Dena Fam – Integration and Implementation Insights

Pause… How art and literature can transform transdisciplinary research

August 3, 2023August 23, 2022

By Jane Palmer and Dena Fam

authors_jane-palmer_dena-fam — 1. Jane Palmer (biography)
2. Dena Fam (biography)

What might make us stop and think differently about the ways in which we interact with our environment and others, human and nonhuman? What kind of knowing about acute threats to the natural environment will sufficiently motivate action?

We suggest that art and literature can offer us a pause in which we might, firstly, imagine other less anthropocentric ways of being in the world, and secondly, a way into Basarab Nicolescu’s “zone of non-resistance” (2014, p. 192), where we become truly open to new transdisciplinary forms of collaboration.

Writers, artists and scholars have canvassed many ways of ‘pausing’ our accustomed thought processes: mindfulness and ‘mindwandering’, and solitude, as well as post-representational research, which is sensory, affective and exploratory. We are interested particularly in the kind of ‘pause’ that constitutes a transformative experience that changes our relations with others, human and nonhuman.

Can cultural hegemony explain resistance to transdisciplinarity?

June 23, 2023March 1, 2022

By Livia Fritz, Ulli Vilsmaier and Dena Fam

author_livia-fritz_ulli-vilsmaier_dena-fam — 1. Livia Fritz (biography)
2. Ulli Vilsmaier (biography)
2. Dena Fam (biography)

What are the reasons for resistance to transdisciplinary research and education? And what insights can Antonio Gramsci, one of the founders of the Italian Communist party in the early 20^th Century, offer?

We argue that one of the main reasons for resistance is that transdisciplinarity subverts well-established and often unquestioned structures, practices and values in academia. In particular, transdisciplinarity challenges persistent organizational structures, mechanisms of knowledge production and evaluation criteria based on disciplinary models of research and higher education.

An important step forward in overcoming resistance is shedding light on its root causes. We propose the concept of cultural hegemony, building on Gramsci’s concept, to make these root causes visible, able to be articulated, and tangible.

Gramsci’s concept of cultural hegemony

Transdisciplinary integration: A multidimensional interactive process

April 4, 2023September 14, 2021

By Dena Fam, Julie Thompson Klein, Sabine Hoffmann, Cynthia Mitchell and Christian Pohl

authors_dena-fam_julie-thompson-klein_sabine-hoffman_cynthia-mitchell_christian-pohl — 1. Dena Fam; 2. Julie Thompson Klein; 3. Sabine Hoffmann; 4. Cynthia Mitchell; 5. Christian Pohl (biographies)

The concept of integration is widely regarded as the crux of transdisciplinary research, education, and practice. However, there is no one-size-fits-all approach or methodology. Projects and programs vary in purpose, scale and scope, problem focus, research question, mix of expertise, degree of coordination and communication, timing, and responsibility for integration. Based on findings in a study of integration we conducted (Pohl et al., 2021), we address four common questions to provide insights into transdisciplinary integration as a multidimensional interactive process.

1. Does integration require coming to consensus on a contested issue?

Not necessarily. Agreement on a final single understanding or solution is only one kind of integration.

Other kinds do not require agreement or consensus. Instead, they allow perspectives reflecting different ways of knowing related to different knowledge communities and knowers to coexist. Such other kinds of integration include:

Learning from interdisciplinary and transdisciplinary research ‘failures’

April 5, 2022August 6, 2019

By Dena Fam and Michael O’Rourke

authors_dena-fam_michael-orourke — 1. Dena Fam (biography)
2. Michael O’Rourke (biography)

What makes interdisciplinary and transdisciplinary research challenging? What can go wrong and lead to failure? What has your experience been?

Modes of research that involve the integration of different perspectives, such as interdisciplinary and transdisciplinary research, are notoriously challenging for a host of reasons. Interdisciplinary research requires the combination of insights from different academic disciplines and it is common that these:

bear the stamp of different epistemologies; and,
involve different types of data collected using different methods in the service of different explanations.

Introducing interdisciplinary postgraduate degrees? Seven meta-considerations

August 9, 2023August 7, 2018

By Dena Fam, Scott Kelly, Tania Leimbach, Lesley Hitchens and Michelle Callen

dena-fam_feb-2018 — Dena Fam (biography)

What is required to plan, introduce and standardize interdisciplinary learning in higher education?

In a two-year process at the University of Technology Sydney we identified seven meta-considerations (Fam et al., 2018). These are based on a literature review of best practice of interdisciplinary programs internationally, as well as widespread consultation and engagement across the university. Each meta-consideration is illustrated by a word cloud and a key quotation from our consultations.

