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.
Repeat photography in transdisciplinary research
By Matthias Bürgi, Elena G. Siegrist and Tamara Estermann.

2. Elena G. Siegrist (biography)
3. Tamara Estermann (biography)
How can we visualise changes in landscapes such as melting glaciers, expanding forests, and changes in agriculture and settlement structure? How can such visualisations be incorporated into participatory research processes?
A prime source for documenting landscapes at the local scale and from a human perspective is repeated terrestrial photographs from the same location under similar conditions. Repeat photography is the creation of “then and now” pairs by retaking historical photographs from the same location. This is useful for scientific research, as well as to raise community awareness of landscape changes.
Here we describe how repeat photography can be used, as well as its strengths and weaknesses, highlighting its value for transdisciplinary sustainability science.
Ethical considerations for large interdisciplinary networks
By Evelyn Brister, Erin Shoemaker, Susan M. Wolf and Gillian H. Roehrig.

2. Erin Shoemaker (biography)
3. Susan M. Wolf (biography)
4. Gillian H. Roehrig (biography)
What problems in research ethics arise for research networks that cross disciplines and institutions? How do they differ from the ethical issues affecting individual researchers or society at large? What are the lessons for leaders of large research networks?
Addressing complex, real-world problems requires expertise from multiple disciplines. Large, diverse research teams that address these problems may be organized across multiple universities or other research institutions. The larger scale of this network science creates distinctive ethical responsibilities.
To identify responsibilities that fall on network leaders, it is useful to consider ethical issues at three levels: micro, meso, and macro.
Nine steps for a just transition pathway
By Caroline A. van der Weerdt, Antonio De Carluccio, Anouck Guillou and Julia C. Broderick-Hale.

2. Antonio De Carluccio (biography)
3. Anouck Guillou (biography)
4. Julia C. Broderick-Hale (biography)
How can research and innovation projects that aim to support major societal transitions, such as cleaner energy, more sustainable food systems, smarter mobility, and better digital services progress from being pilot projects to affecting systemic change? How can they move from being focused on the solution to attending to the wider system in which the solution must land, examining benefits, costs, decision-making processes and which policies, behaviours, infrastructures and power relations need to change? How do these questions relate to a just transition pathway and how can researchers operationalise the underlying principles?
A just transition pathway is a structured, forward-looking process for connecting practical innovations to wider systemic change.
Four negotiation areas at junctions between context, format and methods in transdisciplinary research
By Nina Maria Frölich and Melanie Mbah.

2. Melanie Mbah (biography)
How can transdisciplinary researchers bring together context, format and methods in a way that recognises their interdependence and their dynamic nature?
Much existing guidance on transdisciplinary research treats context as one design task, and the choice of format and methods as another, separate task. However it is more realistic to see them as interdependent, and that the relationship between them keeps shifting throughout a project.
By context we mean the organisational, political, socio-economic, socio-ecological, cultural, hierarchical, spatial, and temporal structures that frame a transdisciplinary project, as well as the team dynamics and types of knowledge involved.
By format we mean the overall structure that carries a project through its phases, from framing the problem together, through generating new knowledge, to feeding results back into practice―for example a real-world laboratory, a Theory of Change process, an arts-based approach or a step-by-step guide.
Why research needs complexity entrepreneurs
By Gabriele Bammer and Jean Boulton.

2. Jean Boulton (biography)
What is required to improve the understanding of research teams about the complexity encountered when investigating real life situations? How can they effectively embrace the paradoxical, elusive dance―the irreconcilable, intrinsic tension―between order and disorder, form and formlessness, and certainty and uncertainty? What is involved in research better supporting those intent on, or tasked with, acting skilfully in this complex world? Would a new research role―that of complexity entrepreneur―help?
We have coined the term “complexity entrepreneur” as a shorthand way to describe the attributes required to respond effectively in a world that is complex: ie., systemic, patterned and particular to context, and where newness often emerges in ways that cannot be predicted.
In this i2Insights contribution, we outline the key attributes of a complexity entrepreneur, based on Jean’s work. We then briefly describe the contributions of complexity entrepreneurs to research teams tackling complex problems, combining Gabriele’s and Jean’s work. Our aim is to test the water to see if others would also find benefit in distinguishing this newly-coined role of complexity entrepreneur.
Three pillars for inclusive stakeholder engagement in participatory modeling
By Victoria Herbig, Stephanie Briers, and Bianca Vienni-Baptista.

2. Stephanie Briers (biography)
3. Bianca Vienni-Baptista (biography)
How can we ensure that technically sophisticated models represent diverse stakeholder perspectives, knowledge, and interests? More specifically, how can we improve:
- who is included to represent stakeholders,
- engagement dynamics and stakeholder empowerment, and
- genuine deliberation that embeds stakeholder contributions in the model?
Drawing on participatory modeling and transdisciplinary research, we have identified a framework of three interlinked pillars for inclusive stakeholder engagement:
- stakeholder representation (who is included?),
- engagement dynamics (how are the stakeholders included?), and
- collective decision-making (how is their knowledge included?).