 5 means you know a great deal, please give a score based
on how much you feel you know about Invasive Non-Native Species?
____________________________________________________________________________
Q6:
To what extent do you support efforts to manage and control invasive
non-native species in England? Please tick one of the following.
a) I fully support efforts to manage/control invasive non-native species
in England
b) I largely support efforts to manage/control invasive non-native
species in England although I have some reservations
c) I am neither for or against efforts to manage/control invasive nonnative species in England – I can see arguments both for and
against it
d) While there may be a few occasions when it may be necessary to
manage/control invasive non-native species in England, I am largely
opposed to the idea
e) I am totally against the idea of managing/controlling invasive nonnative species in England
f)
I’m unsure how I feel about it
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S6
Government Departments
Environment Agencies
Local Government
Scientists, Researchers, Academics
Land owners (eg farmers) and managers (eg game keepers)
Property developers
Pest controllers
Lobby groups, interest groups
General Public
S7a
American Mink
Hen Harrier
Black Swan
Himalayan Balsam
Bluebell
Japanese Knotweed
Bracken
Little Owl
Brown Rat
Oak Processionary Moth
Colorado Beetle
Pipistrelle Bat
Common Carp
Rabbit
Common Frog
Red Deer
Cormorant
Red Squirrel
Fallow Deer
Robin
Floating Pennywort
Ruddy Duck
Fox
Signal Crayfish
Furniture Beetle
Wireweed (a seaweed)
Garden Slug
Wood Mouse
Grey Seal
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S7b
Adder
Muntjac deer
Avocet
Mute Swan
Canada Goose
Pike
Chinese Mitten Crab
Polecat
Citrus Longhorn Beetle
Ragwort
Common Wasp
Red-necked Wallaby
Coypu
Rhododendron
Giant Hogweed
Ring-necked Parakeet
Grey Squirrel
Roe Deer
Hedgehog
Stoat
House Mouse
Water Primrose
Hummingbird Hawk-moth
Water Vole
Ivy-leaved Toadflax
Wood Pigeon
Magpie
Zander
Mole
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S8a
Native species that are not managed
Native species that are actively
managed
Bluebell
Bracken
Common Frog
Cormorant
Hen Harrier
Fox
Pipistrelle bat
Furniture beetle
Red squirrel
Garden slug
Robin
Grey squirrel
Red deer
Wood mouse
Non-native species that are not
managed
Non-native species that are actively
managed
Black swan
American mink
Common carp
Brown rat
Little owl
Colorado beetle
Wireweed (a seaweed)
Fallow deer
Floating pennywort
Himalayan balsam
Japanese knotweed
Oak processionary moth
Rabbit
Ruddy duck
Signal crayfish
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S8b
Native species that are not managed
Native species that are actively
managed
Adder
Common wasp
Avocet
Magpie
Hedgehog
Mole
Hummingbird hawkmoth
Pike
Polecat
Ragwort
Water vole
Roe Deer
Stoat
Wood pigeon
Non-native species that are not
managed
Non-native species that are actively
managed
Chinese mitten crab
Canada goose
Ivy-leaved toadflax
Citrus longhorn beetle
Red-necked wallaby
Coypu
Ring-necked parakeet
Giant hogweed
Grey squirrel
House mouse
Muntjac deer
Mute swan
Rhododendron
Water primrose
Zander
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S9
Wildlife Management
Why?
Wide range of reasons including
• reaction to exotic disease outbreak
• protection of livestock
• protection of infrastructure
• conservation
• protection of native biodiversity from invasive nonnative species
• protection of public health and safety
12
Wildlife Management
How – Animals
Commonly involves culling
• Shooting
• Poisoning
• Gassing
• Snaring resulting in strangulation
• Trapping followed by humane killing
• Traps designed to capture and kill animal instantly
• Oiling of eggs
The use of crossbows, bows and arrows and explosives are not
permitted for killing animals.
13
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Wildlife Management
How – Animals
Other methods include
• Deterrents/repellents
• Translocation
• Exclusion
• Habitat modification
• Biological control
• Supplementary feeding
• Immuno-contraceptives
14
Wildlife Management
How – Plants
• Cutting
• Ploughing
• Grazing
• Trampling
• Herbicides
• Bio-control agents
15
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Wildlife Management
Who?
Dept for Environment, Food & Rural Affairs (Defra)
• National policy & legislation
• Management of wildlife in response to outbreaks of notifiable
disease (eg rabies) – carried out by Government
agencies/contractors
• Advice
Providers of evidence/data eg
Defra Agencies eg
• Environment Agency, Natural England,
Animal Health
• Implement policy eg provide licences,
disease surveillance, conservation
monitoring
• Advice
•
•
•
•
•
Joint Nature Conservancy Council
Centre for Environment
Fisheries & Aquaculture Science
Central Science Laboratory
Academics
Lobby Groups, Stakeholders
Landowners, Managers, Developers
• Responsible for the management of
wildlife on their lands
• Need to operate within legislation and
may need to obtain licences in order to
cull animals/manage wildlife
• farming, conservation, animal
rights/welfare, game keepers, groups
representing single species, local
authorities etc.
• Lobby government
16
Non-Native Species
Facts & Figures
• A recent study found over 2,700 non-native species living in England of
which the majority (⅔) are plants
• Most do not cause problems. Many agricultural species (wheat, barley,
sheep etc.) are not native to Britain. Only a minority become invasive and
have negative impacts
• Non-native species spread through a variety of pathways e.g.
– intentional
– unintentional
– attached to ships or in ships’ ballast water
– via the horticultural trade
• The number of non-native species is likely to increase due to the growth
in world trade and global tourism. Climate change may also allow
species that are currently benign in Britain to become invasive.
17
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Non-Native Species
Cost
•
•
•
•
It is difficult to get an accurate estimate of the financial cost of non-native
species to the British economy
Recent estimates put it between £2 - £6 billion per annum
The cost of control of invasive water weeds alone is over £3 million per
annum in Britain
The less quantifiable costs to biodiversity and ecosystems are very hard
to quantify in monetary terms
Legal Position
•
•
It is an offence under the Wildlife and Countryside Act 1981 to release or
allow a non-native animal species to escape into the wild
It is also an offence to plant or cause a non-native plant species listed in
the Act to grow in the wild
18
Invasive Non-Native Species
Why Manage?
• After habitat loss, invasive non-native species are the
second biggest threat to biodiversity worldwide and, on
islands (like GB), are considered to be the biggest threat
Invasive non-native species can have lots of negative
impacts:
• Transmission of disease to native species
• Competition with native species
• Predation on native species
• Increased flooding risk
• Infrastructure damage
• Human health risks
19
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Invasive Non-Native Species
Government Strategy
1. Prevent NNS from entering or gaining foothold in UK
3. Once established, the cost of eradication is often prohibitive
– It is usually a case of mitigation measures and control e.g.
localised or possibly regular removal
Harder & more ££
2. Focus on those NNS either known to be or thought to have
potential to become invasive – aim is to eradicate them
before they become established
– Although there have been successful examples of eradication
20
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S10a
ADEER
Species information: Six species in GB. 2 native (Roe and Red) and 4 non-native
(Chinese water deer, Sika, muntjac and fallow). Herbivorous species of woodland and
woodland edge. Red deer are often found on open moor land. Roe are the most
populous species with and estimated 580,000 in GB. Red Deer are the second most
common with over 300,000 individuals in GB.
Impacts:

Deer have significant negative impacts on forestry, agriculture and habitats
(including protected sites) due to overgrazing

They are also involved in a large number of road traffic accidents costing
tens of millions of pounds and a small number of human fatalities every
year

Non-native sika deer hybridise with native red deer posing a risk to the
genetic purity of this species
For each impact:
put a  in the box if you feel this is a good reason for controlling
deer
put a  in the box if you feel this is a not a good reason for
controlling deer
put a ? in the box if you are unsure
Control:

Deer are predominantly controlled by shooting. This is carried out under
the restrictions outlined in the Deer Act 1991. This results in a quick
humane death. Culled animals are sold as venison.

Fencing is used in some cases to exclude deer from areas where they
may have a negative impact. However, in many cases fencing is
prohibitively expensive and simply acts to shift the problem elsewhere.
Deer can also become caught in fencing resulting serious debilitating
injury or death.

Tree guards around saplings to prevent browsing.

In the future there is the potential that immuno-contraceptives could be
used for these species. However, it is unlikely that the use of this method
alone would be adequate to control deer populations.
For each method: put a  in the box if you feel this is an acceptable method of
controlling deer
put a  in the box if you feel this is a not an acceptable method of
controlling deer
put a ? in the box if you are unsure
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RATS AND MICE
Species information: Widespread throughout GB in urban and rural environments.
Most common are the brown rat, house mouse and wood mouse. The brown rate and
house mouse are non-native species. Fast breeding, opportunistic nocturnal species
often associated with human activity.
Impacts:

Contamination of food with hair, urine and faeces

Carry a wide range of diseases and parasites that are potentially harmful to
humans and animals

Structural damage to property through gnawing. Damage ranges from minor
holes in walls to flooding, electrical fires or even structural collapse.
For each impact:
put a  in the box if you feel this is a good reason for controlling
rats and mice
put a  in the box if you feel this is a not a good reason for
controlling rats and mice
put a ? in the box if you are unsure
Control:

Avoid infestation through proper maintenance of buildings.

Rodenticides (many rodenticides do not result in a quick death).

Traps including humane traps that allow the animal to be released
(transferring the problem elsewhere) or spring traps to catch and kill the
animal instantly.

Rats may also be shot.

Gassing, although not widely used but can be used to kill rats within their
burrows. Carries the risk of killing non-target species.
For each method: put a  in the box if you feel this is an acceptable method of
controlling rats and mice
put a  in the box if you feel this is a not an acceptable method of
controlling rats and mice
put a ? in the box if you are unsure
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FOXES
Species information: A native species that is widespread throughout the GB including
urban and rural areas. Opportunistic species which eat a wide variety of prey species
such as small mammals, birds, insects, amphibians and reptiles as well as fruit and
vegetables. Occasionally, when faced with a large number of prey species, foxes may
kill large numbers without eating them. This is common practice among carnivores.
Population estimated to be between 200,000 and 300,000.
Impacts:

May prey upon species of economic importance such as lambs, piglets,
chickens and game birds. However, problems are often local,
unpredictable and sporadic.

In urban areas foxes also prey upon small domestic pets such as rabbits,
chickens and guinea pigs. Foxes are unlikely to be a danger to adult cats
and dogs.

In urban areas foxes cause nuisance by bin-raiding, digging in gardens
and calling during the breeding season.
For each impact:
put a  in the box if you feel this is a good reason for controlling
foxes
put a  in the box if you feel this is a not a good reason for
controlling foxes
put a ? in the box if you are unsure
Control
 Do not feed foxes to avoid attracting them.

Ensure that food stores, animal pens and waste bins are fox proof (where
possible)

Install fences to exclude foxes (uneconomic except for protecting high
value livestock).

Capture using baited cage traps followed by humane destruction or relocation
(transferring the problem elsewhere). Foxes are highly territorial and as such
relocation will result in the disruption of established social groups.

Shooting; usually at night using a rifle and high powered spotlight
(lamping). Dogs may be used to flush foxes from cover, must be carried
out in accordance with Hunting Act 2004.

Capture by free running snares followed by shooting.

Chemical repellents and deterrents.

In urban areas the killing or relocation of foxes only provides transient
relief from the problem.
For each method: put a  in the box if you feel this is an acceptable method of
controlling foxes
put a  in the box if you feel this is a not an acceptable method of
controlling foxes
put a ? in the box if you are unsure
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RABBITS
Species information: Widespread throughout GB. Population estimated at 15 million.
A non-native species brought to Britain from Europe in the twelfth century. Sociable
herbivore that lives in extensive underground burrows.
Impacts:

Major agricultural pest causing economic loses in excess of £100 million in
GB annually. Includes damage to cereal crops, grassland and forestry.

The burrowing behaviour of this species also lead to damage to
archaeological sites, monuments and landscapes.
For each impact:
put a  in the box if you feel this is a good reason for controlling
rabbits
put a  in the box if you feel this is a not a good reason for
controlling rabbits
put a ? in the box if you are unsure
Control:

Landowners have a statutory responsibility to manage rabbit infestations on
their land and to prevent them causing damage to neighbouring properties.

Gassing. This is the most effective control method.

Fencing to exclude rabbits from areas that require protection. Particularly
useful where other techniques are impractical.

Shooting. Popular method although due to high reproductive rate extensive
effort is required to be successful.

Cage trapping and humane despatch.

Spring trap resulting in capture and instant death.

Restraint of animal using free running snare followed by humane despatch.

Use of ferrets to drive rabbits into traps or onto waiting guns. Time
consuming and unlikely to be used in isolation.

Use of tree guards (to prevent tree damage only).

Chemical repellents. Expensive and ineffective in long term.
For each method: put a  in the box if you feel this is an acceptable method of
controlling rabbits
put a  in the box if you feel this is a not an acceptable method of
controlling rabbits
put a ? in the box if you are unsure
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CORMORANTS
Species Information: This large fish eating bird is commonly found in coastal areas
and inland waters throughout GB. It is a native species and it is estimated that there are
9,000 breeding pairs in the UK with 1,600 pairs breeding inland. Approximately 30,000
cormorants over-winter in GB with 10,000 of these inland.
Impacts:

Cormorants can cause serious localised economic and ecological damage to
fisheries due to their predation of fish species. Failed hunting attempts leave
fish scarred and prone to disease.
For each impact:
put a  in the box if you feel this is a good reason for controlling
cormorants
put a  in the box if you feel this is a not a good reason for
controlling cormorants
put a ? in the box if you are unsure
Control:

Use of visual or noise deterrents (less likely to be useful or effective on
rivers). This will only work if there are others suitable habitats nearby.

Provision of artificial refuges for fish species to escape predation.

Good habitat management to assist fish recruitment and survival.

Shooting (under licence). This is only applicable to specific areas where
cormorant impacts are severe. Effectiveness of this method is variable and in
the long term more cormorants will move to habitat replacing those that have
been culled.
For each method: put a  in the box if you feel this is an acceptable method of
controlling cormorants
put a  in the box if you feel this is a not an acceptable method of
controlling cormorants
put a ? in the box if you are unsure
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CORVIDS
Species information: Includes crow, jackdaw, jay, magpie and rook. Native species
that are widely distributed in UK. All members of this bird family are omnivorous, eating
a range of foodstuffs including seeds, fruit, carrion, mice, young birds and eggs.
Magpies are particularly renowned for taking young birds and eggs during the early
summer.
Impacts:

Damage to agricultural crops and livestock. Some members of this family
have been known to peck at wounds on livestock making them more severe
or even to attack newborn lambs.

Corvids are known to take the young and eggs of game birds and poultry.

The tendency of corvids to prey upon the young chicks and eggs of
songbirds has lead to the conclusion by some that they contribute to the
decline of these species. However, while this does occur, there is much
debate as to whether corvid predation is a significant factor in songbird
decline.
For each impact:
put a  in the box if you feel this is a good reason for controlling
corvids
put a  in the box if you feel this is a not a good reason for
controlling corvids
put a ? in the box if you are unsure
Control:

In the UK all birds are legally protected. However, there are general licences
for the control of corvids for the conservation of wild birds, public health and
safety and the prevention of serious damage to property (this includes crops
and livestock).

The most common method of control is the use of a Larsen trap. The Larsen
trap uses a decoy bird to attract others of the same species which can then
be humanely despatched.

Shooting.
For each method: put a  in the box if you feel this is an acceptable method of
controlling corvids
put a  in the box if you feel this is a not an acceptable method of
controlling corvids
put a ? in the box if you are unsure
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RAGWORT
Species information: Native species that is widespread throughout UK. Biennial plant
with yellow daisy-like flowers. A number of invertebrates and fungi species are reliant
on this grassland plant. Ragwort is also an important source of nectar for a number of
butterfly species, bees, moths and other insects.
Impacts:

Ragwort is toxic to grazing animals particularly horses. Can cause fatalities
through irreversible liver damage
For each impact:
put a  in the box if you feel this is a good reason for controlling
ragwort
put a  in the box if you feel this is a not a good reason for
controlling ragwort
put a ? in the box if you are unsure
Control:

Under the Weeds Act landowners can be compelled to manage injurious
weeds (including ragwort) upon their land.

Primarily controlled through the application of herbicides.

Cutting back or uprooting (either mechanically or by hand)

Potential for biological control using cinnabar moth (under development).
For each method: put a  in the box if you feel this is an acceptable method of
controlling ragwort
put a  in the box if you feel this is a not an acceptable method of
controlling ragwort
put a ? in the box if you are unsure
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STOATS
Species information: A native species that is widespread throughout the UK . Predator
of small birds, mammals and rabbits. Occasionally, when faced with a large number of
prey species, stoats may kill large numbers without eating them. This is common to
many carnivores
Impacts:

Predation of poultry, songbirds and game birds.
For each impact: put a  in the box if you feel this is a good reason for controlling
stoats
put a  in the box if you feel this is a not a good reason for
controlling stoats
put a ? in the box if you are unsure
Control:

Use of spring traps which capture and kill the animal instantly
For each method: put a  in the box if you feel this is an acceptable method of
controlling stoats
put a  in the box if you feel this is a not an acceptable method of
controlling stoats
put a ? in the box if you are unsure
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BRACKEN
Species information: A native species that was originally a woodland plant, however, changes
in land management practices have favoured the spread of bracken. Is an important habitat for
some fritillary butterfly species and birds such and the whinchat and nightjar.
Impacts:

Bracken is highly competitive and can replace other habitats including grassland and
heathland.

