Moderator note: We are aware that the ‘Select date range’ field in the search box below is not currently working. We are seeking a solution and once obtained, will remove this warning box. All other fields in the advanced search box below are working correctly. Last updated 6 November 2025.
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; or, date). 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 ‘Advanced search…’ link in the top of the right sidebar.
- For more information on how advanced search works, 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 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, and comments the least 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 partial word/s, ie., the search will find any word containing the term you are searching on, provided the word begins or ends with the search term (eg., searching for ‘ion’ will not only find the word ‘ion’ but will also find ‘caution’ or ‘ionized’, but not “cautionary’).
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“).
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.
Team development is an essential team science competency
By Gaetano R. Lotrecchiano, L. Michelle Bennett and Yianna Vovides
2. L. Michelle Bennett (biography)
3. Yianna Vovides (biography)
How does a team develop purposefully from an assembly of individuals with a shared research interest to an integrated and interdependent team? What process can they put in place to explore and discover not just their own but each other’s motivations, needs, and values? What needs to be put in place to collaboratively establish a team culture, norms, and processes from which they can agree to operate?
Here we describe the Reflective-Reflexive Design Method that addresses intra- and inter-personal dynamics for team development. Two assumptions underpin it:
- reflection and reflexivity are necessary dynamics for teaming success, and
- interventions that build successful teams take advantage of both dynamics in context and as intersection points.
Towards fair transdisciplinary collaborations that honour epistemic justice
By Annisa Triyanti, Barbara van Paassen, Corinne Lamain, Jessica Duncan, Jillian Student, Jonas Collen Ladeia Torrens and Nina de Roo
What principles need to be upheld to fund and support fair, inclusive, and equitable transdisciplinary collaborations? What competences and attitudes are required for transdisciplinary collaborations to foster epistemic justice? And what do mushrooms have to do with this?!
It is widely acknowledged that to address complex societal problems and harness plural ways of knowing, a wider range of actors, perspectives and types of knowledge are needed than is traditionally the case in other forms of knowledge creation. Transdisciplinary collaborations are different from traditional forms of science in:
Practising responsible research within an Indigenous paradigm
By Norma Romm
What might it mean to practise responsible research within a postcolonial Indigenous paradigm? What is distinctive in terms of the conception of responsible research practice? How does research informed by this paradigm include responsiveness to the voices/spirit of the more-than-human world?
A postcolonial Indigenous paradigm as defined by scholars from a variety of geographical regions is offered as a way of doing research that expressly draws out and tries to revitalise the relational knowing-and-being processes of Indigenous communities in Africa, the Indigenous peoples of Canada, Australia and New Zealand, and the USA (First Nations). These scholars (Indigenous, as well as non-Indigenous ones who can be regarded as allies) have tried to credentialise this research paradigm by expanding upon the underlying suggestion that processes of knowing are inextricably tied to ways of living (being in relation to others, human and more-than-human).
This implies a specific conception of responsibility to try to nurture (in all fields of our influence, including in research practices) relationships that can be considered reciprocal rather than exploitative (of other humans or of other species and of the land and its communities).
Weaving knowledge systems: Honouring Indigenous knowledge
By Chels Marshall, Rosalie Chapple and Joanne Wilson
2. Rosalie Chapple (biography)
3. Joanne Wilson (biography)
What is Indigenous science? How can it be properly recognised? How can we overcome current practices where Indigenous knowledge-holders are generally not regarded as experts, their knowledge is not used as evidence or in decision-making, and non-Indigenous people think Indigenous knowledge needs to be ‘validated’ by Western science?
Lack of recognition of Indigenous data sovereignty raises concerns about the conduct of research – by and for whom? Indigenous cultural knowledge is often used without permission or proper protocols, and is used and appropriated under Western science.
What does successfully honouring Indigenous knowledge look like?
“Our culture is the science.”
Navigating the complexities of decolonizing knowledge production
By Alemu Tesfaye
Has the movement to decolonize knowledge production caught your attention in recent academic discussions? Do you recognize how colonialism has deeply influenced traditional knowledge systems, embedding biases and inequalities in our academic practices? Given the noble aspiration behind decolonizing knowledge, have you ever paused to critically examine its feasibility and achievability? Are we embarking on a realistic journey towards change, or are we chasing an idealistic endeavor?
Understanding the Challenge
My research journey into decolonizing knowledge production, particularly within the context of forced displacement, revealed stark contrasts between conventional academic narratives and the rich, nuanced perspectives of historically marginalized communities. This experience highlighted the deep-rooted biases and structural inequalities embedded within traditional knowledge systems.
Decision support interventions
By Etiënne Rouwette and Alberto Franco
2. Alberto Franco (biography)
What are interventions to support team decision making? And how can interventions enable team decision making to become a rigorous, transparent and defensible process?
Interventions are procedures designed to improve a decision making process. Within the content of team decision making, an intervention is comprised of designed facilitated activities carried out in order to help a team achieve its goals. Team goals include generating a better and shared understanding of a situation of interest or concern, producing a recommendation on how to respond to the situation, or simply deciding what to do next regarding the situation.
Because team members are likely to have different views and goals regarding the situation, facilitation is central to an intervention. Specifically, facilitated activities are designed to encourage the active participation of team members in discussions, so that a mutual understanding within the team can be achieved. In addition, these activities also play a critical role in fostering the development of integrative solutions that create a sense of shared responsibility for their implementation.