Results from your search will be shown on this page below the search form – you may need to scroll down to the results if the page does not automatically take you there after you submit your search.
Instructions:
- All blog posts are searched (pages from the menu are not searched)
- Search outputs are weighted by relevance.
- If searching with two or more words, the system uses an AND operator.
- Selecting a tag, author tag and/or category binds the search to only those posts which have those taxonomy term/s.
- A search output can be obtained by filling out any one field (ie., the search box; or, categories; or, tags; or, authors). If all fields are left blank, then the search returns the blog scroll.
- Exact word combinations can be searched for by using quotation marks (eg., “transdisciplinary learning”).
- Keyword matching is on partial words.
- The reset button (beneath the ‘Submit search’ button) will clear all entries in the search form, as will clicking on the ‘Search…’ link in the top of the right sidebar; or, reloading the page.
- Stopwords are used and for more information on stopwords and how search generally works on this page, see the ‘in-detail’ instructions below.
The search function checks all blog posts but not pages (ie., it does not check the ‘About’, ‘Index’ and other pages listed in the main menu).
For posts, search checks within titles, body text, category and tag text (and not comments).
Searches are weighted by relevance, with affects the order in which posts appear, with titles and content getting the most weighting, tags and categories lesser weighting.
Increasing the number of search terms and selections generally focuses the search output (ie., decreases the number of outputs).
Keyword matching is based on whole words.
If you enter two or more words into the search box, the relationship between the words is based on an AND operator (meaning the more words you add, the tighter (less content is returned in) the search output).
- For example, entering transdisciplinary learning into the search box would provide an output that lists all posts with both the word transdisciplinary and the word learning anywhere in the text. Posts with only transdisciplinary in the text or posts with only learning in the text would not be included in the output.
To find a specific word combination (eg., critical systems), wrap in quotation marks (ie., “critical systems“).
The search system uses ‘stopwords’; which are words that are overly common and so are excluded from being searched for if they are put into the search field (in order to avoid flooding the user with results). For example, words such as ‘has’, ‘sometimes’, ’whether’ are stopwords and can’t be searched on individually (that is, no search result will be returned). Such stopwords can be entered as part of a string of words, but as they are not in the search index they do not count towards the search output. There are also words that are very common across our blog posts and which we allow (to be searched on). These words relate to the way we build the content of our posts (eg., ‘biography’; ‘online’) or are related to the blog’s subject matter (eg., ‘research’, ‘university’). Just be aware that if you search on such words (either alone or in a string), you will get a very large number of results. At the time of writing, the following words are examples to avoid using: biography; change; development; experience; knowledge; science; PhD; policy; practice; process; research; social; time; university; work. A good rule of thumb if using a single search term and if there are a lot of results returned (in 2026, there were over 500 blog posts on this site), is to use one or more of the other fields (eg., tag), or add extra search terms to the search field, or try a different term that speaks to what you are searching for.
When you open a post that was found by your search, you can find where your specific word or word combination appears by using your computer’s search function (eg., on a computer running Microsoft Windows, Control ‘F’ will allow you to search the post (as well as anything else in the active screen)).
Restrict searches to particular tags, categories and/or author tags by using the dropdown selectors.
- Eg., if you choose the tag Advocacy, the search will only be conducted within posts that have that tag assigned to them.
- If you added the category Cases to that search, then only posts that had both the tag Advocacy and the category Cases assigned to them would be searched.
An alternative to selecting categories, tags or authors from their respective long drop-down list is to type the term or author name you are looking for in the relevant selector field. Typing one letter will jump to the lead word in the alphabetical listing (ie, typing ‘s’ takes you to the first tag or category in the list of those starting with ‘s’). Further addition of letters will home in on a tag, category or author until it is found or until the choice of letters exhausts the possible set of tags, categories or authors (in which case that tag, category or author is not in our list). NOTE: all authors are also available in reverse name order under ‘Authors‘ in the menu bar.
In the category, tag and author dropdown list, the number in brackets after each entry indicates the number of posts with that category, tag or author assigned to them.
Tags or authors with a zero in brackets “(0)”, placed after the tag or author text, are not currently linked to any blog posts. In the case of tags, most of these tags identify alternative tags, which, if searched, will yield a result. For example, “Assumptions – see ‘Mental models’ tag (0)” signifies that blog posts about ‘assumptions’ are tagged with ‘mental models’ and not ‘assumptions.’ Occasionally there will be a tag (or author tag) with “(0)” which refers to a new tag (or author tag) on a blog post which has not yet been made public. This tag (or author tag) will be searchable once the blog post is public (usually within a week).
For the category selector, choosing one of the two parent categories (main topics or resource types) searches all blog posts, as all blog posts are assigned a main topic and a resource type.