Bracken can reduce the available area for grazing and can cause poisoning in
grazing animals.

Bracken is a favoured habitat of the sheep tick, which can carry lymes disease.

It can have major negative impact on archaeological remains.

It is also carcinogenic in animals and humans.
For each impact:
put a  in the box if you feel this is a good reason for controlling bracken
put a  in the box if you feel this is a not a good reason for controlling
bracken
put a ? in the box if you are unsure
Control:

Before control takes place consideration needs to be given to the impact of the
control method e.g. impact on other plants; soil erosion due to the loss of bracken;
whether control brings adequate benefits; the long term costs.

Cutting. Needs to occur twice in the season over a period of 3 – 5 years. Will not
lead to eradication and should not be used where ground-nesting birds are present.

Crushing. Can be used where ground surface makes the use of machinery difficult.
Should not be used where there are ground-nesting birds, or on sites of
archaeological importance. Carries risk of soil erosion.

Livestock treading. Winter feeding of livestock to encourage crushing of young plants
and the disturbance of the ground which increases frost damage to plant structures.
In the spring livestock needs to be removed to prevent risk of poisoning. This method
is unreliable and should not be used where trampling risks damaging other plants or
archaeological site.

Burning. Only effective if follow up treatment used.

Ploughing and cultivation. Deep ploughing of the ground in summer which is left
undisturbed over winter followed by sowing of more desirable plant species in the
spring. Not suitable where other important ground flora present or on archaeological
site.

Use of Herbicides. Should not be used where other important flora present.
For each method:
put a  in the box if you feel this is an acceptable method of controlling
bracken
put a  in the box if you feel this is a not an acceptable method of
controlling bracken
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
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TOPMOUTH GUDGEON
Species information: The topmouth gudgeon is a small freshwater fish that originates
in South East Asia. It was probably introduced to Britain through the fish trade in the
1980/90s and it continues to be spread around Britain as a contaminant of other fish
stock.
Impacts:

It can achieve very high densities and can dominate freshwaters.

It carries a parasite that is a potential threat to native fish such as salmon
and carp.

It eats the eggs of other fish and eats vast amounts of plant life and
invertebrates thus upsetting natural ecosystems.
For each impact:
put a  in the box if you feel this is a good reason for controlling
topmouth gudgeon
put a  in the box if you feel this is a not a good reason for
controlling topmouth gudgeon
put a ? in the box if you are unsure
Control methods:

The Environment Agency has successfully eradicated them from 7 waters
using a fish poison. They are still present in about 25 other locations in
England and Wales.

There are also attempts to control this species by introducing perch (a
native fish species). It is not known how successful this will be.
For each method: put a  in the box if you feel this is an acceptable method of
controlling topmouth gudgeon
put a  in the box if you feel this is a not an acceptable method of
controlling topmouth gudgeon
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
178
RING-NECKED PARAKEET
Species information: This bird is native to India and Africa. It is a popular British cage
bird that regularly escapes from captivity. It has built up substantial populations (over
20,000 birds) in parts of south-eastern England.
Impacts:

It probably competes with native bird species (e.g. nuthatch).

In its native range it is a serious pest of agriculture, and damages a range of
crop species in England (apples, pears, grapes etc.).
For each impact: put a  in the box if you feel this is a good reason for controlling
ring-necked parakeets
put a  in the box if you feel this is a not a good reason for
controlling ring-necked parakeets
put a ? in the box if you are unsure
Control methods: This species is currently not controlled (apart from a very small
number of cases where there has been severe crop damage – all to fruit). Eradication
or control may be possible with the following methods:

Chemical sterilisation (not yet possible but potentially in the future)

Shooting

Trapping/netting - followed by humane killing
For each method: put a  in the box if you feel this is an acceptable method of
controlling ring-necked parakeets
put a  in the box if you feel this is a not an acceptable method of
controlling ring-necked parakeets
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
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AMERICAN BULLFROG
Species information: The American bullfrog is a large frog (twice as big as other
British frogs). It was introduced to Britain after being bought as pets and subsequently
released or escaped. There have only been two populations found in Britain so far both in ponds in Southern England and Natural England (the Government’s Nature
Conservation Agency for England) has been trying to eradicate them before they
spread.
Impacts:

It carries a fungal disease that is lethal to our native amphibians (but which
does not harm itself).

It also eats a wide range of native species – including small birds.
For each impact:
put a  in the box if you feel this is a good reason for controlling
American bullfrogs
put a  in the box if you feel this is a not a good reason for
controlling American bullfrogs
put a ? in the box if you are unsure
Control methods:

shooting adult frogs (in the pond) – carried out as part of the eradication
attempt by Natural England

draining down the pond and removing all adults and tadpoles (to be humanely
killed) – carried out as part of the eradication attempt by natural England

poisoning them in the pond (adults and tadpoles) – fish could be removed
before this poisoning is done otherwise they would also be killed. Poisoning
the ponds will kill most insects etc. in any case. The pond will take several
years to fully recover
For each method: put a  in the box if you feel this is an acceptable method of
controlling American bullfrogs
put a  in the box if you feel this is a not an acceptable method of
controlling American bullfrogs
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
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JAPANESE KNOTWEED
Species information: Japanese knotweed is a plant that was first imported from Japan
for use in gardens about 150 years ago. It is now well established in the wild in Britain,
especially in urban areas. It is currently proposed that the sale of this species be
banned.
Impacts:

It can grow through concrete and asphalt and even through buildings. Its
removal costs developers millions of pounds every year (including adding
tens of millions to the cost of developing the Olympic site).
For each impact:
put a  in the box if you feel this is a good reason for controlling
Japanese knotweed
put a  in the box if you feel this is a not a good reason for
controlling Japanese knotweed
put a ? in the box if you are unsure
Control methods:

Spraying regularly for 3 years with strong herbicides (this also kills other
plants nearby) – this is probably the most common method of dealing with
Japanese Knotweed

Removing soil down to 3m (10ft) depth and transporting it to one of only 6
designated disposal sites (this means lorries moving many tons of soil
around the country)

(Potentially) biological control involving the release of a Japanese louse that
as been tested and shown to (almost certainly) attack Japanese Knotweed
only
For each method: put a  in the box if you feel this is an acceptable method of
controlling Japanese knotweed
put a  in the box if you feel this is a not an acceptable method of
controlling Japanese knotweed
put a ? in the box if you are unsure
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FLOATING PENNYWORT
Species information: This species of plant is from South America and is sold in
garden centres to grow in ponds. It has escaped into the wild and is common in
waterways in SE England. It is likely that the sale of this plant will soon be banned in
Britain.
Impacts:

It grows rapidly, carpeting a whole waterway which can restrict/prevent
angling, cut off light to plants and animals in the water thus killing them

It can increase flood risk as it clogs waterways

It covers the water surface so completely it is a health hazard to animals
and people (they think it is dry land and step on it)
For each impact:
put a  in the box if you feel this is a good reason for controlling
Floating pennywort
put a  in the box if you feel this is a not a good reason for
controlling Floating pennywort
put a ? in the box if you are unsure
Control methods: Control of this plant costs many tens of thousands of pounds each
year in Britain.

Spraying the plant with pesticide (a herbicide) which also kills other plants

Mechanical removal – lifting out by hand or using a digger (probably the
most common method used in Britain but there is the problem that if a tiny
piece of the plant breaks off it can re-grow rapidly)

Potentially releasing a pest from its native range in South America (not yet
developed)
For each method: put a  in the box if you feel this is an acceptable method of
controlling floating pennywort
put a  in the box if you feel this is a not an acceptable method of
controlling floating pennywort
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
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GYRODACTYLIS
Species information: This species is a serious parasite of salmon. It is native to the
Baltic and has spread to Norway where it has devastated salmon stocks in the rivers to
which it has been introduced (accidentally). It is not yet present in Britain but it is a
threat.
Impacts:

It would devastate the salmon stocks if it did arrive in Britain and cost the
economy millions of pounds annually.
For each impact:
put a  in the box if you feel this is a good reason for controlling
Gyrodactylis
put a  in the box if you feel this is a not a good reason for
controlling Gyrodactylis
put a ? in the box if you are unsure
Control methods:

The only known method of controlling an outbreak is to poison the river it
arrives in – this would kill all life in the river (which would subsequently
recover over several years/decades). The alternative is to let Gyrodactylis
spread which would result in the deaths of many thousands of salmon
For each method: put a  in the box if you feel this is an acceptable method of
controlling Gyrodactylis
put a  in the box if you feel this is a not an acceptable method of
controlling Gyrodactylis
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
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COLORADO BEETLE
Species information: This small beetle is native to North America and has escaped
and become established in Europe. Not established in Britain but turns up regularly (on
produce).
Impacts:

The beetle feeds on potatoes and is a huge pest that would cost agriculture
millions of pounds worth of damage if it became established here.
For each impact:
put a  in the box if you feel this is a good reason for controlling
Colorado beetles
put a  in the box if you feel this is a not a good reason for
controlling Colorado beetles
put a ? in the box if you are unsure
Control methods:

Controlled by spraying with insecticides that kill the adults and larvae (young).
Other insects are also killed at the same time by the spray. This is the most
common method of control

In small outbreaks individual beetles can be picked off the potato plants and
killed
For each method: put a  in the box if you feel this is an acceptable method of
controlling Colorado beetles
put a  in the box if you feel this is a not an acceptable method of
controlling Colorado beetles
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
184
THE OAK PROCESSIONARY MOTH
Species information: This species of small moth is native to southern and central
Europe. A number of moths arrived in England in 2006 with oak trees imported from the
Netherlands. It has since spread to parts of western London (including Kew Gardens)
and the Forestry Commission, Defra and the Local Authorities are currently trying to
eradicate it.
Impacts:

The caterpillars (which group together in hundreds or even thousands)
cause damage to many native tree species, especially oaks – stripping them
completely of leaves.

The caterpillars also shoot out tiny hairs that can cause allergic reaction in
pets and people (this can be serious – requiring hospitalisation).
For each impact:
put a  in the box if you feel this is a good reason for controlling the
oak processionary moth
put a  in the box if you feel this is a not a good reason for
controlling the oak processionary moth
put a ? in the box if you are unsure
Control methods:

Spraying caterpillars with insecticide to kill them

Using flame throwers to incinerate them in the trees
Both methods are regularly used
For each method: put a  in the box if you feel this is an acceptable method of
controlling the oak processionary moth
put a  in the box if you feel this is a not an acceptable method of
controlling the oak processionary moth
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
185
GREY SQUIRREL
Species information: This is a small mammal that is native to North America. It was
deliberately released into the wild in Britain between on many occasions between 1878
and 1930. It has spread rapidly and is now established over most of England and
Wales. It is continuing its spread in northern England, Wales and Scotland. Its current
population is estimated at 2 million.
Impacts:

Grey squirrels carry a virus (squirrel pox) that is lethal to native Red
Squirrels but which it is immune to. Has thus caused the near extinction of
red squirrels in England and Wales (the population of red squirrels is now
only 120,000 – mostly in Scotland).

Grey squirrels also cause substantial damage to forestry by removing bark
from trees.
For each impact:
put a  in the box if you feel this is a good reason for controlling
grey squirrels
put a  in the box if you feel this is a not a good reason for
controlling grey squirrels
put a ? in the box if you are unsure
Control methods:

Live trapping (in a cage trap) followed by humane killing (shooting or
breaking neck) - (this is commonly carried out)

Poisoning with rat poison (warfarin)

Shooting (this is commonly carried out)

(Potential) control using immuno-contraception (this has yet to be fully
tested and is unlikely to be ready for use for many years)
For each method: put a  in the box if you feel this is an acceptable method of
controlling grey squirrels
put a  in the box if you feel this is a not an acceptable method of
controlling grey squirrels
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
186
COYPU
Species information: A large rodent (about the size of a large cat) native to South
America. It was introduced to Britain in the 1920s for fur farming and regularly escaped
and thus established a population in East Anglia.
Impacts:

It caused a flood risk by burrowing into banks

It caused habitat damage by eating native plants

It caused significant agricultural damage by eating crops such as sugar beet,
carrots etc.
For each impact:
put a  in the box if you feel this is a good reason for controlling
coypus
put a  in the box if you feel this is a not a good reason for
controlling coypus
put a ? in the box if you are unsure
Control methods:

It was eradicated in a campaign between 1980 and 1987. 20,000 animals
were live trapped (in cage traps) and humanely shot
Continental Europe still has a population (which is expanding) and causes million of
pounds worth of damage
For each method: put a  in the box if you feel this is an acceptable method of
controlling coypus
put a  in the box if you feel this is a not an acceptable method of
controlling coypus
put a ? in the box if you are unsure
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
187
RUDDY DUCK
Species information: This bird is native to North America where it is relatively
common (over 500,000 birds). It was released/escaped from wildlife collections in
Britain in the 1940s and became established over most of Britain by 1995. There is
currently a Government-led campaign to eradicate Ruddy ducks in the UK.
Impacts:

Some of the feral British ruddy ducks fly to Spain and interbreed with the very
rare white-headed duck. Interbreeding with ruddy ducks is the biggest threat
to the survival of this duck as a distinct species. [The Spanish Government
has spent millions of Euros trying to bring the White-headed duck back from
the brink of extinction. They have been very successful with the population in
Spain (the only country where it breeds in Europe) increasing from 22 in the
1970’s to over 2,000 today]. The ruddy duck has no obvious impact in Britain.
For each impact:
put a  in the box if you feel this is a good reason for controlling
ruddy ducks
put a  in the box if you feel this is a not a good reason for
controlling ruddy ducks
put a ? in the box if you are unsure
Control methods:

Shooting with rifles and shotguns (sometimes from boats).
For each method: put a  in the box if you feel this is an acceptable method of
controlling ruddy ducks
put a  in the box if you feel this is a not an acceptable method of
controlling ruddy ducks
put a ? in the box if you are unsure
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188
2
The Qualitative Research: Anglers
2.1
Recruitment Questionnaire
Wildlife Management & INNS
Hello, I'm ..........................from Creative Research, an independent market research company. I wonder if you would
be interested in taking part in some market research we are conducting. It involves taking part in a discussion with
other people like yourself, to share views and ideas. This would last for up to 2 hours. In return for your time, I can
offer you £45 as a contribution towards your expenses.
KEY DEMOGRAPHICS
D1 SOCIAL GRADE OCCUPATION OF HEAD OF HOUSEHOLD:
ASK THE FOLLOWING FIVE QUESTIONS TO CLARIFY HEAD OF HOUSEHOLD INFORMATION:
IF RETIRED, ASK FOR PREVIOUS OCCUPATION, IF PRIVATE
PENSION RECEIVED
IF LOCAL AUTHORITY OR CIVIL SERVICE OR ARMED FORCES,
ASK GRADE/RANK
IF SELF-EMPLOYED OR MANAGERIAL, ASK FOR NO. OF
EMPLOYEES RESPONSIBLE FOR
ASK FOR DETAILS OF TRAINING/QUALIFICATIONS
INDUSTRY (WRITE IN)
NOW CODE SOCIAL CLASS
ABC1
1
Gender: code below
C2DE
2
Age: write in and code below
____________________
Male
1
20-34
1
Female
2
35-44
2
45-54
3
55-64
4
65+
5
Recruit a mix
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Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
189
SCREENING
S1.
SHOW CARD A Can I just check, do you or any of your immediate family work in any of the following
professions or occupations?
Market Research or Marketing
1
Public Relations or Journalism
2
Advertising
3
4
Directly involved in Wildlife
Management
CLOSE
None of these
S2a.
Have you ever attended a GROUP DISCUSSION
or IN-DEPTH INTERVIEW before?
No
1
GO TO Q1
Yes
2
GO TO S2b
S2c. How long ago was that?
S2b.
CLOSE
5
CONTINUE
What was the subject under discussion?
IF PREVIOUS SUBJECT RELATED TO THIS
PROJECT, THANK & CLOSE. OTHERWISE ASK Q2c
S2d How many group discussions & depth interviews
have you attended in the last 3 years?
Less than 6 months
1
THANK & CLOSE
1-6
1
GO TO Q1
More than 6 months ago
2
GO TO S2d
7 or more
2
THANK & CLOSE
INTERVIEWER DECLARATION
I DECLARE THAT THIS IS A TRUE RECORD OF A FACE TO FACE INTERVIEW WITH THE NAMED RESPONDENT WHICH WAS
CONDUCTED IN ACCORDANCE WITH THE INSTRUCTIONS AND THE CODE OF CONDUCT.
SIGNATURE:_____________________________________________________________
PRINT NAME:____________________________________________________________ DATE:_____________________________
METHOD OF RECRUITMENT
FROM CLIENT-SUPPLIED LISTS

FROM RECRUITER’S DATABASE

SNOWBALLING

FREE FOUND (In Street/House to house etc)

