Introducing interdisciplinary postgraduate degrees? Seven meta-considerations

Community member post by Dena Fam, Scott Kelly, Tania Leimbach, Lesley Hitchens and Michelle Callen

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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. Continue reading

Linking learning and research through transdisciplinary competences

Community member post by BinBin Pearce

BinBin Pearce (biography)

What are the objectives of transdisciplinary learning? What are the key competences and how do they relate to both educational goals and transdisciplinary research goals? At Transdisciplinarity Lab (TdLab), our group answered these questions by observing and reflecting upon the six courses at Bachelor’s, Master’s, and PhD levels that we design and teach in the Department of Environmental Systems Science at ETH Zurich, Switzerland.

Six competence fields describe what we hope students can do with the help of our courses. A competence field contains a set of interconnected learning objectives for students. We use these competence fields as the basis for curriculum design. Continue reading

Using the arts and design to build student creative collaboration capacity

Community member post by Edgar Cardenas

Edgar Cardenas (biography)

How can undergraduate and graduate students be helped to build their interdisciplinary collaboration capacity? In particular, how do they build capacity between the arts and other disciplines?

In 2018, I co-facilitated the annual, 3-day Emerging Creatives Student Summit, an event for approximately 100 undergraduate and graduate students from 26 universities organized by the Alliance for the Arts in Research Universities. Students’ majors ranged from the sciences, engineering, music, arts, and design.

The aim of the summit is to give students an opportunity to collaborate on projects that incorporate creativity and the arts. Continue reading

The university campus as a transdisciplinary living laboratory

Community member post by Dena Fam, Abby Mellick Lopes, Alexandra Crosby and Katie Ross

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. These phases of the living lab, which work to integrate personal and professional knowledge and practice, are also shown in the figure below:

1. Entering the living lab was the phase where students were introduced to collaborative teamwork processes, expectations of joint problem formulation and critical reflection on their own position within the system being explored: ‘digging where they stand’. This meant helping students consider their relationships with the food waste system as consumers of food and producers of waste, as well as their potential impact as designers of interventions in that system.

2. Transdisciplinary learning was the second phase where students were introduced to the concept of research as a process of system intervention, as well as skills for co-producing and integrating knowledge in collaboration with diverse partners in the food system. For the Transdisciplinary Living Lab at the University of Technology Sydney this meant listening to, questioning and collaborating with relevant stakeholders in the system to investigate historical and current approaches to the issue, and exploring precedents for dealing with food waste in other parts of the world. Central to this phase was ensuring the sharing of knowledge among the students as it was produced. This meant organising a publically accessible class blog that can be viewed at https://wealthfromwaste.wordpress.com/ and weekly debriefs and discussions on insights gained.

Dena Fam (biography)

Abby Mellick Lopes (biography)

Alexandra Crosby (biography)

Katie Ross (biography)

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Foundations of a translational health sciences doctoral program

Community member post by Gaetano R. Lotrecchiano and Paige L. McDonald

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Gaetano R. Lotrecchiano (biography)

How can doctoral studies be developed to include innovation in practice and research, as well as systems and complexity thinking, along with transdisciplinarity? This blog post is based on our work introducing a PhD in Translational Health Sciences at George Washington University in the USA.

Innovation in Practice and Research

We suggest that innovation in practice and research is achieved by the integration of knowledge in three key foundational disciplines:

  • translational research
  • collaboration sciences
  • implementation science (Lotrecchiano et al., 2016).

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

Community member post by Jane Palmer, Dena Fam, Tanzi Smith and Jenny Kent

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.

1. Make the data visible and argue for the unique or special way in which the data will be used

Some of the comments received from our examiners reflected a sense of being provided with insufficient data, or that it was not convincing as data.

It is important that the nature of data for the purposes of the research is clearly defined, and presented in a way that demonstrates its value in the research process. Richer contextualization of the data can help to make clear its value. This can include drawing attention to the remoteness of the field location, the rare access gained to the participants, and/or the unusual or special qualities of the data that make an original contribution to knowledge.

In these and other cases, it may be important to explain how a particular kind of data can valuably inform an argument qualitatively without reference to minimum quantitative thresholds. This is particularly relevant where a transdisciplinary doctoral candidate is crossing between physical/natural science, humanities and social science disciplines.

2. Be creative and explore the possibilities enabled by a broad interpretation of ‘data’

The advantage conferred on the candidate in taking a transdisciplinary approach needs to be made evident to the examiners, especially where there may appear to have been an absorption of the ‘data’ in the wider synthesizing narratives that are typical of transdisciplinary writing.

Adopting more creative writing techniques may help the examiner both to see the data, and to see the research as valuable. Transdisciplinary doctoral candidates may, given the complex feat of communication this requires, find it useful to seek training in creative writing or science communication skills.

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Jane Palmer (biography)

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Dena Fam (biography)

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Tanzi Smith (biography)

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Jenny Kent (biography)

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