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.
How to organize an “all-hands” meeting
By Gemma Jiang, Diane Boghrat and Jenny Grabmeier
2. Diane Boghrat (biography)
3. Jenny Grabmeier (biography)
What is an “all-hands” meeting? What’s required to assemble an effective planning team? What should the planning team consider in setting parameters for the meeting?
What is an “all-hands” meeting?
Here we consider all-hands meetings in the context of our experience with a large cross-disciplinary institute, where members are geographically distributed. An annual all-hands meeting is an effective mechanism many such organizations employ to bring all members together in person.
An all-hands meeting differs from a science conference in two main ways. First, its participants are identified members within the boundary of the organization. It is usually not open to a wider audience. Second, its topic areas extend beyond the research projects supported by the organization. Such topics can include strategic planning among leadership, community building among early career researchers, professional and interpersonal capacity building topics, and development of team science competency.
Making the Nominal Group Technique more accessible
By Jason Olsen
Looking to gain real insights from those with lived experience about a specific topic? Interested in a low-cost method that fosters equal participation and discussion over participant domination in a research focus group? Want to know about modifications to make pan-disability (ie., working with participants with different impairments) research focus groups more inclusive?
The Nominal Group Technique developed by Ven and Delbecq (1972) has been used for more than 50 years. Key to its success is the posing of a single unambiguous and unbiased question about a problem that can generate a wide range of answers. The process structures the meeting to enable critical dimensions of the question to be identified, ranked and rated in a way that:
- limits the influence of the researcher leading the project, as well as the influence of attendees,
- allows participants to clarify the question’s dimensions and gaps,
- increases the likelihood of equal participation for all group members,
- affords equal influence to different, and potentially conflicting, values and ideas.
Understanding the links between coloniality, forced displacement and knowledge production
By Alemu Tesfaye and Truphena Mukuna
2. Truphena Mukuna (biography)
What is the relationship between coloniality, forced displacement and knowledge production? How is this relevant to decolonization efforts?
The history of forced displacement can be traced back to the colonial era, during which European powers established colonies in various parts of the world, displacing and often subjugating indigenous populations. The displacement of indigenous peoples often involved the forced removal from their ancestral lands and the disruption of their social and cultural systems.
In this context, knowledge production was used to justify and legitimize the displacement of indigenous populations. European colonizers created and disseminated knowledge that portrayed indigenous peoples as “primitive” or “uncivilized,” and therefore in need of “civilizing” through the imposition of European values and systems. This knowledge served to legitimize colonial policies of forced displacement and cultural assimilation.
Interdisciplinary teamwork: Expert and non-expert at the same time
By Annemarie Horn and Eduardo Urias
2. Eduardo Urias (biography)
How do teams engage in interdisciplinary knowledge integration and how can they be supported in doing so? Why does simple sharing and questioning of knowledge not necessarily lead to interdisciplinary knowledge integration? And what does it mean to act as both an expert and a non-expert in interdisciplinary teamwork, and why is it hard?
In a five month course, we supervised a team of eight master students in the integration of insights and concepts from their individual, discipline-based projects into a joint work about circular economy. Based on our earlier research, described in our i2Insights contribution on four typical behaviours in interdisciplinary knowledge integration, we expected that if we helped the students to share their own knowledge and to engage with each other’s knowledge, that integration would emerge. We therefore had students prepare and give presentations about their individual projects, background, and conceptual underpinnings to share their knowledge.
Six lessons for newly-forming large research consortia
By Daniel Black and Geoff Bates
2. Geoff Bates (biography)
What are some key tips for establishing new, large consortia to tackle complex global challenges? What are the best ways to coordinate large groups of researchers, practitioners and publics towards a shared goal?
Describing this type of research is cumbersome. As a shorthand we have started to use the terms ‘LMITs’ (pronounced ‘limits’) and ‘New LMITs’ to denote similarly characterised projects and teams that are: ‘Newly forming’, ‘Large-scale’, ‘Mission-orientated’, and ‘Inter- and Trans-disciplinary’.
Drawing on our own experience over the past three years of establishing a New LMIT, we suggest six primary inter-related recommendations for other New LMITs, and for those who fund or support such research groups:
1. Factor in (far) more time than you might expect
2. Seek out funders who understand
A framework for building transdisciplinary expertise
By ANU Transdisciplinarity Working Group
What expertise should everyone have in order to effectively play their role in tackling complex societal and environmental problems? Is there a framework that can help everyone develop rudimentary skills and provide a pathway to enhancing them as and when necessary?
We were charged with addressing these questions, not for everyone, but for all undergraduates at our university, The Australian National University (ANU). In particular, we were asked to ensure that all ANU graduates would be able to work with others to understand and creatively address amorphous and complex problems. More formally, this was described as proposing how undergraduates could develop the “Capability to Employ Discipline-based Knowledge in Transdisciplinary Problem Solving.”