1: Create an interdisciplinary community and culture

There was a perceived need to develop and foster supportive and mutually beneficial relationships among students, and between students and academic staff, as well as to build dynamic and healthy working relationships among the academic areas involved.

The university campus as a transdisciplinary living laboratory

August 9, 2023May 1, 2018

By Dena Fam, Abby Mellick Lopes, Alexandra Crosby and Katie Ross

authors_dena-fam,_abby-mellick-lopes_alexandra-crosby_katie -ross — 1. Dena Fam (biography)
2. Abby Mellick Lopes (biography)
3. Alexandra Crosby (biography)
4. Katie Ross (biography)

How can transdisciplinary educators help students reflexively understand their position in the field of research? Often this means giving students the opportunity to go beyond being observers of social reality to experience themselves as potential agents of change.

To enable this opportunity, we developed a model for a ‘Transdisciplinary Living Lab’ (Fam et al., forthcoming).This builds on the concept of a collaborative test bed of innovative approaches to a problem or situation occurring in a ‘living’ social environment where end-users are involved. For us, the social environment is the university campus. We involved two universities in developing this model – the University of Technology Sydney and Western Sydney University. We aimed to help students explore food waste management systems on campus and to consider where the interventions they designed were situated within global concerns, planetary boundaries and the UN Sustainable Development Goals.

The Transdisciplinary Living Lab was designed and delivered in three largely distinct, yet iterative phases, scaling from individual experiences to a global problem context.

Doing a transdisciplinary PhD? Four tips to convince the examiners about your data

November 12, 2020March 20, 2018

By Jane Palmer, Dena Fam, Tanzi Smith and Jenny Kent

author-mosaic_jane-palmer,_dena-fam_tanzi-smith_jenny-kent — 1. Jane Palmer (biography)
2. Dena Fam (biography)
3. Tanzi Smith (biography)
4. Jenny Kent (biography)

How can research writing best be crafted to present transdisciplinarity? How can doctoral candidates effectively communicate to examiners a clear understanding of ‘data’, what it is and how the thesis uses it convincingly?

The authors have all recently completed transdisciplinary doctorates in the field of sustainable futures and use this experience to highlight the challenges of crafting a convincing piece of research writing that also makes claims of transdisciplinarity (Palmer et al., 2018). We propose four strategies for working with data convincingly when undertaking transdisciplinary doctoral research.

Transkillery! What skills are needed to be a boundary crosser?

December 23, 2021March 14, 2017

By Dena Fam, Tanzi Smith and Dana Cordell

What skills and dispositions are required by researchers and practitioners in transdisciplinary research and practice in crossing boundaries, sectors and paradigms?

The insights here come from interviews with 14 internationally recognized transdisciplinary researchers and practitioners, chosen from a diverse range of research and practice-based perspectives.

Here we focus on:

1) skills for specific tasks such as facilitation of a meeting, crafting a well-written report, and communicating effectively across disciplines; and,

2) dispositions, attitudes, orientations and temperaments of an effective researcher/practitioner, i.e., as a way of being.

Six categories of skills and dispositions

The core skills and dispositions of an exceptional transdisciplinary researcher/practitioner can be grouped into six categories, illustrated in the figure below.

Designing for impact in transdisciplinary research

August 13, 2021February 16, 2017

By Cynthia Mitchell, Dena Fam and Dana Cordell

Starting with richly articulated pictures of where we would like to be at some defined point in the future has powerful consequences for any human endeavour. How can we use such “Outcome Spaces” to guide the conception, design, implementation, and evaluation of transdisciplinary research?

Our Outcome Spaces Framework (Mitchell et al., 2017) considers three essential impacts:

(1) improving the situation,
(2) generating relevant stocks and flows of knowledge, and
(3) mutual and transformational learning by the researcher/s and involved participants.

Supporting academics’ learning to design, teach and research transdisciplinary programs in higher education: What’s the state of play?

August 14, 2023January 20, 2016

By Tanja Golja and Dena Fam

In their 2013 report on the significance of transdisciplinary approaches to advance scientific discovery and address formidable societal challenges (PDF 700KB), the American Academy of Arts and Sciences (AAAS) put out a call to “expand education paradigms to model transdisciplinary approaches” (p. xiii). Ought we be considering whether transdisciplinary approaches might reconfigure education paradigms, and if so, why?

As a case in point, most Australian universities offer professional learning opportunities for academics involved in coursework teaching and research supervision (e.g. a Graduate Certificate in higher education learning and teaching). Typically, such formal scholarly programs introduce teaching academics to current educational principles, practices and research in higher education.

However, these and similar academic programs have been slow to respond to the increasing interest in transdisciplinary education and research.