OTHER (PLEASE WRITE IN):______________________________________________________________________________
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Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
190
Q1.
As part of your leisure activities, do you participate in
freshwater angling?
Y
Continue
N
Close
Less than 2 times a year
1
Close
At least 2 times a year
2
Continue
More than 2 times a year
3
Continue
Y
Continue
N
Close
Q2. How often do you go freshwater fishing in England?
Q3. Do you hold a ‘Rod Licence’ from the Environment
Agency?
Q4. Do you belong to an Angling club/organisation?
Y
Recruit to Quota
N
Q5. What type of angling do you do?
Course
1
Game
2
Recruit a Spread
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191
Give Respondent Show Card B and read out
The group discussion or interview you take part in will be audio recorded and a transcript will be
prepared.
This card describes how the information you provide will be used and the steps that will be taken
to protect your confidentiality.
Please sign below to indicate your agreement with this procedure.
Name:_________________________________________
Signature:______________________________________
Date:________________________
Occasionally, once a project is completed we may need to re-contact people who take part in a
research study either to follow up something that has arisen or to invite them to participate in some
research on a new topic.
Would you be willing for us to contact you in the future, should the need arise?
YES
NO
[ ]
[ ]
Record contact details below
Explain that you need to record the respondent's contact details so that they
can be contacted in the event of a change of plans (e.g. the moderator is ill)
and also for quality control procedures. Reassure respondents that this
information will only be used for these purposes.
RESPONDENT DETAILS
REASSURE RESPONDENTS THAT NO PERSONAL DETAILS OR RESPONSES WILL BE PASSED ON TO ANYONE NOT DIRECTLY
CONCERNED WITH THE RESEARCH.
NAME:______________________________________________________________________
ADDRESS:___________________________________________________________________Postcode________________________________
PHONE NO:
NO PHONE ( )
REFUSED NO ( )
SHOW CARD A
Market Research or Marketing
Public Relations
Journalism
Advertising
Directly involved in Wildlife Management
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192
SHOW CARD B
The Data Protection Act requires that we collect and use the
information you provide to us in a manner that respects and
protects your confidentiality.
Your personal details (name, address, phone number) will not be
disclosed to anyone else without your permission other than
Creative Research, the company carrying out the research.
In most cases the recordings/transcripts will be heard/read only by the
transcriber and researchers from the research company.
The recordings/transcripts will only be listened to/read for research
purposes and only to pursue the aims of the study. Excerpts from the
recordings/transcripts may be used to illustrate the research findings.
This will always be done in a way to protect your identity (e.g. comments
will not be attributed).
The recordings/transcripts will not be used for non-research purposes,
such as promotion or direct sales activities.
In exceptional cases the recordings/transcripts will be listened to/read
by people from the client organisation working on this project. In these
circumstances, we will go through the material first to delete any
references to people's names or anything else that could identify them.
Anyone from the client organisation who listens to/reads the
recordings/transcripts will sign an undertaking that they will respect the
anonymity of those taking part. Thus, if anyone recognises you, (s)he will
immediately stop listening, watching or reading.
Any other material or information generated by you, such as ideas
written down on paper, will be subject to the same strict controls.
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
Recruiter Instructions
This research is to do with public attitudes towards wildlife management and is being carried out
by a government department.
We are looking to recruit people a group of freshwater anglers to attend a group discussion that
will last about 2 hours. An incentive of £45 will be paid.
Exclusions
We do not want to recruit anyone who is directly involved in wildlife management (code 4 @ S1).
The usual exclusions apply in terms of previous attendance at groups/depths (S2a-d).
General Quotas

Please recruit 9 people
Quotas

SEG – no quotas but record details

Gender – no quotas, we expect that most anglers are men but if you find any female
anglers you can recruit them

Age – no quotas but try to recruit a spread of ages

Must be a freshwater angler @ Q1

Must go freshwater fishing in England at least 2 times a year or more @ Q3

Must hold a Rod Licence from the Environment Agency @ Q4

Belong to an angling club/organisation – at least half the respondents should belong to
an angling club or organisation @ Q4

Type of angling – course and game – recruit a mix @ Q5
2.2
Discussion Guide
Introduction and Warm up

Moderator introduces discussion – going to consider a range of issues relating to invasive non-native
species. We are especially interested in their views on the topic from the perspective of freshwater
anglers. It will involve discussing the issues, being given some information to consider and carrying
out a number of tasks either individually or in pairs

Outlines ground rules:

open discussion of issues with everyone making a contribution

no right or wrong opinions; okay to disagree with what others say but need to respect
other’s views

discussion to be record – how information will be used/confidentiality

mobile phones switched off
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
Respondents introduce one another (names, what they do for a living, the most
interesting/unusual fish they have ever caught)
Meaning of Terms

The term ‘non-native species’ is displayed on a board and participants asked to
A1a
write down on post-it notes anything that comes into their minds in relation to this
term; they post their notes on the board; what the term means is discussed and
group attempts to arrive at a definition
A1b


A possible definition of the term is displayed and discussed

does this sum up what the term means to people? Any surprises?

is the term ‘alien species’ better/worse than NNS? Why?

do they consider the term non-native species to cover animals and plants?
Does it cover all types of animals – insects, snails, worms etc? Does it
include fish in their opinions?

does the definition need to be modified in any way to make it clearer what
it means? Probe use of language/terms (e.g. species)
The term ‘invasive non-native species’ is displayed on a board; participants
A2a
discuss what they think this means? What does the term invasive’ mean in this
context?

A2b
A possible definition of the term is displayed and discussed

does this sum up what the term means to people? Any surprises?

which of the negative impacts would you be most concerned about –
environmental, economic, societal? What about health impacts? Impact on
Biodiversity?

does the definition need to be modified in any way to make it clearer what
it means? Probe use of language/terms

which of the following expressions makes most sense to people:
environmental impact, biodiversity impact, impact on wildlife?
Awareness

On a round-robin basis, participants invited to give examples invasive non-native
species they are aware of. For each example, moderator elicits

views on the species that are involved (NB moderator will make it clear we
are not only talking about fish or other aquatic plants/animals but any
INNS)
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

how the species were first introduced into this country (if they are aware)
Once examples have been exhausted, moderator asks respondents to complete a
A3a
short self-completion questionnaire


How do they feel about non-native fish that have been introduced to this country?

do they welcome them (for example, as interesting and exotic fish to
catch?) or do they perceive them as a problem?

if a problem – in what way are they a problem?

does it depend on the species – some may represent interesting
challenges while others may cause problems – if so, which species fall
into each group?

would they recognise a NN fish if they caught one?
How do they feel about non-native plants that have been introduced to this country
– by this we mean both aquatic plants and those that might grow on river banks etc?


do they welcome them or do they perceive them as a problem?

if a problem – in what way are they a problem?

does it depend on the plants – if so, which plants fall into each group?

would they recognise a NN plant when they saw one?
Are they aware of other non-native species (such as signal crayfish and zebra
mussels and curly waterweed) and the problems they cause?

Do they think that any problems caused by non-native fish and plants are important?
To them? The sport of angling? Overall?
Behaviour

What do they normally do when they catch fish? How often and under what
circumstances do they release fish back into the river/pond?

Have they ever caught a non-native species? Which ones?

what did they do with it?

are they aware of what the law says about it?

what would be their views on killing any NN fish they caught?
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
To what extent do respondents clean their fishing equipment (rods, nets, waders,
boats etc) after each fishing trip or when moving between different fishing waters?


if yes: what does this actually involve – what do they clean/how do they
clean it

if no: any particular reason why not? Is it that they don’t feel there is a
need?

Why might this be an issue?
Participants encouraged to suggest different ways in which non-native species have
been introduced into this country. Moderator will prompt in particular for ways in
which non-native fish and other aquatic species have been introduced. Further
prompts:


have they heard of anglers deliberately releasing species of fish into a
river or pond in order that they can then fish for them? Is this something
they have ever done themselves?

what is their view of this practice? What, if anything, does their fishing club
say about it?

to what extent are respondents worried about the spread of fish diseases
through the unauthorised movements of fish or inadequate cleaning of
equipment?
Participants are given a set of cards with the name and picture of the species.
A4
Moderator explains that some of the plants and animals are native and some are
non-native species. Also, some of the species are actively managed/controlled while
others are not. Their task is to try to determine which is which. Only examine their
awareness of native vs. non-native as the managed/not managed issue is irrelevant.

working as a group, the cards are sorted into piles (including don’t know
piles) and discussed – why do participants think some are native/nonnative and why some are/are not managed?

for those that they believe are managed, what methods do they think are
used? how do they feel about this?

moderator displays a board with the species sorted into their 4 groups;
how many of these are participants surprised about?
A5
Informed Response

Moderator presents information about INNS. Participants given handouts of slides to
A6
make notes on and refer to
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
Moderator explores initial reactions to what they have found out

were there any surprises? what?

how does what they have found out affect how they feel about invasive
non-native species being managed?
Public Behaviour

The moderator would now focus the discussion on what steps anglers can or should
take and what information or support would encourage this. As necessary, the
moderator will seed the discussion, for example:


what role anglers could/should have in prevention, monitoring/reporting
and managing such species? what information would they need to do
these things? how could this best be provided?

what could be done to help anglers recognise non-native fish when they
come across them?

what could be done to discourage anglers releasing non-native fish into
English waterways?

what could be done to encourage anglers to kill any non-native fish they
catch rather than releasing them back into the water?

response to idea of cleaning nets, boots etc to prevent things like spoors
for crayfish plague being introduced into new waterways

what role, if any, should angling clubs and organisations play?

are there any people who are well respected in the angling community
who could possibly act as a spokes person – someone who could
effectively communicate with anglers what they could do to help tackle
invasive non-native species?

reactions to possible support measures such as

information leaflets

notice boards at fisheries

information in retail outlets

articles in angling press

a website with relevant information

facilities for the safe disposal of non-native fish that are caught
At the end of the workshops, participants complete self-completion questionnaire.
A3a
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2.3
Stimulus
List of Stimulus
A1
Invasive Non-Native Species
A2
Definition of INNS
A3a/b
Self-completion questionnaire
A4
Card set (names and pictures)*
A5
Correct groupings (names and pictures)*
A6
Presentation of INNS information
*Only the names are included below.
A1
Non-Native Species
A1b
Native species
Any species that has colonised Great Britain since the last Ice Age without the
direct assistance of man. Species that may colonise GB in the future by natural
means may also be deemed native.
Non-native species
Any species that has colonised Great Britain since the end of the last Ice Age
with the direct assistance of man.
A2a
Invasive Non-Native Species
A2b
Invasive non-native species
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Any non-native species that has the ability to spread and cause negative
environmental, economic or societal impacts.
A3a
A
Name:_______________________________________
______________________________________________________________________
Q1:
On a scale from 0 to 5, where 0 means you know nothing about
the subject and 5 means you know a great deal, please give a
score based on how much you feel you know about Non-Native
Species?
______________________________________________________________________
Q2:
Do you think Non-native Species represent an important issue?
a) Yes
b) Not as far as I am aware
c) I don’t know enough about it to form an opinion
______________________________________________________________________
Q3:
On a scale from 0 to 5, where 0 means you know nothing about
the subject and 5 means you know a great deal, please give a
score based on how much you feel you know about Invasive
Non-Native Species?
______________________________________________________________________
Q4:
Do you think Invasive Non-native Species represent an important
issue?
a) Yes
b) Not as far as I am aware
c) I don’t know enough about it to form an opinion
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A3b
A
Name:_______________________________________
Q1:
On a scale from 0 to 5, where 0 means you know nothing about
the subject and 5 means you know a great deal, please give a
score based on how much you feel you know about Non-Native
Species?
______________________________________________________________________
Q2:
Do you think Non-native Species represent an important issue
for the environment, conservation and agriculture?
a) Yes
b) Not as far as I am aware
c) I don’t know enough about it to form an opinion
______________________________________________________________________
Q3:
On a scale from 0 to 5, where 0 means you know nothing about
the subject and 5 means you know a great deal, please give a
score based on how much you feel you know about Invasive
Non-Native Species?
______________________________________________________________________
Q4:
To what extent do you support efforts to manage and control
invasive non-native species in England? Please tick one of the
following.
a) I fully support efforts to manage/control invasive non-native
species in England
b) I largely support efforts to manage/control invasive non-native
species in England although I have some reservations
c) I am neither for or against efforts to manage/control invasive
non-native species in England – I can see arguments both for
and against it
d) While there may be a few occasions when it may be
necessary to manage/control invasive non-native species in
England, I am largely opposed to the idea
e) I am totally against the idea of managing/controlling invasive
non-native species in England
f) I’m unsure how I feel about it
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A4
Chinese mitten crab
Common carp
Egyptian goose
Wireweed (a seaweed)
Common frog
Roach
Water Vole
Cormorant
Pike
American mink
Giant hogweed
Floating pennywort
Himalayan balsam
Japanese knotweed
New Zealand pygmyweed
Ruddy duck
Signal crayfish
Sunbleak
Topmouth gudgeon
Water fern
Water primrose
Zander
Zebra mussel
A5
Native species that are not managed
Native species that are actively
managed
Common frog
Roach
Water Vole
Cormorant
Pike
Non-native species that are not
managed
Non-native species that are actively
managed
Chinese mitten crab
Common carp
Egyptian goose
Wireweed (a seaweed)
American mink
Giant hogweed
Floating pennywort
Himalayan balsam
Japanese knotweed
New Zealand pygmyweed
Ruddy duck
Signal crayfish
Sunbleak
Topmouth gudgeon
Water fern
Water primrose
Zander
Zebra mussel
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A6
Non-Native Species
Facts & Figures
• A recent study found over 2,700 non-native species living in England of
which the majority (⅔) are plants
• Most non-native species do not cause problems The majority of our
agricultural species (wheat, barley, sheep etc.) are not native to Britain.
Only a minority become invasive and have negative impacts
• Non-native species spread through a variety of pathways e.g.
– intentional
– unintentional
– attached to ships or in ships’ ballast water
– via the horticulture trade
• The number of non-native species is likely to increase due to the growth
in world trade and global tourism. Climate change may also allow
species that are currently benign in Britain to become invasive.
10
Non-Native Species
Cost
•
It is difficult to get an accurate estimate of the financial cost of non-native
species to the British economy
•
recent estimates put it between £2 - £6 billion per annum
•
the cost of control of invasive water weeds alone is over £3 million per annum
in Britain
•
the less-quantifiable costs to biodiversity and ecosystems are very hard to
quantify in monetary terms
Legal Position
•
It is an offence under the Wildlife and Countryside Act 1981 to release or
allow a non-native animal species to escape into the wild
•
It is also an offence to plant or cause a non-native plant species listed in
11
the Act to grow in the wild
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Invasive Non-Native Species
Why Manage?
• After habitat loss, invasive non-native species are the
second biggest threat to biodiversity worldwide and, on
islands (like GB), are considered to be the biggest threat
Invasive non-native species can have lots of
negative impacts. These include:
•
•
•
•
•
•
•
Transmission of disease to native species
Competition with native species
Damaging the sport
Predation on native species
Increased flooding risk
Infrastructure damage
Human health risks
12
Invasive Non-Native Species
Government Strategy
1. Prevent NNS from gaining foothold in UK
3. Once established, the cost of eradication is often
prohibitive
•
It is usually a case of mitigation measures and control e.g.
localised or possibly regular removal
•
Although there have been successful examples of
eradication
Harder & more ££
2. Focus on those NNS either known to be or thought
to have potential to become invasive – aim is to
eradicate them before they become established
13
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3
Qualitative Research: Trade Representatives
3.1
Discussions Guides
3.1.1 FACT REpresentative
Introduction

Invite respondent to introduce himself and the organisation he represents (FACT –
Fisheries and Angling Conservation Trust), his role in it and his
involvement/relationship with the Non Native Species Secretariat

Explain purpose of interview is for me a non angler - to get a better appreciation of
anglers, their behaviour and attitudes etc particularly in relation to the issue of nonnative species. My focus is on freshwater angling.

Starting point: any basics facts and figures about angling in England/UK

the number of anglers

the different types of angling

the different types of angler e.g. the amateur hobbyist, the professional
angler and all shades in between

how angling is organised as a sport e.g. what proportion belong to angling
clubs, take part in organised competitions etc

key organisations that anglers likely to belong to or are influenced by

key media sources – what do anglers read
Non-native Species

What is FACT’s stance in relation to non-native species

is it an important issue? why/why not?

what would be FACT’s definition of an invasive NNS?

does it consider all NNS to be a problem/just INNS?

does their stance only relate to non-native fish or does it extend to other
animals/plants?
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

what species, in particular, would FACTs consider to be INNS or NNS that
need to be controlled?

what message would/does FACT communicate to anglers about NNS?
Would anglers typically be aware that there is an issue relating to NNS?


if I was to ask the same questions of an angler, what sorts of responses
would I get

is it an important issue? why/why not?

are all NNS felt to be a problem/just INNS?

would their stance only relate to non-native fish or would it extend
to other animals/plants?
Do some anglers welcome the presence of INNS in England’s waterways? What
arguments would they use in support of their position? What counter arguments
might FACTs use to try and persuade them otherwise?
Behaviour


Would anglers recognise a NNS if they caught one?

Does it depend on the species?

What could be done to help anglers recognise NNS?

What could be done to encourage them to report NNS to the authorities?
What determines whether an angler kills a fish he has caught as opposed to
releasing it back into the waterway?


If the caught and recognised a NNS, what are they likely to do with it –
release it back into the water?

What could be done to encourage them to kill NNS they catch?

