To read or not to read…

Community member post by Gabriele Bammer

This is the second annual “state of the blog” review.

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Gabriele Bammer (biography)

Why are you reading this? That sounds like an aggressive question, but it’s not meant to be. It’s a prelude to asking: is the blog serving a useful purpose for you? If so, what is it doing right? If not, what could it do better?

The blog was established to provide easier access to concepts and methods for dealing with complex problems in any field (environment, public health, welfare, education, security and more) and to connect a diverse and fragmented community – primarily of researchers.

November 2017 marked the blog’s second anniversary and this 169th blog post reviews how we are tracking, as well as asking for your input. Continue reading

Three lessons from statistics for interdisciplinarians and fellow travellers

Community member post by Gabriele Bammer

gabriele-bammer
Gabriele Bammer (biography)

In last week’s blog post on recognising interdisciplinary expertise I argued that forming a new i2S discipline could help embed interdisciplinarity and related approaches (transdisciplinarity, systems thinking, action research, T-shaped research and others) in the academic mainstream. But how would such a discipline work? What are the challenges to establishing an i2S discipline and how could they be overcome?

The discipline of statistics provides three productive analogies. Key to success in both statistics and i2S are: collaboration, dedicated journals to publish advances in concepts and methods, and lobbying for effective application of the discipline. Continue reading

Recognising interdisciplinary expertise

gabriele-bammer
Gabriele Bammer (biography)

Community member post by Gabriele Bammer

Could we overcome the challenges of embedding interdisciplinarity in the academic mainstream if relevant expertise were defined and recognized as a new discipline? What is this relevant expertise?

Here I consider team-based interdisciplinarity addressing complex societal and environmental problems and argue that it needs specific expertise over and above that contributed by disciplines. This set of knowledge and skills is currently poorly defined and recognized.

If contributing such know-how was an established role, it could provide a way of more adequately integrating interdisciplinary researchers into academic institutions. Furthermore, the time is ripe to codify that expertise by pulling together lessons from decades of experience. Continue reading

One university’s response to addressing complex real-world problems / Respuesta de una universidad para afrontar problemas complejos del mundo real

Community member post by Carlos Mataix, Javier Carrasco, Sara Romero and Marcel Bursztyn

A Spanish version of this post is available

How can universities more effectively address complex real-world problems, especially in sustainable development? What’s needed is not only disciplinary expertise, but also an ability to deal with systems problems involving wicked dynamic interrelations and a diversity of stakeholders, with varying levels of power to design and implement solutions. Researchers need to interact with a diversity of actors, inside and outside the academic community and to take into account diverse mental frameworks, languages, cultures and interests.

The Innovation and Technology for Development Centre at the Technical University of Madrid (itdUPM)

A growing number of faculty members at the Technical University of Madrid have sought to address this challenge, leading to the creation in March 2012 of the Innovation and Technology for Development Centre (itdUPM).

The Centre’s main characteristics are:

  • Its aim of contributing to the solution of sustainability problems through both collaborative research and postgraduate problem-oriented education, involving students from diverse disciplines
  • Voluntary affiliation of university faculty members and researchers to itdUPM, with more than 200 currently holding joint appointments or multiple affiliations between departments or research groups and itdUPM. A faculty member will undertake teaching duties for their department, disciplinary research within their research group, and action-focused research on sustainable development problems with members of the itdUPM network
  • Affiliates also include non-academic professionals and experts with a record of collaboration with itdUPM and its working groups
  • The Centre is organized as a network
  • Teams are not permanent and they are established as task forces of varying durations.

The Centre’s organization is represented in the figure below. The circles represent the network’s nodes:

  • Management Committee (19 lecturers and coordinators of Research Groups and PhD holders)
  • Standing Committees (working under the Management Committee to speed up processes and programmes)
  • Communities of Knowledge and Practices (communities focus on different disciplines)
  • Technical Team (fulfills the enabler node function composed by a group of individuals dedicated exclusively to itdUPM).
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Carlos Mataix (biography)

javier_carrasco
Javier Carrasco (biography)

sara-romero
Sara Romero (biography)

marcel-bursztyn
Marcel Bursztyn (biography)

Continue reading

Are more stakeholders better?

eleanor-sterling
Eleanor Sterling (biography)

Community member post by Eleanor Sterling

Participatory modeling, by definition, involves engaging “stakeholders” in decision making. But determining which stakeholders to involve, when, and how is a delicate balance. Early writings on stakeholder engagement methods represent engagement along a linear continuum from non-participatory to citizen-controlled decision making.

Non-participatory methods could include stakeholders passively receiving pre-set information, with no input to content or delivery (eg., public information campaigns). Fully collaborative partnerships (eg., participatory action research projects) involve co-creation of knowledge, co-identification of issues, and co-framing of and implementation of solutions. Continue reading

Two lessons for early involvement of stakeholders in research

Community member post by Obasanjo Oyedele, Martin Atela and Ayo Ojebode

Obasanjo Oyedele (biography)

A fundamental principle for conducting research that is easily put to use by stakeholders is to involve them in the research process as early as possible. But how can the inertia and lack of interest that stakeholders often have at this stage be overcome?

We provide two lessons from our experience of involving stakeholders as early as the research launch. Continue reading