By Allison Metz
Interdisciplinarity has the potential to broaden and deepen our understanding and application of methods and tools to address complex challenges. When we embrace interdisciplinarity we broaden what we know about the potential methods for assessing and tackling problems, and we deepen our understanding of specific methods by applying these methods across different contexts. In my pursuit to understand co-creative processes by interconnected stakeholders – i.e., the deep and authentic engagement of stakeholders across governance, science, and community boundaries to identify and optimize the use of evidence for positive outcomes – I have been influenced by methods used outside of my discipline of implementation science and current context of child welfare services. For example, I recently read an article that studied the co-production of knowledge in soils governance (Prager & McKee, 2015) in the United Kingdom and was struck by the usefulness of these ideas for child welfare services in the United States.
The authors use a methodology referred to as “action arenas” to describe and discern the co-production processes that take place between specific stakeholder groups in soils governance. I have found their operationalization of “levels of interaction” between stakeholder groups as incredibly relevant for child welfare services. Like soils governance, child welfare initiatives involve a wide range of stakeholders (researchers, policy makers, funders, service provider, families) who must interact and, through mutual negotiation, develop products and processes to make decisions and move work forward. I have recently modified the “levels of interaction” for the child welfare context and used this taxonomy to discern specific strategies that promote increased stakeholder interactions in distinct action arenas. I wonder if others have found the same promise in interdisciplinary approaches?
Prager, K. and McKee, A. (2015). Co-production of Knowledge in Soils Governance. International Journal of Rural Law and Policy, 1: 4352 (Online: https://epress.lib.uts.edu.au/journals/index.php/ijrlp/article/view/4352/5026)
Biography: Allison Metz, Ph.D., is a developmental psychologist, Director of the National Implementation Research Network (NIRN), and Senior Scientist at the Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill. Allison specializes in the implementation, mainstreaming, and scaling of evidence to achieve social impact for children and families in a range of human service and education areas, with an emphasis on child welfare and early childhood service contexts. Among many projects, Allison is studying how to effectively co-create the conditions to sustain the use of research evidence in public child welfare through a project funded by the William T. Grant Foundation. She is also a Principal Investigator on a project to develop co-creative capacity for addressing socio-environmental problems and beyond through an international collaboration funded by the National Socio-Environmental Synthesis Center (SESYNC).