Are they likely to be aware of the legal position?
Is there any evidence to suggest that some anglers have deliberately introduced
NNS to this country or have deliberately encouraged their spread – for example, by
catching them in one waterway and releasing them in another?

Any idea of how often this happens?
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

What is the motivation behind such behaviour?

What arguments could be used to dissuade them from this?
What would anglers’ views be on the issue of bio-security

Would they recognise it as an important issue? why/why not?

For those who do recognise it as an issue, what sorts of things would they
be doing (e.g. cleaning rods, nets, waders, boats etc after each trip/ when
moving between different waterways)

What arguments could be used to persuade anglers of the importance of
bio-security?
Communicating with Anglers

If a government body such as NNSS or Defra wanted to communicate with anglers
what would be the most effective ways of doing this?

what role might angling clubs and other angling organisations play? Which
organisations?

what papers/magazines etc might represent effective channels? Would
editorial coverage be more effective than a direct call for action by
DEFRA?

are there any well respected people in the angling community that other
anglers would listen to and who could possibly act as spokes people

reactions to other possible methods of communicating with anglers:

information leaflets

notice boards at fisheries

information at retail outlets

a website

facilities for the safe disposal of NNS
Summing up

What would the consider to be the 2-3 most important things that NNSS and/or
Defra could do to persuade anglers of the importance of NNS which would
encourage them to change their behaviour?
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3.1.2 Retail Trade Representatives
Introductions


Moderator explains the focus of the interview is three-fold:

to gain a better appreciation of the size and structure of the retail trade
(horticultural trade, aquatic plants & animals, pet trade) prior to
undertaking a formal survey

to get some insights into the attitudes and behaviour of the trade in
relation to INNS

to consider what could be done to encourage the trade to take more
positive steps to address the issue of INNS
Respondent introduces himself and the organisation(s) he represents and what his
role is in relation to INNS
The Trade

You’re talking to someone who knows almost nothing about the retail trade so I
would like you to provide me with a crash course to help me understand the size and
structure of the retail trade and how it functions. My main interest is that part of the
trade that sells plants and animals to the public


overall size/structure

in terms of number of organisations and different types of organisations
e.g. multiple specialist, multiple generalist, independents with small
number of outlets, independent with sole outlet, etc

to what extent is there a cross-over between garden, aquatic and pet –
either the same organisation offering all/some or one type of outlet renting
space to another e.g. aquatic centre in a garden centre

relative importance of different parts of the trade in terms of
sales/customers/footfall etc
decision makers:

who are the key decision makers especially in terms of what is stocked
and where it is sourced; are there 1-2 key decision makers or several; with
the multiples, are the decisions taken at head office level or more locally?

do retailers operate a policy in terms of what they do/do not stock?
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

stock:

from where do retailers source their stock? reasons for this

what factors drive the choice of stock – e.g. easily propagated stock that is
cheap to source, customer demand, trying to find a point of difference

what are the key steps involved in terms of identifying a source of supply
to having it on sale in an outlet?
current trends:



what are the current or recent trends within the industry? what has been
driving this?
industry influencers/channels of communication

what are the key trade organisations or other bodies that retailers are
likely to belong to or take note of

are there industry publications that retailers are likely to receive and which
would influence their views

are there other key influencers that retailers respect

are there other channels of communication that are widely used by the
trade
trade sources

are there directories or other sources that provide listings of the trade
INNS


To what extent is the trade aware of the issue of INNS

if yes: what is driving this level of awareness? what information is the
trade receiving? from where?

if no: why is this?
How knowledgeable is the trade about the species they stock – would they know
which species are native and which are not? Would they know which non-native
species are or have the potential to be invasive?

Which INNS are currently on sale in England at the moment?
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

how widely available are these species – stocked by all/many/some/a few
retailers

what are the main drivers behind this: customer demand, availability, ease
of importing, costs/profitability etc

to what extent is the sale of such species important in terms of
revenue/profits?
To what extent is the trade aware of the horticultural code of practice? Why is this?
To what extent do they adhere to it? What are the tangible signs that it is being
adhered to?


What is the trade’s view of the issue:

an important issue and one that they need to be taking steps to address

an important issue but one that other people should be tackling? who?
why would they consider it an issue for someone else to tackle?

a relatively unimportant issue; why is this?
What steps are individual retailers taking to address the issue?

would they have a policy in place relating to INNS?

not stocking certain species?

providing POS information and advice to customers – does this include
information on plant labels for example or advice on how to manage and
dispose of such species?
Encouraging the Trade to Address the Issue of INNS

In the respondent’s opinion, what would be the most effective ways of encouraging
the trade to take more positive steps to address this issue?

Views on encouraging the trade not to stock certain species:

a ban on the import and sale of certain species

a voluntary ban on the sale of certain species – how could this be
introduced in a way that would be effective; which industry bodies would
need to be involved? how could it be policed?

clearer guidelines about what is invasive, the problems they cause and the
reasons why they should not be sold
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
Views on encouraging the trade to provide customers with information and
guidelines; what form might this take:



information on product labels – how explicit should this be; what should it
consist of?

leaflets/posters at PoS

better informed staff able to offer advice

whenever a certain species is purchased, the customer is handed a leaflet
explaining the issues of INNS

information on how to dispose of unwanted pets/plants

facilities for the disposal of such species
Views on the government raising awareness of INNS among the public

would the trade be for or against this

what sort of messages would they like to see conveyed in any campaign?
What help/assistance would the trade want/need from the government/Defra


to what extent would the trade welcome or resist information and advice
from the government/Defra (probe on both)? why is this?
What role should trade bodies play? Is the trade more likely to respond to trade
bodies than the government/Defra?

What lessons, if any, can be learned from previous examples – for example, a few
years ago there was a sudden and dramatic shift away from the sale of peat from
unsustainable sources – how did this come about – who was it driven by (trade,
consumer, government, trade bodies etc) and what were the significant factors that
resulted in the change
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4
Quantitative Research: The General Public
4.1
Structuring the Sample
The sample was structured to be representative of the population of adults (16+) in
England in terms of gender, age, SEG, Government Office Regions and location (urban
and rural). The relevant profile data for England are provided in 4.1.1. and the sample
profile we set out to achieve is described in 4.1.2.
4.1.1 Overall Profile of Population Aged 16+ in England
Gender
%
GOR*
Male
48
SE
16.3
Female
52
SW
10.0
London
14.6
East of England
10.9
100
Age
%
16-24
13
East Midlands
8.5
25-34
19
West Midlands
10.8
35-44
18
Yorks & Humberside
10.1
45-54
15
North West
13.7
55-64
16
North East
5.1
65+
19
Total
100.0
100
SEG
ABC1
50
C2DE
50
100
#Source: TNS Omnibus 2007
Location*
%
Major urban
33
Large urban
14
Other urban
27
Large market town
8
Rural town
9
Village
7
Dispersed
3
*Source: DEFRA Rural Focus Reports.
Data based on 2001 Census
urban (81%)
rural (19%)
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The seven categories of location shown above are based on a classification used in the
census. The Urban vs. Rural split is obtained by combining the top 4 and bottom 3
categories. The percentages correspond to those used by TNS Omnibus.
Defra has also developed a classification at the local authority level. Any one local
authority area is likely to include a mix of two or more of the above location types. The
Local Authority classification derives an overall ‘measure’ and involves 6 categories:

major urban

large urban

other urban

significant rural

rural 50 (50% of population living in rural towns, villages or dispersed)

rural 80 (80% of population living in rural towns, villages or dispersed).
This definition was used as the basis of drawing the sample for this research. The
method of selecting the research locations is described in 4.1.3.
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4.1.2 Sample Structure
National
Profile
Sample Profile
Gender
%
%
N
Male
48
50
300
Female
52
50
300
100
100
600
16-24
13
16.7
100
25-34
19
16.7
100
35-44
18
16.7
100
45-54
15
16.7
100
55-64
16
16.7
100
65+
19
16.7
100
100
100
600
ABC1
50
50
300
C2DE
50
50
300
100
100
600
SE
16.3
12
72
SW
10.0
11
66
London
14.6
11
66
East of England
10.9
11
66
East Midlands
8.5
11
66
West Midlands
10.8
11
66
Yorks & Humberside
10.1
11
66
North West
13.7
11
66
North East
5.1
11
66
Total
100
100
600
Urban
81
80
480
Rural
19
20
120
100
600
Age
SEG
GOR*
Location
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The sample profile was weighted to the national profile in the analysis using rim
weighting procedures on the following variables: age, GOR and location. The gender
and SEG variables were not weighted as the achieved sample profile was very close to
the national profile.
4.1.3 Drawing the Sample
The sample was drawn from 100 locations. The sampling points were distributed across
the GORs and urban/rural locations as shown below.
SE
SW
Lond.
E of E
EM
WM
Y&H
NW
NE
urban
9
8
11
8
8
9
9
9
9
80
rural
3
3
0
3
3
2
2
2
2
20
12
11
11
11
11
11
11
11
11
100
At each sampling point, we drew a sample quota as follows:
male
3
female
3
16-24
1
25-34
1
35-44
1
45-54
1
55-64
1
65+
1
ABC1
3
C2DE
3
The main challenge was in how to select locations that reflect the urban vs. rural split
and, in particular, choosing sampling points that met the definition of rural The Defra
classification based on the six categories described above has been developed at the
local authority level. This is helpful in selecting areas that fall into each category but it
was not precise enough for our purposes – a local authority that is defined as rural may
include some suburban or urban towns. Sampling locations were selected using a
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combination of an interactive tool available at
(http://www.rerc.ac.uk/interactivemaps/tool2.html) and large scale OS maps as follows:

For each GOR we selected a number of local authorities that are classified as
Urban (Major urban or Large urban), Suburban (Other urban or Significant rural)
and Rural (Rural 50 or Rural 80). This was done using the interactive tool and
applying the following criteria:

within each category, we selected a mix of sub-categories; for example, in
choosing four ‘Suburban’ local authorities we aimed to select two ‘Other
urban’ and two ‘Significant rural’


aiming to get a spread of locations across the GOR
We then chose specific urban and suburban locations by choosing appropriate
cities and towns

The rural locations were selected by checking on maps for small towns and
villages not designated as urban or suburban on the interactive map.
From a practical point of view, we did not want to be too prescriptive in terms of which
rural locations should be used for the interviews. We needed some flexibility in case
there are no suitable interviewers to cover a location. For this reason, we selected more
rural locations than we needed and allow the field agency to select those where they
had suitable interviewers.
4.1.4 Sample Locations
The following instructions were given to interviewers regarding the choice of locations.

A list of sampling locations are given below. These are grouped by GOR.

In the tables: the red and yellow rows refer to urban locations. Red represents
major cities/conurbations while yellow represents other urban areas. Green
represents rural locations. On the accompanying maps a slightly different colour
coding is used (major cities/conurbations = Red or Orange; other urban areas =
lighter and darker shades of yellow; rural locations = lighter and darker shades of
green).
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
Wherever possible, each table gives 2 choices for each location – either one of
these can be used but not both. The suggested locations are highlighted in bold
and underlined; the alternative locations are shaded in a lighter colour. The
sampling locations have been chosen from different Local Authority areas. Within
each Local Authority, one or more sampling points have been given. One or all of
these can be used to achieve the quota of 6 interviews. Care needs to be taken
to ensure the actual locations used fall within the Local Authority area. For
example, the Manchester sampling point should lie within the City of Manchester
local authority while the Trafford sampling point should fall within the Trafford
council area.

With the urban locations (red and yellow rows of the tables), the Local Authority
name and the chosen sampling point often go under the same name. Where the
Local Authority name does not relate to a particular town or city, one or more
options are given. For example, Mole Valley council (in the South East) where
the sample locations are either Dorking or Leatherhead.