How could research ethics governance better support participatory, transdisciplinary, and transformation-oriented research?
By Ying-Syuan (Elaine) Huang and Julia Wittmayer.
2. Julia Wittmayer (biography)
How can we design an ethics governance system that can better respond when ethical dilemmas emerge after institutional approval has been granted?
This question is increasingly pressing for researchers engaged in participatory, transdisciplinary, and transformative work. Ethical concerns often arise in-situ where partnerships evolve, power dynamics shift, community expectations change, and research begins to have effects beyond the original project design.
These concerns do not fit neatly into conventional ethics review procedures at universities, which still tend to be organised around upfront review: researchers submit an application, a committee assesses it, and approval is granted before the research begins. This model matters for safeguarding participants, researchers, and institutions. But it is increasingly misaligned with the type of engaged research that emphasises social learning and democratically deliberative process for positive societal change.
Leading with Lived Experience across the research life cycle
By Catherine Brasier, Dan Chamberlain and Sarah Wilson.
2. Dan Chamberlain (biography)
3. Sarah Wilson (biography)
How can researchers and people with Lived Experience expertise effectively and authentically work together in Lived-Experience-centred research?
Along with colleagues, we have developed a structured approach, namely the “Wellways Six Steps of the Research Life Cycle,” which is shown in the figure below and described, along with 16 key actions. The aim is to help researchers and people with Lived Experience expertise to “work it out together.”
People with Lived Experience expertise demonstrate deep understanding of the following elements to drive their input:
- their own personal experience of the issue at hand
- their understanding of other people’s Lived Experiences
- Lived Experience values and practices
- the history of the Lived Experience movement – including the impact of the systemic and social factors.
Accountability in two different teamwork environments: The jigsaw puzzle and the collage
By Allison Dalton, Yvonne Pelling and Gaetano R. Lotrecchiano.
2. Yvonne Pelling (biography)
3. Gaetano R. Lotrecchiano (biography)
How can teams demonstrate accountability in two different collaborative environments?
Accountability refers to the ways, both tangible and intangible, of showing up for ourselves and the rest of the team throughout a collaborative project. It gives rise to trust and forward momentum which impacts team functioning and ultimately the outcome of the work.
Here we look at accountability in two different collaborative environments, which we refer to using the metaphors of the jigsaw puzzle and the collage.
A team tasked with assembling a jigsaw puzzle deals with a finite set of clearly distinguished pieces, each to be fitted together in one correct way, and a reference image to demonstrate what the outcome will look like.
Transdisciplinary research in the Global South: Challenges and recommendations
By Laila Sandroni and Marcel Bursztyn.
2. Marcel Bursztyn (biography)
What are the key challenges in conducting research that aims to bridge science, policy and grassroots demands? How can such challenges be addressed?
This i2Insights contribution is based on transdisciplinary research that we and colleagues undertook with local communities in Brazil (Sandroni et al., 2026) and we suggest that the challenges and recommendations have broader relevance. Some are relevant to all transdisciplinary research, while others have particular resonance in Global South contexts.
Challenges
Key challenges centre around timing; tensions in worldviews; urgency and impact of climate change; process-oriented research and academic outputs; and language, concepts, and translation.
Timing
Implementation strategies: Functions and intentions
By Julia E. Moore and Sobia Khan.
2. Sobia Khan (biography)
When planning for change, how can you usefully think about the intended function or purpose of your implementation strategy? And what are effective ways to usefully think about how the strategy will operate in practice, the mechanisms that shape how people experience it, and how change is activated?
We have developed thirteen intended functions or purposes that an implementation strategy can serve. Functions clarify what a strategy is meant to accomplish. In addition, we have developed 35 intentions of implementation strategies, which describe how people engage with a strategy and how it leads to change.
Functions of implementation strategies
Individuals and teams who are planning, implementing, or supporting change may find it useful to review the 13 functions or purposes of strategies for change that are described in the table below in order to clearly communicate, and effectively plan for, what they are aiming to achieve.
The ontologies of restricted and general complexity
By Jean Boulton.
What is a useful way to clarify the underpinning ontological ground of complexity? What can we learn from the work of Edgar Morin (2006), who distinguishes between those working within the frames of restricted and general complexity? And how are these frames relevant to practice?
Morin makes a distinction between:
- a framing of complexity that sits within the ontology of classical science, which he calls ‘restricted complexity’
- the ‘general complexity’ of the ‘real world,’ where general complexity is more paradoxical, more integrating, more challenging, ambiguous and uncertain – but also ripe with potential.
Restricted complexity emanates from the world of models, maps and mathematics. The aim is to find ways to represent the complexity of the real world, by finding a good map.
General complexity, by contrast, starts further back into the primordial mud, and champions the attainment of knowledge through wandering the ‘territory’.