Care needs to be taken with the rural locations. These must all be small towns
and villages and these will not correspond to the main town(s) within the Local
Authority area. We have provided a range of possible examples to choose from
although other examples are possible, provided they are small rural towns and
villages. It would be perfectly acceptable to recruit half the sample from one
village and half from a nearby village. If you decide to use sampling points
that are different from those shown, you must check with us first.
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East of England
First Choice
Second Choice
Local Authority
Sampling points
Local Authority
Sampling points
Southend on Sea
Southend on Sea
Castle Point
South Benfleet / Canvey
Island
Watford
Watford
Three Rivers
Rickmansworth /
Abbots Langley / South
Oxey
Epping Forest
Theydon Bois / Waltham Abbey
/ Loughton
Broxbourne
Chesthunt / Hoddesdon
Dacorum
Hemel Hempstead /
Berhamsted
Rochford
Rayleigh / Hawkwell
2a
Norwich
Norwich
Great Yarmouth
Great Yarmouth
2b
Bedford
Bedford
North Herts
Hitchin / Letchworth
2c
Brentwood
Brentwood
Chelmsford
Chelmsford
2d
St Albans
St Albans
Hertsmere
Borehamwood / Bushey
Huntingdonshire
Sawtry / Great Gidding / Stilton
Fenland
Chatteris / Doddington /
Ranson Moor
Braintree
Great Yedham / Sible
Hedington / Castle Hedrington
St Edmundsbury
Kedington / Ixworth /
Great Barton / Bardwell
Suffolk Coastal
Saxmundham / Aldeburgh/
Leison / Framlingham
Mid Suffolk
Elmswell / Needham
Market / Wetherden
1a
1b
1c
1d
3a
3b
3c
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2a
2a
3a
3a
3b
3c
2b
3c
2b
1d
3b
2d
1c
2d
2c
1c
2c
1d
1b
1a
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East Midlands
First Choice
Second Choice
Local Authority
Sampling points
Local Authority
Sampling points
1a
Leicester
Leicester (city)
Oadby & Wigston
Oadby / Wigston
1b
Nottingham
Nottingham (city)
Gedling
Arnold / Carlton
Broxtowe
Stapleford / Beeston /
Eastwood
Erewash
Long Eaton / Breaston
2a
Chesterfield
Chesterfield
Mansfield
Mansfield
2b
Northampton
Northampton
Corby
Corby
Charnwood
Loughborough / Quorndon /
Shepshed
Hinckley & Bosworth
Hinckley
Lincoln
Lincoln
Boston
Bosyon
Amber Valley
Belper / Hearnor / Ripley /
Duffield
South Derbyshire
Swadlincote / Melbourne
East Lindsey
Horncastle / Hundleby /
Coningsby
North Kesteven
Ruskington /
Metherington
South Northamptonshire
Middleton Cheney / Kings
Sutton / Roade / Hartwell /
Denton / Brafield on the Green
Daventry
Gailsborough / Hollowell /
Creaton / Ravensthorpe
Newark & Sherwood
Southwell / Boughton / Sutton
on rent / Collingham
Bassettlaw
Misterton / Walkeringha/
Gringley on the Hill /
Beckingham
1c
2c
2d
2e
3a
3b
3c
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2d
3c
3a
2a
2a
3c
3a
2e
1c
1b
1b
2d
1c
2e
2c
2c
2b
1a
3b
2b
3b
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London
First Choice
Second Choice
Local Authority
Sampling points
Local Authority
Sampling points
1a
Barking and Dagenham
any
Havering
any
1b
Brent
any
Harrow
any
1c
Croydon
any
Sutton
any
1d
Enfield
any
Barnett
any
1e
Hammersmith & Fulham
any
Kensington & Chelsea
any
1f
Islington
any
Camden
any
1g
Lambeth
any
Southwark
any
1h
Newham
any
Hackney
any
1i
Waltham Forest
any
Haringey
any
1j
Hillingdon
any
Hounslow
any
1k
Bromley
any
Bexley
any
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North East
First Choice
Second Choice
Local Authority
Sampling points
1a
Newcastle
Newcastle
1b
Chester-le-Street
Chester-le-Street
1c
Sunderland
Sunderland / Washington
1d
North Tyneside
Whitely Bay / Bolden/ Hebburn
1e
Stockton on Tees
Stockton-on-Tees/Billingham
1f
Middlesbrough
Middlesbrough
Redcar & Cleveland
Redcar / Markse by the sea /
Saltburn by the sea /
Guisborough
2a
Darlington
Darlington
2b
Hartlepool
Hartlepool
Alnwick
Teasdale
1g
3a
3b
Local Authority
Sampling points
Gateshead
Gateshead
South Tyneside
South Shields
Alnwick / Alnmouth / Amble /
Thropton / Rothbury
Berwick on Tweed
Bamburgh / Seahouses /
Wooler / Middleton Hall/
Chatton
Barnard Castle / Middleton in
Tees / Mickleton / Bowes
Wear Valley
Stanhope / Tow Law /
Wolsingham
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3a
3a
1d
1a
1c
1b
3b
2b
3b
1e
2a
1f
1g
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North West
First Choice
Second Choice
Local Authority
Sampling points
Local Authority
Sampling points
1a
Manchester
Manchester (city)
Trafford
Stretford / Sale /
Urmiston / Altrincham
1b
Knowsley
Knowsley / Huyton / Kirky /
Roby
Liverpool
Liverpool
1c
Oldham
Oldham
Rochdale
Rochdale
1d
Wyre
Fleetwood / Thornton
Fylde
Lytham St Annes /
Kirkham
1e
Wirral
Birkenhead / Bebington /
Heswell / Wallasy
Ellesmere Port & Neston
Ellesmere Port / Neston
2a
Barrow in Furness
Barrow in Furness
Blackburn with Darwen
Blackburn
2b
Burnley
Burnley / Padiham
Pendle
Nelson/ Colne /
Barrowford
2c
Carlisle
Carlisle
Lancaster
Lancaster / Heysham /
Morecombe
2d
Crewe & Nantwich
Crewe / Nantwich
Chester
Chester
3a
South lakes
Windermere / Ambleside /
Milnthorpe / Grange over
Sands
Eden
Kirkby Stephen / Alston /
Appleby in Westmorland
3b
Copeland
Cleator Moor / Egremont / St
Bees / Millom
Ribble Valley
Longridge / Salesbury /
Whalley
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3a
2c
3b
3a
2a
3b
1d
2b
1c
1b
1a
1e
2d
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South East
First Choice
Second Choice
Local Authority
Sampling points
Local Authority
Sampling points
1a
Dartford
Dartford
Gravesham
Gravesend / Northfleet
1b
Mole Valley
Dorking / Leatherhead
Woking
Woking
1c
Reading
Reading
Wokingham
Wokingham
1d
Southampton
Southampton
Portsmouth
Portsmouth
2a
Canterbury
Canterbury
Thanet
Broadstairs / Margate /
Ramsgate
2b
Milton Keynes
Milton Keynes
Oxford
Oxford
2c
New Forest
Ringwood / New Milton /
Lymington
West Berks
Newbury / Thatcham
2d
Guildford
Guildford
Hart
Fleet / Church
Crookham / Yateley
2e
Tunbridge Wells
Tunbridge Wells
Maidstone
Maidstone
3a
Aylesbury Vale
Ludgershall / Marsh Gibbon/
Quainton / Stewkley
Vale of White Horse
3b
Chichester
Midhurst / Petworth / Fernhurts
Wealden
Mayfield / Heathfield /
Wadhurst
3c
South Oxfordshire
Wallingford / Watlington /
Cholsey / Sonning Common
West Oxfordshire
Chipping Norton /
Charlbury / Hook Norton
Uffington / Stanford in the
Vale / Shellingford /
Charney Bassett / Lydford
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2b
3a
3c
2b
3c
3a
1a
1c
2c
2a
1b
2a
2d
2d
2e
1b
2e
3b
3b
2c
1d
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South West
First Choice
Second Choice
Local Authority
Sampling points
Local Authority
Sampling points
1a
Bournemouth
Bournemouth
Poole
Poole
1b
Bristol
Bristol
South Gloucester
Yate / Sodbury / Thornbury /
Winterbourne / Kingswood
2a
Gloucester
Gloucester
Cheltenham
Cheltenham
2b
Plymouth
Plymouth
2c
Swindon
Swindon
Bath & NE Somerset
Bath
2d
Exeter
Exeter
Weymouth & Portland
Weymouth
2e
Torbay
Torquay / Paignton / Brixham
2f
Taunton Deane
Taunton
Sedgemoor
Bridgewater / Burnham on
sea
3a
Salisbury
Durrington / Amesbury /
Shrewton / Bulford
East Dorset
Gussage St Michael /
Gussage All Saints /
Wimborne St Giles /
Edmonsham / Verwood
3b
North Cornwall
Wadebridge / Padstow /
Camelford
Torridge
Great Torrington /
Holsworthy / Hartland
West Dorset
Bearminster / Punknowle /
Chickerwell / Abbotsbury /
Ouddletown / Buckland Newton
North Dorset
Sturminster Newton /
Marnhall / Stalbridge /
Winterborne / Whirechurch
3c
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2a
1b
2c
2c
2f
3a
2f
3b
3c
3a
3c
3b
1a
2d
2e
2b
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West Midlands
First Choice
Second Choice
Local Authority
Sampling points
Local Authority
Sampling points
1a
Birmingham
Birmingham
Sandwell
Oldbury / Smethwick /
West Bormwich
1b
Wolverhampton
Wolverhampton
Dudley
Dudley / Halsowen
1c
Stoke on Trent
Stoke
Newcastle under Lyme
Newcastle under Lyme
1d
Coventry
Coventry
Solihull
Solihull
2a
Nuneaton and Bedworth
Nuneaton / Bedworth
Tamworth
Tamworth
2b
Telford and Wreakin
Telford / Bedworth
Shrewsbury & Atcham
Shrewsbury
2c
Bromsgrove
Bromsgrove
Wyre Forest
Kidderminster / Stourport
on Severn
2d
Stafford
Stafford
East Staffordshire
Burton on Trent
2e
Warwick
Warwick / Leamington Spa /
Kenilworth
Rugby
Rugby
3a
South Shropshire
Lydbury North / Clun / Bishops
Castle
Bridgenorth
Much Wenlock /
Albrighton / Shifnal
Herefordshire
Ledbury / Much Marcle / Hay
on Wye / Whitney on Wye /
Kington
Malvern Hills
Upton on Severn /
Longdon / Malvern Wells
/ Little Malvern
3b
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1c
1c
2d
2d
2b
2b
2a
1b
3a
1a
3a
1b
2a
1a
1d
2c
1d
2c
3b
3b
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Yorks & Humberside
First Choice
Second Choice
Local Authority
Sampling points
Local Authority
Sampling points
1a
Leeds
Leeds
1b
Bradford
Bradford
Kirklees
Huddersfield
1c
Wakefield
Wakefield
1d
Sheffield
Sheffield
1e
Hull
Hull
Rotherham
Rotherham
2a
York
York
Harrogate
Harrogate / Ripon /
Knaresborough
2b
North East Lincolnshire
Grimsby / Cleethorpes /
Immingham
Calderdale
Halifax
Doncaster
Doncaster
2c
Scarborough
Scarborough / Whitby
2d
Barnsley
Barnsley / Worsborough /
Royston / Dearne
3a
East Riding
Pocklington / Hornsea/
Withersea / Keyingham /North
Newbold
North Lincolnshire
Brigg / Broughton /
Barton on Humber /
Goxhill / Ulceby
3b
Richmondshire
Richmond / Catterick
Hambleton
Bedale / Easingwold /
Thirsk
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2c
3b
3b
2a
2a
3a
1b
1a
1d
2b/c
1c
1a/b/c
3a
2d
2d
2b
1d/e
1e
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4.2
The Interview
4.2.1 General Public Questionnaire
Enter 4 digit Location code:
The survey is being carried out on behalf of DEFRA - the Department for the Environment, Food and
Rural Affairs. DEFRA is interested in hearing people's opinions on a number of things about wildlife.
The interview will take about half an hour to complete.
SECTION A: Quotas & Demographics
First of all, I should like to ask you a few questions about yourself. This is to ensure we interview a
good cross-section of the general public
A1
A2
A3
Record Respondent's Gender
male ...................................................
1
female ................................................
Use SHOWCARD A2: record Respondent's Age
1
16-24 ..........................
35-44 ..........................
2
25-34 ..........................
45-54 ..........................
3
4
2
55-64 ..........................
65 and above .............
5
6
Record whether respondent has any children (please record whether the respondent has any
children of their own - so in the case of a teenage respondent living in the parental home you should
use code 1 unless respondent has a child of their own)
1
3
Does not have children ......................
Has 1 or more child aged 12-16 .........
2
Has 1 or more child aged under 12 ....
Has 1 or more son/daughter aged 17
4
or older ...............................................
ASK the following questions as necessary to establish social grade of the Chief Wage Earner
Note to data entry: enter response to A3g only
A4a
Occupation of Chief Wage Earner
A4d
If Local Authority/Civil Service/Armed
Forces: ask for grade/rank
A4b
If Retired: ask for previous occupation and if
private pension received
A4e
Training/Qualifications:
A4f
Industry:
A4c
A4g
A5
If Self employed/Managerial: ask for
number of employees responsible for
Now code Social Grade
1
AB.................
C1 .................
Record full postcode: explain this
information will only be used to analyse
where the people we interview are from
2
A6
C2 .................
3
DE.................
4
Would you say that the location where
you live is... READ OUT (except DK)
1
Urban .............................................
2
Rural ..............................................
3
Semi urban/semi-rural....................
4
Don't Know.....................................
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SECTION B: Animals and Birds
B1
Do you, or does any member of your family that lives with you, have any pets or keep any
animals or birds?
ASK B2-B8
SKIP TO Section C
1
2
Yes ...............................
No .................................
B2
SHOWCARD B2
Which of the following types of animals or birds do you and/or other members of your
immediate family own?
PROMPT TILL EXHAUSTED: any others?
01
23
1 Cat............................
23 Tropical fish .............
44 Salamander .............
02
2 Dog...........................
24 Saltwater/marine
45 Snake ......................
24
fish................................
03
3 Chinchilla ..................
46 Terrapin ...................
25
Other
type
of
fish
04
4 Ferret........................
47 Tortoise ...................
(tick here & write in
05
5 Gerbil........................
48 Other
25
below @ B4).................
reptile/amphibian (tick
06
6 Guinea Pig................
26
.....................................
here & write in below
07
7 Hamster ....................
27
.....................................
@ B6) ...........................
08
8 Horse/pony ...............
28
.....................................
.....................................
09
9 Mouse.......................
29
.....................................
50 Spider ......................
10
10 Rabbit .....................
30
.....................................
51 Stick insect ..............
11
11 Rat...........................
31
31 Budgerigar...............
52 Other
12 Other small
insect/invertebrate (tick
32
32 Canary.....................
mammal (tick here &
here & write in below
33
33 Finch........................
12
write in below @ B3) ....
@ B7) ...........................
34
34 Parrot.......................
13
.....................................
.....................................
35 Other type of bird
14
.....................................
.....................................
(tick here & write in
15
.....................................
55 Some other type of
35
below @ B5).................
16
.....................................
pet (tick here & write in
36
.....................................
below @ B8).................
17
.....................................
37
.....................................
.....................................
18
.....................................
38
.....................................
.....................................
19
.....................................
39
.....................................
.....................................
20
.....................................
40
.....................................
.....................................
21 Goldfish (in
41
41 Frog/Toad................
21
60 Any type of farm
aquarium/pond etc) ......
42
42 Lizard.......................
animal...........................
22 Koi carp (in
43
43
Newt
........................
22
aquarium/pond etc) ......
B3
Other small mammal
B6
Other type of amphibian/reptile
B4
Other type of fish
B7
Other type of insect/invertebrate (record if
kept in a tank/aquarium or in a pond)
B5
Other type of bird
B8
Some other type of pet
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
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SECTION C: Gardens
C1
ASK ALL
Do you have a garden?
Yes ..............................................................................................
No ................................................................................................
C2
C4
ASK C2
2
SKIP to Section D
1
ASK C3
2
SKIP to C4
ASK ALL WITH GARDEN
Does your garden have a pond or water feature?
Yes ..............................................................................................
No ................................................................................................
C3
1
ASK ALL WITH POND OR WATER FEATURE
Does your pond or water feature contain...?
Read out and tick whichever apply
plants ...........................................................................................
fish ...............................................................................................
other aquatic life ..........................................................................
none of these...............................................................................
ASK ALL WITH A GARDEN
Who decides what sorts of plants you grow in your garden?
Respondent is solely responsible for deciding what sorts of
plants are grown ..........................................................................
Respondents is responsible along with other members of the
family for deciding what sorts of plants are grown .......................
Respondent is not at all responsible for deciding what sorts of
plants are grown ..........................................................................
1
2
3
4
1
ASK C5 to C7
2
ASK C5 to C7
3
SKIP to Section D
ASK ALL WITH GARDEN C5 - C7
C5
SHOWCARD C5
Where do you/you and other members of your family get plants for your garden/garden and
pond? Which of the things on this list do you use/do?
01
1 Garden Centre .......................................................................................................
02
2 Retail nursery (where they grow their own plants and sell them to the public) ......
03
3 DIY Store (eg B&Q, Homebase etc) ......................................................................
04
4 Supermarket...........................................................................................................
5 Aquatic shop/centre (specialises in aquatic plants and animals; may be located
05
in a garden centre) .....................................................................................................
06
6 Mail order ...............................................................................................................
07
7 Market/market stall.................................................................................................
08
8 From a website.......................................................................................................
09
9 Been given them by friends/relatives .....................................................................
10
10 From wild plants from my local area (eg taking cuttings, uprooting) ....................
11
11 Brought plants/cuttings etc home when I've been on holiday abroad ...................
12
12 By some other method (tick here & write in below) ...............................................
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C6
SHOWCARD C6
Which, if any, of the following information and advice do you use to help you decide what
plants to buy for your garden/garden and pond?
01
1 Staff in Garden Centres, nurseries etc ...................................................................
02
2 Labels on plants .....................................................................................................
03
3 Information on seed packets ..................................................................................
04
4 Gardening programmes on TV/radio......................................................................
05
5 Gardening magazines ............................................................................................
06
6 Gardening books....................................................................................................
07
7 Gardening organisations such as RHS, Kew Gardens etc .....................................
08
8 Newspapers ...........................................................................................................
09
9 Internet...................................................................................................................
10
10 Friends/relatives...................................................................................................
11
11 By some other source of information/advice (tick here & write in below) ..............
12
12 I don't use any information or advice when buying plants .....................................
C7
SHOWCARD C7
Which of these describe how you dispose of plants from your garden/garden and pond you
no longer want? Any others?
Code all that apply
01
1 Compost them........................................................................................................
02
2 Put them in the council garden waste ....................................................................
03
3 Put them in the dustbin/waste bin ..........................................................................
04
4 Burn them ..............................................................................................................
05
5 Take them to the tip/refuse dump ...........................................................................
06
6 Plant them in the wild .............................................................................................
07
7 Dispose of them in the wild (e.g. thrown them into a hedgerow)............................
08
8 Put aquatic plants into a pond, river or lake ...........................................................
09
9 Put live fish/other aquatic animals into a pond, river or lake ..................................
10
10 Something else (tick here and write in below).......................................................
11
11 None of the above.................................................................................................
SECTION D: Wildlife Management
ASK ALL D1 - D4
D1
D2
Have you come across the term 'wildlife management' before?
1
2
Yes .............................
No...............................
Don't Know/Unsure ....
3
What do you think is meant by the term 'wildlife management'? Anything else?
SHOWCARD D3: Here is a definition of wildlife management that I should like to use.
READ OUT DEFINITION. Leave definition on view until you get to Section E
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SHOWCARD D3/D4
I am going to read out to you some of the reasons why wildlife management may be necessary.
The methods of control vary. In some situations, it may be necessary to kill the plants or animals
causing the problem. Where appropriate, other methods are used such as: erecting fences to
exclude animals from an area, moving plants and animals to another location, biological control
such as keeping birds of prey at airports to scare off other birds, providing wildlife with methods
of crossing busy roads (such as tunnels).
For each of the reasons I read out, I should like you to tell me whether or not you agree that
wildlife should be managed. Please choose your answer from this card. There is no right or wrong
answer, it is your personal opinion we are interested in.
D3
READ OUT REASONS. ROTATE YOUR STARTING POINT AND INDICATE THIS WITH A TICK
AGAINST THE STATEMENT.
If respondents cannot decide, code under 'Don't Know'. If respondent says 'it depends', encourage
them to choose one of the options that comes closest to how they feel. If necessary, code under
'neither agree/disagree' or as 'don't know'
Agree
somewhat
Strongly
agree
Disagree
somewhat
Neither
Strongly
disagree
Don't
Know
To prevent, control and eradicate the
outbreak of diseases such as rabies and foot
and mouth.........................................................
1
2
3
4
5
6
To protect livestock e.g. from foxes ..................
1
2
3
4
5
6
To protect crops e.g. from birds ........................
To protect buildings and other infrastructure
e.g. closing rabbit burrows that are
undermining foundations ..................................
To conserve habitats e.g. controlling deer
that are causing damage to woodland..............
To protect important nesting sites from
predators ..........................................................
To protect human health e.g. controlling rats
and mice ...........................................................
To protect human safety e.g. to reduce the
chances of road traffic accidents ......................
To enable new developments (roads,
factories, housing, etc.) to take place ...............
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
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D4
SHOWCARD D3/D4
I'm going to read to you some things that other people have said about wildlife management.
In each case, I'd like you to tell me how much you agree by choosing one of the answers from
this card. There is no right or wrong answer, it is your personal opinion we are interested in.
Read out statements. Rotate your starting point and indicate this with a tick against the first
statement. If respondent says 'it depends', encourage them to choose one of the options that comes
closest to how they feel. If necessary, code under 'neither agree/disagree' or as 'don't know'
Agree
somewhat
Strongly agree
There should be rules and regulations about
the methods used to control wildlife..................
Where it is necessary to kill animals, only
THE MOST humane methods should be
used even if this means it costs more...............
Where wildlife is causing a serious problem, I
am willing to support more drastic measures
of wildlife management if this provides an
effective long-term solution...............................
Rather than managing wildlife, we should
make a far greater effort to change our own
behaviour..........................................................
If a plant is causing a serious problem, we
should take steps to deal with it even if this
means killing the plant in question....................
When it comes to wildlife management, I
don't have any problems with the killing of
plants or animals that pose a risk to human
health and safety ..............................................
I don't think man has the right to manage
wildlife - we should leave nature to take it's
own course .......................................................
If an animal is causing a serious problem, we
should take steps to deal with it even if this
means killing the animal in question .................
Disagree
somewhat
Neither
Strongly disagree
Don't
know
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
SECTION E: Invasive Non-Native Species
E1
ASK ALL E1 - E11
Have you come across the following terms before?
Read out each term and code as appropriate. Rotate your starting point and indicate this with a tick
against the first statement.
Yes
Native species ........................................................
Non-native species .................................................
Alien Species..........................................................
Invasive non-native species....................................
Invasive alien species
E2
Don't
Know/Unsure
No
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
What do you think is meant by the term non-native species? Anything else?
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E3
What do you think is meant by the term invasive non-native species? Anything else?
E4
Have you seen or heard any recent publicity about invasive non-native species
1 Ask E5
2 Skip to E6
Yes .............
No...............
E5
ASK ALL ANSWERING YES @ E4
Where did you see and/or hear this publicity? DO NOT PROMPT
Where possible, use codeframes below otherwise Tick 'Other' and write answer in box below.
1
BBC Breakfast TV ..............................
Any other Radio programme ..............
2
BBC Radio .........................................
Any other Website/internet.................
3
BBC Website/Internet.........................
Any Newspaper..................................
4
Any other TV programme ...................
Other (tick here and write in below)....
5
6
7
8
ASK ALL
SHOWCARD E6: Here are definitions of 'non-native species' and 'invasive non-native species' that
I should like to use.
READ OUT EACH DEFINITION. Leave showcard on display until the end of the interview
E6
DO NOT PROMPT
Can you suggest any 'invasive non-native species' that you are aware of in Great Britain? Any
others?
Where possible, use precodes or write in box below.
01
07
American mink ..........................................
Slipper limpet ............................................
02
08
Chinese mitten crab..................................
Japanese knotweed..................................
03
09
Citrus longhorn beetle ..............................
Water primrose .........................................
04
Grey squirrel .............................................
respondent unable to name any invasive
10
non-native species....................................
05
Ruddy duck...............................................
06
Signal/American crayfish ..........................
Write in all other species mentioned below
E7
SHOWCARD E7/E8
Leaving aside whether or not they may be invasive non-native species, which, if any, of the
animals and plants on this list are you aware of? Any others?
If respondent is not aware of any animals or plants on the list code as 'none of these'.
01
05
1 American mink...........
5 Red deer....................
10 Hornbeam................
02
06
2 Chinese mitten crab...
6 Red squirrel ...............
11 Japanese knotweed
07
3 Citrus longhorn
7 Ruddy duck ...............
12 Ragwort ...................
03
beetle............................
08
8 Signal crayfish ...........
13 Water primrose ........
04
4 Grey squirrel ..............
09
9 Slipper limpet.............
14 None of these ..........
10
11
12
13
14
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E8
SHOWCARD E7/E8
Which, if any, of the animals and plants on this list do you know to be invasive non-native
species that are present in Great Britain? Any others?
If respondent does not recognise any or does not know - code as 'none of these'.
If respondent is unsure about any animals or plants do not code.
01
05
1 American mink...........
5 Red deer....................
10 Hornbeam................
02
06
2 Chinese mitten crab...
6 Red squirrel ...............
11 Japanese knotweed
07
3 Citrus longhorn
7 Ruddy duck ...............
12 Ragwort ...................
03
beetle............................
08
8 Signal crayfish ...........
13 Water primrose ........
04
4 Grey squirrel ..............
09
9 Slipper limpet.............
14 None of these ..........
10
11
12
13
14
SHOWCARD E9
Invasive Non-native Species represent a threat to native species and can cause lots of other
damage. For example, the grey squirrel carries a disease which it is resistant to but which is fatal
to the native red squirrel and some aquatic plants clog up waterways and increase the risk of
floods.
I am going to read out some statements about invasive non-native species and I should like you to
tell me whether or not you agree with what I say. Please choose your answer from this card. There
is no right or wrong answer, it is your personal opinion we are interested in.
E9
READ OUT REASONS. ROTATE YOUR STARTING POINT AND INDICATE THIS WITH A TICK
AGAINST THE STATEMENT.
If respondents cannot decide, code under 'Don't Know'. If respondent says 'it depends', encourage
them to choose one of the options that comes closest to how they feel. If necessary, code under
'neither agree/disagree' or as 'don't know'
Agree
somewhat
Strongly
agree
Invasive non-native species should be killed
when they do significant economic damage
Invasive non-native species should be killed
when they threaten native British species
Invasive non-native species should be killed
when they pose a threat to human health
E10
Disagree
somewhat
Neither
Strongly
disagree
Don't
Know
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
SHOWCARD E10
We are in danger of losing our native animals and plants from a variety of threats including
destruction of their habitat, climate change, pollution as well as through exploitation by
humans. I am interested to find out how big a threat you think invasive non-native species are
relative to these other threats.
In Britain, how big a threat do you think invasive, non-native species are compared to ...
Read Out threats one at a time, rotating your start point and indicating this with a tick
Please choose your answer from this card
INNS is a
bigger threat
Habitat destruction e.g. as a result of
development
Climate change
Pollution e.g. major incidents such as serious
oil spills and the use of chemicals such as
pesticides that build up over time
Human exploitation e.g.harvesting a plant
sepcies for food
INNS is a
smaller threat
About the
same threat
Don't Know
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Thank and close
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4.2.2 Interviewer Guidelines
Purpose
The survey is being conducted on behalf of the Department for the Environment, Food
and Rural Affairs (DEFRA). DEFRA would like to find out what the public think about a
number of issues relating to wildlife.
The interview should take up to 30 minutes to complete. Respondents receive a £5
incentive.
Locations
The survey is being conducted with a broadly representative sample of the general
public in England. The sample is being drawn from across the 9 Government Office
Regions (GORs). Within each GOR, we are aiming to carry out interviews at 11-12
different locations. The locations have been selected to represent:

major urban areas/large cities

other large/medium size urban towns

small rural towns and villages.
As this survey is about people’s views on wildlife, we might expect to find differences in
opinion between people living in rural locations and those living in urban settings. For
this reason, the choice of locations is very important – especially the rural locations. We
want to focus on small rural towns and villages only so even though an average size
market town may be surrounded by countryside, we want to avoid interviewing people
who live in such towns and focus on smaller surrounding towns and villages.
We have provided some suggested locations for the research and, wherever possible,
we recommend these are used. If it is necessary to change any of the locations, you
must get approval first – this is especially true for the rural locations.
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Quotas
At each location, we should like you to conduct 6 interviews as follows:
male
3
female
3
16-24
1
25-34
1
35-44
1
45-54
1
55-64
1
65+
1
ABC1
3
C2DE
3
The younger respondents may be teenagers living in the parental home or young adults
living in their own home.
Please aim to achieve a spread within each SEG quota i.e. a mix of AB and C1 and of
C2 and DE.
Each respondent must be from a different household.
The Interview

Please be sure to enter your 4 digit location code on the top of the first page. You
will find this code on the first show card.
For precoded questions, please put a tick or a cross in the box or boxes corresponding
to respondents’ answers. If you make a mistake, please clearly cross out any answers
that should not be coded.
Write the answers to open ended questions in the boxes provided. If you tick any of the
‘Other – tick here and write in below’ precodes, be sure to write in the answer in the box
provided as well as ticking the precode.
The questionnaire is divided into 5 sections labelled A to E
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Section A: Quotas and Demographics
A1-2 Record gender and age
A3
Record whether or not respondent has any children of their own in each age band
(there are no quotas here). Please note: this question only refers to the respondent so if
you are interviewing the teenage son or daughter in a family, you would only use codes
2-4 if the teenage son or daughter has children of their own.
A4a-g Please record all the information required to determine SEG than code SEG at A4g
A5
Record respondent’s full postcode. If necessary, explain this will only be used to help us
analyse where our sample of respondents are from
A6
Find out from respondents whether they consider the location where they live to be
urban, rural or semi-urban/semi-rural. This may differ from our definition based on
sampling locations – that is fine.
Section B: Animals and Birds
B1
Find out if any member of the respondent’s household keeps any animals or birds
including any type of farm animal.
If no one keeps such animals, skip to Section C.
B2
Use the show card and record all the different types of animals and birds that are kept.
We do not need to know how many animals are kept, just the different types. The show
card lists the main types of animals grouped into categories. Where appropriate, use the
precodes otherwise code as ‘other …….’ and write in a description in the appropriate
boxes. All different types of farm animals should be coded as ‘60 Any type of farm
animal’ – so if a respondent has several different farm animals you will code them just
once.
Section C: Gardens
C1
Find out if the respondent has a garden. If they do not, skip to Section D.
C2-3 Find out if the garden contains a pond or water feature. If it does, find out if it contains
plants, fish or any other form of aquatic life.
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C4
Find out if respondent is responsible (either solely or with others) for deciding what sorts
of plants are grown in the garden.
If the respondent is not responsible for this (e.g. a teenager living in the parental home)
skip to Section D
C5
Find out where respondents get their plants for their garden (and pond if they have one)
– record all the methods used and not just the most frequent methods
C6
Find out all the different sources of information and advice used to help decide which
plants to buy for their garden (and pond if they have one)
C7
This question is about how respondents dispose of any unwanted plants from their
garden (and pond if they have one). This could be for any reason – the plants might be
diseased or not doing very well, they might be growing too well and taking over –
whatever the reason, we would like to know how people dispose of them. The question
also covers aquatic plants and fish where these are present
Section D: Wildlife Management
D1-2 Ask respondents if they have come across the term ‘wildlife management’ before and
then ask them what they think the term means. If they haven’t come across it before,
you may need to encourage them to suggest what they think it refers to.
Please record their full reply prompting as necessary.
At this point you should read out the definition of wildlife management from show card
D3 and then leave it in front of the respondent until you get to Section E of the
questionnaire.
Please note: we do not need to ask respondents anything about the definition and if
they offer opinions you do not need to record them. The point of providing the definition
is so that everyone taking part in the survey bases their answers to the next questions
on the same definition.
D3
Read out the preamble to the question and give respondent show card D3/D4.
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Read out each statement one at a time. Choose a different starting point and indicate
this by ticking the first statement you read out.
We want respondents to tell us to what extent they agree that wildlife should be
managed for the reason described in the statement.
Please note: the show card lists 5 response options and you should try to encourage
respondents to use these. If they do not have an opinion either for or against, you
should code this as ‘neither agree nor disagree’. If they really don’t know how to
respond, code as ‘don’t know’ on the questionnaire.
Some respondents may state that their view depends on the actual circumstances. Try
to encourage them to choose an answer from the show card that comes closest to how
they feel but if they cannot do this, code as ‘Don’t know’ on the questionnaire.
D4
Now read out the series of statements one at a time. Choose a different start point and
indicate this with a tick.
Using the same show card (D3/D4), ask respondents to decide the extent to which they
agree or disagree with each statement. If they do not have an opinion either for or
against, you should code this as ‘neither agree nor disagree’. If they really don’t know
how to respond, code as ‘don’t know’ on the questionnaire.
Section E: Invasive Non-native Species
E1
Start of by reading out the five terms – do this in the order they appear on the
questionnaire – and find out if these are terms respondents have come across before.
E2
Ask everyone what they think is meant by the term ‘non-native species’ and record their
full verbatim reply. Prompt as necessary.
E3
Do the same for the term ‘invasive non-native species’.
E4-E5 Ask if they have come across any recent publicity about invasive non-native species
and, if so, where they came across it. DO NOT PROMPT. Only use codes 1,2 or 3 if the
respondent explicitly refers to them otherwise code under the more general categories.
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For your information: there was quite a lot of information recently on the BBC but there
have also been news stories in the papers.
At this point you should read out the definitions of non-native species and invasive nonnative species from show card E6 and then leave it in front of the respondent until you
get to the questionnaire. If necessary, allow respondent time to take these in.
Please note: we do not need to ask respondents anything about the definitions and if
they offer opinions you do not need to record them. The point of providing the definitions
is so that everyone taking part in the survey bases their answers to the next questions
on the same definition.
E6
DO NOT PROMPT. Ask respondent if they know of any examples of invasive nonnative species in Great Britain (try to avoid recording details of examples from
elsewhere). The question includes a number of precodes and you should use these if
appropriate however if the answers do not fit the precodes or if you are unsure if they fit,
write them into the box provided. If the respondent is unable to name any invasive nonnative species that are present in GB, use code 10.
E7
Now use the show card (E7/E8) and find out which of the animals and plants the
respondent is aware of irrespective of whether or not they are invasive non-native
species. Please only record those species the respondent is aware of – for example, if
the respondent has heard of crayfish but has not heard of the signal crayfish, you
should not code it
E8
Using the same show card, find out which of the species on the list the respondent
knows to be invasive non-native species. If the respondent is unsure about a particular
animal or plant, you should not record it.
Check whether the respondent has already named any of the animals or plants at E6
and if so, tick them here as well.
For your information: 9 of the things listed are examples of INNS. The red deer, the red
squirrel, the hornbeam and ragwort are not – these are all native speciers. You may
share this with respondents but only once they have finished answering the question.
E9
Read out the preamble and give respondent show card E9.
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Read out the 3 statements one at a time and rotate your start point, indicating it with a
tick.
We want respondents to tell us to what extent they agree that invasive non-native
species should be killed for the reason described in the statement.
Please note: the show card lists 5 response options and you should try to encourage
respondents to use these. If they do not have an opinion either for or against, you
should code this as ‘neither agree nor disagree’. If they really don’t know how to
respond, code as ‘don’t know’ on the questionnaire.
Some respondents may state that their view depends on the actual circumstances. Try
to encourage them to choose an answer from the show card that comes closest to how
they feel but if they cannot do this, code as ‘Don’t know’ on the questionnaire.
E10
Read out the preamble and give respondent show card E10.
Read out the 4 threats to our wildlife one at a time and rotate your start point, indicating
it with a tick.
For each threat, we would like to find out how respondents think the threat from invasive
non-native species compares. If they think INNS represents a greater threat, code
under 1. If they think INNS represents less of a threat, code under 2 and if they think the
two threats are about the same, code under 3. If respondents are unsure or don’t know
how the two threats compare, code under 4.
Thank and close.
Good luck!
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4.2.3 Show cards
Location Codes
East of England
East Midlands
London
North East
North West
1101
Southend on Sea
2101
Wigston
3101
Dagenham
4101
Newcastle
5101
Stretford / Sale
Urmiston Altrincham
1102
Rickmansworth
Abbots Langley
South Oxey
Chesthunt
Hoddesdon
2102
Nottingham City
3102
Brent
4102
Chester le St
5102
Knowsley / Huyton
Kirkby / Roby
2103
Long Eaton
3103
Sutton
4103
Washington
5103
Rochdale
1104
Hawkwell
2201
Mansfield
3104
Enfield
4104
Whitely Bay
5104
Lytham St Annes
Kirkham
1201
Norwich
2202
Corby
3105
Hammersmith &
Fulham
4105
Stockton on Tees
Billingham
5105
1202
Hitchin/Letchworth
2203
Hinckley
3106
Camden
4106
Middlesbrough
5201
Birkenhead
Bebington / Heswell
Wallasy
Blackburn
1203
Brentwood
2204
Lincoln
3107
Southwark
4107
Redcar
5202
Burnley / Padiham
1204
St Albans
2205
Belper / Hearnor
Ripley / Duffield
3108
Newham
4201
Darlington
5203
Carlisle
1301
Chatteris
2301
Horncastle
3109
Waltham Forest
4202
Hartlepool
5204
Chester
1302
Bardwell
2302
Roade
3110
Hillingdon
4301
Seahouses
5301
1303
Saxmundham
2303
Collingham
3111
Bexley
4302
Barnard Castle
5302
Windermere/Amble
side/ Milnthorpe/
Grange over sands
Longridge Salesbury
/ Whalley
1103
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South East
South West
West Mids
York & Humber
6101
Dartford
7101
Bournemouth
8101
West Bromwich
9101
Leeds
6102
Dorking / Leatherhead
7102
Yate
8102
Wolverhampton
9102
Bradford
6103
Reading
7201
Gloucester
8103
Stoke
9103
Wakefield
6104
Southampton
7202
Plymouth
8104
Solihull
9104
Sheffield
6201
Canterbury
7203
Bath
8201
Nuneaton
9105
Hull
6202
Milton Keynes
7204
Exeter
8202
Telford
9201
York
6203
Newbury / Thatcham
7205
Torquay / Paignton Brixham
8203
Bromsgrove
9202
Grimsby
6204
Fleet/ Church Crookham /
7206
Taunton
8204
Stafford
9203
Barnsley
Yateley
6205
Maidstone
7301
Verwood
8205
Kenilworth
9204
Doncaster
6301
Uffington / Stanford in Vale
7302
Wadebridge / Padstow
8301
Much Wenlock/ Albrighton
9301
Brigg
9302
Richmond
Shellingford / Charney
Camelford
Shifnal
Bassett / Lydford
6302
Mayfield / Heathfield
Wadhurst
7303
Bearminster
8302
Ledbury / Much Marcle Hay
on Wye / Whitney on Wye /
Kington
6303
Chipping Norton
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A2
16-24
25-34
35-44
45-54
55-64
65 and over
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B2
Cats, dogs and other animals
Fish
Amphibians & Reptiles
1
Cat
21
Goldfish (in aquarium/pond)
41
Frog/Toad
2
Dog
22
Koi carp (in aquarium/pond)
42
Lizard
3
Chinchilla
23
Tropical fish
43
Newt
4
Ferret
24
Saltwater/marine fish
44 Salamander
5
Gerbil
25
Other type of fish
45
Snake
6
Guinea Pig
46
Terrapin
7
Hamster
47
Tortoise
8
Horse/Pony
31 Budgerigar
48
Other reptile/amphibian
9
Mouse
32 Canary
Insects & Invertebrates
10
Rabbit
33 Finch
50
Spider
11
Rat
34 Parrot family (parrot, cockatoo, parakeet)
51
Stick insect
12
Other small mammal
52
Other insect/invertebrate
Birds
35 Other type of bird
60 Some other type of pet
70 Any type of farm animal
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C5
1
Garden Centre
2
Retail nursery (where they grow their own plants and sell them to the public)
3
DIY Store (eg B&Q, Homebase etc)
4
Supermarket
5
Aquatic shop/centre (specialises in aquatic plants and animals; may be located in a garden centre)
6
Mail order
7
Market/market stall
8
From a website
9
Been given them by friends/relatives
10
From wild plants from my local area (eg taking cuttings, uprooting)
11
Brought plants/cuttings etc home when I've been on holiday abroad
12
By some other method
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C6
1
Staff in Garden Centres, nurseries etc
2
Labels on plants
3
Information on seed packets
4
Gardening programmes on TV/radio
5
Gardening magazines
6
Gardening books
7
Gardening organisations such as RHS, Kew Gardens etc
8
Newspapers
9
Internet
10
Friends/relatives
11
By some other source of information/advice
12
I don't use any information or advice when buying
plants
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C7
1
Compost them
2
Put them in the council garden waste
3
Put them in the dustbin/waste bin
4
Burn them
5
Take them to the tip /refuse dump
6
Plant them in the wild
7
Dispose of them in the wild (e.g. thrown them into a hedgerow)
8
Put aquatic plants into a pond, river or lake
9
Put live fish/other aquatic animals into a pond, river or lake
10
Something else
11
None of the above
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D3
Wildlife Management:
managing the impacts of humans on wild plants and
animals as well as the impacts of wildlife on human
interests
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D3/D4
1. Strongly agree
2. Agree somewhat
3. Neither agree nor disagree
4. Disagree somewhat
5. Strongly disagree
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E6
Non-native species
Any animals or plants that have established themselves in Great Britain with the
assistance of man. This includes any that were first introduced hundreds, if not
thousands, of years ago.
Invasive Non-native species
Any non-native animal or plant that has the ability to spread causing damage to
the environment, the economy, our health and the way we live.
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E7/E8
Animals
Plants
1
American mink
10
Hornbeam
2
Chinese mitten crab
11
Japanese knotweed
3
Citrus longhorn beetle
12
Ragwort
4
Grey squirrel
13
Water primrose
5
Red deer
6
Red squirrel
7
Ruddy duck
8
Signal crayfish
9
Slipper limpet
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E9
1. Strongly agree
2. Agree somewhat
3. Neither agree nor disagree
4. Disagree somewhat
5. Strongly disagree
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E10
Invasive non-native species are…
…a bigger threat
…a smaller threat
…about the same level of threat
…I don’t know how they compare
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5
Quantitative Research: Anglers
5.1
The Interview
5.1.1 Questionnaire
Hello, my name is ______________ and I am conducting a survey on behalf of Defra - the Department of
the Environment, Food and Rural Affairs. Defra would like to hear the opinions of anglers on some issues
about wildlife. The interview will take about 15 minutes to complete.
All of your answers will be treated in the strictest confidence. Your opinions will only be be fed back to
Defra on an aggregated basis along with the opinions of everyone else who takes part. Your personal
details will not be passed on to Defra and they will not know who has taken part.
Q1
Can I begin by asking whether you ever go freshwater fishing in England?
Only continue if the respondent meets both criteria: goes freshwater fishing and in England
Yes ............................................................
Go to End
No..............................................................
Q2
And how often do you normally go freshwater fishing in England?
Code nearest answer.
once a week or more often........................
once a fortnight or more often ...................
once a month or more often/12 times a
year ...........................................................
once every three months or more often/4
times a year...............................................
once every six months or more
often/twice a year ......................................
once every 12 months or more often/once
Go to End
a year ........................................................
Go to End
less than once a year ................................
Explain that unless indicated otherwise, the questions are all about freshwater fishing in England.
Q3
Would you describe yourself as a game or a coarse angler or do you do both?
Game .....................................................
Both .......................................................
Coarse ...................................................
Don't know .............................................
Q4
And would you describe yourself as...
Read out and code all that apply
A match angler - someone who takes part
in fishing matches......................................
a specialist angler - someone who
specialises in fishing for certain species
of fish.........................................................
a pleasure angler - someone who mainly
fishes for pleasure ....................................
none of the above .....................................
Q5
ONLY ASK IF RESPONDENT ANSWERS NO TO ALL OPTIONS AT Q4
How would you describe yourself?
Q6
Are you a member of an angling club?
Yes ........................................................
No ..........................................................
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Q7
I am going to read to you some statements about the fish you catch. I should like you to
choose the ONE statement that comes closest to describing what you do.
Read out all statements except 'something else' and then ask respondent to choose the one
that comes closest to what s/he does. Encourage respondent to choose an answer from the
first 4 precodes. If this is not possible, code as 'something else' and write in brief description in
the box below
I always release every fish I catch.....................................................................................
I usually release every fish I catch.....................................................................................
I occasionally release a fish but I usually keep them.........................................................
I never release a fish I catch unless it is too small or out of season ..................................
DO NOT READ OUT: Something else (tick here and write in below) ...............................
Q8
Do you ever use a 'stink bag' - that is, an air tight bag in which to keep your gear between
trips?
Yes ........................................................
No ..........................................................
Q9
How often do you air dry your keep nets, sling and landing mat? Would you say you...
Read out all answers except 'something else' and code the one answer that comes closest to
what the respondent does. Encourage respondent to choose an answer from the first 4
precodes. If this is not possible, code as 'something else' and write in brief description in the
box below
air dry your nets, sling and landing mat after every trip .....................................................
air dry your nets, sling and landing mat after some trips provided you have the time .......
occasionally air dry your nets, sling and landing mat ........................................................
never air dry your nets, sling and landing mat ...................................................................
DO NOT READ OUT: Something else (tick here and write in below) ...............................
Q10
Have you ever introduced a fish to a waterway or moved a fish from one waterway to
another?
Yes ........................................................
No ..........................................................
Q11
Have you heard of the term 'invasive non-native species'?
Yes ........................................................
No ..........................................................
Q12
What do you think is meant by the term 'invasive non-native species'? Anything else?
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I'm going to read to a definition of an invasive non-native species:
A non-native species is an animal or plant that has established itself in Great Britain with the assistance of
man. This includes any that were first introduced hundreds, if not thousands, of years ago.
An invasive non-native species is a non-native animal or plant that has the ability to spread causing
damage to the environment, the economy, our health and the way we live.
Q13
Can you name any invasive non-native species that can be found in Great Britain? Any
others?
Where possible, use the precodes otherwise write in answers in the box below. If respondent
cannot name any INNS, tick 'None mentioned'
chinese mitten crab................................
himalayan balsam..................................
signal crayfish ........................................
water fern...............................................
topmouth gudgeon.................................
water primrose .......................................
zander....................................................
none mentioned .....................................
floating pennywort .................................
Q14
Leaving to one side for the moment whether or not they are examples of invasive nonnative species, which of the following animals and plants would you recognise if you
caught it or saw it when out fishing?
Read out. If respondent would recognise an animal or plant, code under 'Yes' otherwise code
under 'No', including any don't know, unsure etc
YES
NO/DK
chinese mitten crab...........
common carp...........
roach...........
signal crayfish...........
topmouth gudgeon...........
zander...........
floating pennywort...........
himalayan balsam...........
ragwort...........
water fern...........
water primrose...........
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Q15
Can you tell me which of the following animals and plants are considered to be invasive
non-native species that can be found in Britain?
Read out. If respondent believes an animal or plant is an INNS code under 'Yes' otherwise
code under 'No', including any don't know, unsure etc
YES
NO/DK
chinese mitten crab...........
common carp...........
roach...........
signal crayfish...........
topmouth gudgeon...........
zander...........
floating pennywort...........
himalayan balsam...........
ragwort...........
water fern...........
water primrose...........
Q16
I am going to read out some of the effects invasive non-native species can have. I should
like you to tell me how serious you feel each threat is. Please choose your answer from
the following options
very serious threat
fairly serious threat
not especially serious
not at all serious
Do not offer 'Don't Know' as an option. Try to encourage respondent to choose an
answer from the four options but if necessary, code as DK
Not es
Very
Fairly
pecially Not at
serserserall
ious
ious
ious
serious
DK
They pose a threat to native fish... ........................
They pose a threat to native plants .......................
They can carry and spread disease ......................
Some invasive non-native plants can make it
difficult for anglers to get to the bankside ..............
Some invasive non-native aquatic plants can
make it difficult for anglers to fish ..........................
They pose a threat to the future of angling............
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Q17
I am now going to read to you some things that anglers could do which would help to
contour the threat of invasive non-native species. In each case, I should like you to tell
me if it is something you personally would...
definitely be willing to do
possibly be willing to do
probably would not be willing to do
definitely would not be willing to do
Do not offer 'Don't Know' as an option. Try to encourage respondent to choose an
answer from the four options but if necessary, code as DK
Def'ly
be
willing
Poss'ly
be
willing
Prob.
not be
willing
Def'ly
not be
willing
DK
Never use a stink bag (an air tight bag in which to keep
your gear between trips).. ....................................................
Never release an invasive non-native species back into
the water if you caught one..................................................
Never move any species of fish or plant from one water
to another ............................................................................
Always air dry keep nets, slings and landing mats after
every fishing trip...................................................................
Always used a net dip before starting fishing when one is
available...............................................................................
Q18
Are you aware of what the legal position is regarding releasing invasive non-native
species into waterways?
Yes ........................................................
No ..........................................................
It is, in fact, an offence under the Wildlife and Countryside Act to release or allow a non-native animal or
plant to escape into the wild.
Q19
ASK ALL except those who would definitely never release an invasive non-native species
back into the water OR those who know the legal position
You said just now that you would Never release an invasive non-native species back into
the water if you caught one not to release an invasive non-native species back into the
water if you caught one. Does the legal position change your view on this?
Go to Q20
Yes ............................................................
Go to N5
No..............................................................
Q20
So, knowing the legal position, would you say...
Read out first 4 options only and try to encourage respondent to choose one of these. If
necessary, code as 'don't know'
you definitely would not release an invasive non-native species back into the water if
you caught one..................................................................................................................
you probably would not release an invasive non-native species back into the water if
you caught one..................................................................................................................
you probably would release an invasive non-native species back into the water if you
caught one.........................................................................................................................
you definitely would release an invasive non-native species back into the water if you
caught one.........................................................................................................................
DK .....................................................................................................................................
I should like to finish by asking you a few questions about yourself
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Q21
Record Respondent's Gender
male .......................................................
female ....................................................
Q22
Record Respondent's Age
16-24 .................................................................................................................................
25-34 .................................................................................................................................
35-44 .................................................................................................................................
45-54 .................................................................................................................................
55-64 .................................................................................................................................
65 and above.....................................................................................................................
Q23
Ask the questions necessary to establish social grade.
Now code Social Grade
AB......................................................................................................................................
C1......................................................................................................................................
C2......................................................................................................................................
DE .....................................................................................................................................
5.1.2 Interviewer Guidelines
Who is the survey for and what is it about?
The research is being conducted on behalf of the Department of the Environment, Food
and Rural Affairs – Defra – who are interested in the opinions of anglers on some issues
relating to wildlife. The interview will last about 15 minutes.
Who is eligible for interview?
We want to talk to anyone who goes fresh water fishing in England at least twice a year.
Freshwater fishing means fishing in rivers, ponds, canals, lakes etc including artificial
ponds run by commercial fisheries. The lists are based on people who have indicated
that fishing is one of their main leisure activities but this could include people who go
sea fishing or people who only go fishing in, for example, Scotland. If someone goes
freshwater fishing in England and Scotland, they are eligible.
The Interview
Q1-2 Please be sure at Q1 to check the respondent meets both criteria (goes freshwater
fishing and does so in England). At Q2, ask respondents how often they go freshwater
fishing in England and then use the nearest code. For example, someone who goes
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fishing every couple of months would be given code 4 (‘once every three months or
more often’).
Before starting with the main survey, explain that the questions all refer to freshwater
fishing in England unless otherwise stated. If you are interviewing someone who also
goes sea fishing or fishing outside England, you may need to remind them of this during
the interview.
Q3
Respondents should recognise these terms and be able to self-classify. If they can’t,
code as DK
Q4
You can multi-code this question. We expect that the majority of respondents will
classify themselves as ‘pleasure anglers’.
Q5
This is only asked if respondents have said none of the three descriptions at Q4 apply –
ask them how they would describe themselves.
Q6
Record whether or not respondent is a member of an angling club.
Q7
Different people do different things with the fish they catch – some always release the
fish they catch while others will keep most/every fish. Traditionally, game fishermen
always keep every fish they catch while coarse fishermen always release everything
they catch but this is not always the case. Please read out the first 4 options and ask
respondents to choose the one that comes closest to describing what they do. If none of
the 4 options is a close fit, code under ‘something else’ and write in a description in the
box provided.
Q8
If respondents are unfamiliar with a ‘stink bag’, they probably don’t use one.
Q9
This question asks about items of equipment most fishermen will use – nets (nets used
either to land a fish or to keep fish in that they have caught), landing mats (a mat they
would spread out on the riverside which they would use when unhooking a catch) and
slings (something they would use to weigh their catch). Please note: the equipment
used will depend on whether the respondent is a coarse or game angler:

a game angler would most likely use a landing net but will not use a sling or landing
mat
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
a coarse angler will most likely use a keep net and may or may not use a sling and
landing mat
It doesn’t matter what types of net are used and it isn’t necessary for the respondent to
have all items of equipment. For example, if someone only uses a keep net or a landing
net, then ask them how often they air dry their keep net.
‘Air drying’ simply means laying something out so it can dry naturally.
Q10
This follows the same lines as Q9. Apart from air drying their gear, some anglers may
clean some or all items of their equipment – for example, by washing it. If a respondent
says they clean certain items but not others, code under ‘something else’ and write in a
brief description.
Q11
Many commercial fisheries now provide net dips – these are tanks containing chemicals
which are intended to sterilise the nets - and anglers are required to soak their nets in
them beg fore they start fishing. This question only relates to situations where a net dip
has been provided.
q12-13 Waterway refers to any freshwater – rivers, streams, ponds, lakes, canals etc. For your
information, in the past, some fishermen have sometimes caught a favourite fish in one
river and released it into another river in the hopes it will become established in the
second river. All we need to record here is whether or not respondents have ever
introduced or moved fish from one waterway to another.
There are regulations governing whether or not someone can move fish in the way
described. If a respondent has legally moved fish he/she is likely to know what this
question refers to but if the respondent doesn’t know, code under @Don’t know what
this refers to’
Q14-15 Ask respondents if they have heard of the term ‘invasive non-native species’. If they
have, code as yes. Anything else should be coded No – e.g. if someone is unsure.
Then ask all respondents what they think the term means. Prompt till exhausted.
Record their replies verbatim.
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Now read out a definition – begin with the definition of as non-native species and then
explain what is meant by an invasive non-native species. We do not need to ask for a
response to the definition – it is to make sure everyone answers the following questions
with the same definition in mind.
Q16
Find out if respondents can suggest the names of any invasive non-native species that
can be found in Great Britain – we are not interested in examples from other countries,
such as the cane toad in Australia (a well known example). Prompt until exhausted.
DO NOT READ OUT ANY OF THE PRECODES AS PROMPTS. If the respondent
names any of the species that are precoded, then use the precodes, otherwise write
their answers in the box provided. Only use the precodes if respondents have given the
answer exactly as shown – if someone mentions ‘american crayfish’, the precode
should be ticked but if someone just mentions ‘crayfish’ do not use the precodes but
write in their answer.
If the respondent does not know any such species, use the precode ‘none mentioned’
Q17
For this question, we want to record whether respondents would recognise each animal
or plant listed if they caught one or saw one when out on a fishing trip. The responses
will appear in random order. Any animals or plants they would recognise should be
coded as ‘yes’ and everything else as ‘No’ – so if a respondent is unsure, code under
‘No’.
Q18
Now read out the same list (the order will be different) and ask respondents which of the
animals and plants they think are considered to be invasive non-native species that can
be found in Britain. Again, only code under ‘yes’ if respondent is confident about the
answer, if they are unsure, record under ‘no’.
Q19
You are going to read out some effects that INNS can have. These will appear in
random order. In each case, we want to find out how serious a threat respondents feel it
is. Do not give them a ‘DK’ option and try and force a response from the first 4 options.
If respondents really cannot decide, code as ‘DK@
Q20
Here you are to read out some things that anglers could do to help control the threat
from INNS. Again these will appear in random order. In each case, we want to find out
the extent to which respondents are willing to do (or not do) certain things. Do not give
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them a ‘DK’ option and try and force a response from the first 4 options. If respondents
really cannot decide, code as ‘DK’
Q21-23 Record respondent’s gender, age range and then ask all questions necessary to
establish SEG and code as appropriate. SEG should be based on the Chief Wage
Earner which may or may not be the respondent.
That’s it. Good luck.
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6
The Quantitative Research: Horticultural
Retailers
6.1
The Questionnaire
Record the following details from contact database
URN
Name of organisation
Type of organisation
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multiple garden centre/nursery
independent garden centre/nursery
aquatic centre
multiple supermarket
DIY store
Introduction:
Introduce yourself and explain that the survey is being carried out on behalf of DEFRA - the
Department for the Environment, Food and Rural Affairs. DEFRA is interested in getting feedback
from the retail trade about the plant species they sell. The interview will take about 10 minutes. It
is a completely anonymous survey. Defra will only see the aggregated results and will not know
which organisations have taken part. Explain that you have a letter of authorisation from Defra
which you can email or fax to the respondent if required.
Explain that you need to ask a few questions to establish what types of plants the organisation
sells and who within the organisation you need to conduct the interview with.
Eligibility:
You may be able to establish eligibility from whoever takes your call before you establish the
correct individual to interview. Please be sure to record this information for all contacts including
those that are ineligible.
You need to establish
Which types of plants - if any - are sold to the public: aquatic plants and/or terrestrial plants
In the case of aquatic plants: if they only sell tropical aquatic plants you should CLOSE unless
they also sell terrestrial plants.
In the case of terrestrial plants: if they only sell house plants or cut flowers you should CLOSE
unless they also sell aquatic plants.
NB: Some organisations may only sell plants at certain times of the year - they are still eligible for
interview.
You also need to establish if the organisation itself sells plants to the public or whether plants are
sold via a franchise/third party. For example, some garden centres may only sell aquatic plants via
a franchise.
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
275
Aquatic plants
Terrestrial plants
not
sold
not sold
to the
public
only sell
tropical
plants
sold
directly
to the
public
sold via
a franch
ise
refused
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not
sold
not sold
to the
public
only sell
house p
lants/cut
flowers
sold
directly
to the
public
sold via
a franch
ise
refused
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Decision Makers :
You need to establish who to interview - this should be the senior member of staff responsible for
deciding which plants are stocked and sold to the public. In the case of independent retailers, this
is likely to be the owner or the managing director or a senior manager. In the case of
supermarkets and DIY stores this is likely to be a head of department/senior buyer based at head
office
Retailers selling both terrestrial and aquatic plants:
You need to establish whether there is one decision maker responsible for both terrestrial
and aquatic plants or whether there are two decision makers
 single decision maker responsible for both terrestrial and aquatic plants
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 different decision makers
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 refused
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See quota instructions to decide which decision maker to interview
 interview decision maker responsible for terrestrial plants
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 interview decision maker responsible for aquatic plants
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 refused
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Respondent's name
Respondent's job title
Record respondent's phone number if different to the number on the database. Try
to establish respondent's direct line
Respondent willing to take part in interview?
 Yes
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 No
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Ask all not willing to take part in interview
Refusals: if organisation is eligible for interview but refuses to take part record reasons
below.
If organisation requires a written request from Defra before they will take part, record the
name, title, department and address details
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
276
1.a
Ask all selling both aquatic and terrestrial plants to the public AND where there is a
single decision maker involved
Can you tell me which, if any, of the following aquatic plants you sell or have sold to
the public in the last 12 months?
It is important that you read out both the common name and the Latin/scientific name (in
brackets). Where more than 1 Latin name is given, code as Yes even if only 1 of the
species has been sold.
Code each plant species as YES, NO (or Don't Know)
Floating Pennywort (Hydrocotyle ranunculoides)
New Zealand Pygmyweed (Crassula helmsii or Tilaea
recurva or Tilaea helmsii)
Fanwort (Cabomba caroliniana)
Parrot's Feather (Myriophyllum aquaticum)
Water Hyacinth (Eichhornia crassipes)
Curly Waterweed (Lagarosiphon major)
Water Primrose (Ludwigia peploides or Ludwigia grandiflora)
Yes
No
Don't
know
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
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
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
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
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Ask all selling any aquatic plants listed aboveINTERVIEWER: you must tick Yes
below
 Yes: respondent's organisation sold one or more of the plants listed above




1.a
And can you tell me which, if any, of the following terrestrial plants you sell or have
sold to the public in the last 12 months?
It is important that you read out both the common name and the Latin/scientific name (in
brackets). Where more than 1 Latin name is given, code as Yes even if only 1 of the
species has been sold.
Code each plant species as YES, NO (or Don't Know)
Skunk Cabbage (Lysichiton americanus)
Shallon (Gaultheria shallon)
Few-flowered Leek (Allium paradoxum)
Montbretia (Crocosmia species)
Hottentot Fig (Carpbrotus edulis)
Giant Rhubarb (Gunnera tinctoria)
False Acacia (Robinia pseudocacia)
Cherry Laurel (Prunus laurocerasus)
Buddleia (Buddleia davidii)
Yes
No
Don't
know
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Ask all selling any terrestrial plants listed aboveINTERVIEWER: you must tick Yes
 Yes: respondent's organisation sold one or more of the plants listed above

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

Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
277
1.b
Ask all selling terrestrial garden plants to the public
Can you tell me which, if any, of the following terrestrial plants you sell or have sold
to the public in the last 12 months?
It is important that you read out both the common name and the Latin/scientific name (in
brackets). Where more than 1 Latin name is given, code as Yes even if only 1 of the
species has been sold.
Code each plant species as YES, NO (or Don't Know)
Skunk Cabbage (Lysichiton americanus)
Shallon (Gaultheria shallon)
Few-flowered Leek (Allium paradoxum)
Montbretia (Crocosmia species)
Hottentot Fig (Carpbrotus edulis)
Giant Rhubarb (Gunnera tinctoria)
False Acacia (Robinia pseudocacia)
Cherry Laurel (Prunus laurocerasus)
Buddleia (Buddleia davidii)
Yes
No
Don't
know
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Ask all selling any terrestrial garden plants listed aboveINTERVIEWER: you must
tick Yes below
 Yes: respondent's organisation sold one or more of the plants listed at Q1.b




1.c
Ask all selling aquatic plants to the public
Can you tell me which, if any, of the following plants you sell or have sold to the
public in the last 12 months?
It is important that you read out both the common name and the Latin/scientific name (in
brackets). Where more than 1 Latin name is given, code as Yes even if only 1 of the
species has been sold.
Code each plant species as YES, NO (or Don't Know)
Floating Pennywort (Hydrocotyle ranunculoides)
New Zealand Pygmyweed (Crassula helmsii or Tilaea
recurva or Tilaea helmsii)
Curly Waterweed (Lagarosiphon major)
Water Hyacinth (Eichhornia crassipes)
Parrot's Feather (Myriophyllum aquaticum)
Fanwort (Cabomba caroliniana)
Water Primrose (Ludwigia peploides or Ludwigia grandiflora)
Yes
No
Don't
know



















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

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

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
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
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
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
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
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
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


Ask all selling any aquatic plants listed aboveINTERVIEWER: you must tick Yes
below
 Yes: respondent's organisation sold one or more of the plants listed at Q1.c




Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
278
2.
Have you heard of something called 'The Horticultural Code of Practice' launched
by Defra in 2005?
 Yes

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
 No/Don't know

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

3.
ASK ALL AWARE OF CODE
Does your organisation follow 'The Horticultural Code of Practice'?
 Yes

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
 No/Don't know

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

4.
ASK ALL FOLLOWING THE CODE
Can you describe to me an example of how the Code of Practice is followed within
your organisation?
 Respondent unable to provide an example




 Respondent can provide an example




4.
Can you describe to me an example of how the Code of Practice is followed within
your organisation?

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5.
Only buy from reputable suppliers/those with plant passports
Consult Defra
Check plants for disease etc
Have our own system/procedures
Label plants/provide information/inform the customer
Would not sell these types of plants
Other
Are you familiar with the term 'Invasive Non-native Species'?
 Yes

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

 No




 Don't know/not sure




6.
ASK ALL
What do you think is meant by the term invasive non-native species? Anything
else?
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
279
I'm going to read to you a definition of both a non-native species and an invasive nonnative species:
A non-native species is an animal or plant that has established itself in Great Britain with
the assistance of man. This includes any that were first introduced hundreds, if not
thousands, of years ago.
An invasive non-native species is a non-native animal or plant that has the ability to spread
causing damage to the environment, the economy, our health and the way we live.
7.
Does your organisation have a policy regarding the sale of plant species that have
the potential to be invasive in the wild?
 Yes




 No




 Don't Know




8.
ASK ALL WITH A POLICY
Is it a formal policy that is set out in writing?
 Yes




 No




 Don't know




9.
ASK ALL WITH A POLICY
Can you outline to me your organisation's policy regarding plant species that have
the potential to be invasive in the wild?
 Respondent unable to provide an outline




 Respondent can provide an outline (tick here and record details below)




9.
Can you outline to me your organisation's policy regarding plant species that have
the potential to be invasive in the wild?




















Supplier would not sell plants that were dangerous
Do not stock/grow invasive plants
Label/inform the customer
Other
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
280
10.a
Ask all selling both aquatic and terrestrial plants to the public AND where there is a
single decision maker involved
I am going to read out the names of some plant species. In each case, I should like
you to tell me whether or not you consider it to be a plant species that has the
potential to be invasive in the wild?
It is important that you read out both the common name and the Latin/scientific name (in
brackets). Where more than 1 Latin name is given, code as Yes even if only 1 of the
species is considered to be invasive.
Code under Yes all species that respondent considers have the potential to be invasive in
the wild.
Code under No all species that respondent thinks do not have the potential to be invasive
in the wild.
Code under Don't Know if respondent does not know if a species has the potential to be
invasive in the wild.
Yes
No
DK
Floating Pennywort (Hydrocotyle ranunculoides) 














New Zealand Pygmyweed (Crassula helmsii or Tilaea 














recurva or Tilaea helmsii)
Fanwort (Cabomba caroliniana) 














Parrot's Feather (Myriophyllum aquaticum) 














Skunk Cabbage (Lysichiton americanus) 














Shallon (Gaultheria shallon) 














Water Hyacinth (Eichhornia crassipes) 














Curly Waterweed (Lagarosiphon major) 














Few-flowered Leek (Allium paradoxum) 














Water Primrose (Ludwigia peploides or Ludwigia grandiflora) 














Montbretia (Crocosmia species) 














Hottentot Fig (Carpbrotus edulis) 














Giant Rhubarb (Gunnera tinctoria) 














False Acacia (Robinia pseudocacia) 














Cherry Laurel (Prunus laurocerasus) 














Buddleia (Buddleia davidii) 














Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
281
10.b Ask all selling terrestrial garden plants to the public
I am going to read out the names of some plant species. In each case, I should like
you to tell me whether or not you consider it to be a plant species that has the
potential to be invasive in the wild?
It is important that you read out both the common name and the Latin/scientific name (in
brackets). Where more than 1 Latin name is given, code as Yes even if only 1 of the
species is considered to be invasive.
Code under Yes all species that respondent considers have the potential to be invasive in
the wild.
Code under No all species that respondent thinks do not have the potential to be invasive
in the wild.
Code under Don't Know if respondent does not know if a species has the potential to be
invasive in the wild.
Yes
No
DK
Skunk Cabbage (Lysichiton americanus) 














Shallon (Gaultheria shallon) 














Few-flowered Leek (Allium paradoxum) 














Montbretia (Crocosmia species) 














Hottentot Fig (Carpbrotus edulis) 














Giant Rhubarb (Gunnera tinctoria) 














False Acacia (Robinia pseudocacia) 














Cherry Laurel (Prunus laurocerasus) 














Buddleia (Buddleia davidii) 














10.c
Ask all selling aquatic plants to the public
I am going to read out the names of some plant species. In each case, I should like
you to tell me whether or not you consider it to be a plant species that has the
potential to be invasive in the wild?
It is important that you read out both the common name and the Latin/scientific name (in
brackets). Where more than 1 Latin name is given, code as Yes even if only 1 of the
species is considered to be invasive.
Code under Yes all species that respondent considers have the potential to be invasive in
the wild.
Code under No all species that respondent thinks do not have the potential to be invasive
in the wild.
Code under Don't Know if respondent does not know if a species has the potential to be
invasive in the wild.
Yes
No
DK
Floating Pennywort (Hydrocotyle ranunculoides) 














New Zealand Pygmyweed (Crassula helmsii or Tilaea 














recurva or Tilaea helmsii)
Fanwort (Cabomba caroliniana) 














Parrot's Feather (Myriophyllum aquaticum) 














Water Hyacinth (Eichhornia crassipes) 














Curly Waterweed (Lagarosiphon major) 














Water Primrose (Ludwigia peploides or Ludwigia grandiflora) 














Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
282
11.
I am going to read out to you some things retailers could do to provide information
and/or advice to customers buying plant species that have the potential to be
invasive in the wild.
For each thing I read out, I should like you to tell me whether it is:
Something you already do
Something you would be willing to do
Something you would not be willing to do
Do not read out Don't Know/Unsure - encourage respondent to choose one of first
three answers and only code as DK/Unsure if respondent unable to decide
include information on individual plant labels to
identify plants that have the potential to be
invasive in the wild
display posters that explain the threats from
species that have the potential to be invasive in
the wild and which provide information about
how to use and dispose of them
provide leaflets that explain the threats from
species that have the potential to be invasive in
the wild and which provide information about
how to use and dispose of them
train staff to offer customers information and/or
advice about how to use and dispose of plants
that have the potential to be invasive in the wild
12.
Already
do this
Willing
to do
Not
willing to
do
DK
Unsure
















































































Does your organisation provide information and advice to customers about plants
that have the potential to be invasive in the wild in any other form?
 No/DK




 Yes (tick here and write in verbatim description below)




Prompt for what type of additional information/advice is given and how this information is
given (for example, on their website)
12.
13.
What type of additional information and advice?
 Information on the label




 Have reference books/will look up information for customer/posters




What,
if anything,
could Defra do to encourage your organisation to provide
information
 Verbal




customers
with
(more)
information and/or advice about plant species that have the
 Provide customer with leaflets/guides




potential to be invasive in the wild and the problems they can create?
our website
 Through




PROMPT:
Anything
else?
 Offer information; no explicit method




 Other




What, if anything, could Defra do to encourage your organisation to provide
customers with (more) information and/or advice about plant species that have the
potential to be invasive in the wild and the problems they can create?
PROMPT: Anything else?
Wildlife Management and Invasive Non-Native Species: Report of research Findings among the General Public,
more Trade
infomation
in general
 ProvideRetail




Anglers and the Horticultural
(Volume
2: Appendices)
 Provide leaftets/posters/point of sale material




 Throught the media




 Through the internet/websites/emails




13.
283
Hottentto Fig (Carpbrotus edulis)
Giant Rhubarb (Gunnera tinctoria)
False Acacia (Robinia pseudoacacia)
Cherry Laurel (Prunus laurocerasus)
Buddleia (Buddleia davidii)
14.
Some of the plants you sold in the last year are, in fact, plant species that have the
potential to be invasive in the wild if not managed appropriately, such as {read out
names of the plants listed above}.
What are the main reasons for selling such plants?
Prompt: Anything else?
15.
14.
What,
could
Defraindo
encourage
organisation
not that
to sell
to the
Someifofanything,
the plants
you sold
thetolast
year are,your
in fact,
plant species
have
public
plants
that
are known
be potentially
invasive?
potential
to be
invasive
in thetowild
if not managed
appropriately, such as {read out
PROMPT:
names of Anything
the plantselse?
listed above}.
What are the main reasons for selling such plants?
Prompt: Anything else?
 People buy for their gardens where they can be monitored/popular garden plants




 Due to demand




 They attract wildlife e.g. Butterflies/bees etc




 Do not consider them to be invasive/a threat




as common garden plants/popular
 Classed




What,
if anything,
could Defra
to questions
encourageabout
your organisation
not to sell to the
15.
I should
likeThey
to
finish
by asking
one ordo
two
your organisation
are
plants/for
flowering





public plants ornamental
that are known
to becolour/late
potentially
invasive?
oxygenating
plant
PROMPT:
else?
 It is anAnything




How
many
retail
outlets do you have selling plants to the public?
16.
For
ground
cover





Banned
them/stop
selling
them





Enter a number
Good
hedging/shade/edging
 We




do for
not/would
not sell these types of plants





Other more infomation in general
 Provide









 Provide posters/leatets




Do Through
you sell plants
to the public via the Internet as well as through your retail
17. 
the media




outlets?
Offer
an
alternative





Yesthe label
 On









 INo




do not consider them to be invasive





 Prove that they are invasive




Approximately
what proportion
of your
annualbuy
turnover
18. 
Need to persuade
customers they
shouldn't
them comes from sales of plants




to the general public?
Nothing





If respondents is unsure, encourage a guess.
 Don't know




 less than 10%




 Other




 11-25%




 26-50%




 51-75%




 76-100%




 Don't know




 Refused




19.
Which ONE of the following descriptions best describes your organisation?
Read out. If 'something else' tick this code and write a brief description in the box
provided.



































a garden centre
a retail nursery
an aquatic centre
a DIY shop/chain
a home improvement shop or chain
a supermarket
something else (tick here and write in below)
Thank and close
Solda
ll
solda
quatic and Invasive Non-Native Species: Report of research Findings among the General Public,
Wildlife Management
Anglers and the Horticultural Retail Trade (Volume 2: Appendices)
284