Institutionalisation – Integration and Implementation Insights

i2Insights ambassadors and fifth annual review

January 5, 2021December 15, 2020

By Gabriele Bammer

Author - Gabriele Bammer — Gabriele Bammer (biography)

In November the blog had its fifth birthday. It was an occasion to reflect on how far we have come and where we want to head. Here we describe our new i2Insights Ambassadors program to acknowledge those who champion the blog and to highlight ways supporters can help the blog achieve its aims.

We also share the highlights of 2020 and major improvements made to the blog this year. Finally we showcase 13 blog posts published in 2020 that achieved more than 750 views.

If you are looking for short, thought-provoking reading, there are now well over 300 blog posts to choose from. Rummage through the blog scroll or the list of highlighted posts. Or search the index or use the advanced search to find topics that may interest you.

Effectively leading interdisciplinary and transdisciplinary research organisations

November 10, 2020November 3, 2020

By Global Leaders of Interdisciplinary and Transdisciplinary Research Organisations

authors_mosaic_effectively-leading-intgerdisciplinary-transdisciplinary-research-organisations — Global Leaders of Interdisciplinary and Transdisciplinary Research Organisations details (biographies)

What qualities and skills do leaders of interdisciplinary and transdisciplinary research organisations need?

Leaders of interdisciplinary and transdisciplinary research organisations need the qualities that make any leader successful—creativity, humility, open-mindedness, long-term vision, and being a team player. In addition, we identified eight leadership attributes that are specific to interdisciplinary and transdisciplinary interactions and that help leaders to be transformative with real world impacts. Leaders need to cultivate:

Systems transdisciplinarity as a metadiscipline

November 2, 2020October 27, 2020

By Vladimir Mokiy

author_vladimir-mokiy — Vladimir Mokiy (biography)

In 1990, specialists from the Russian School of Transdisciplinarity began to develop the type of systems transdisciplinarity proposed by Erich Jantsch in 1972. He argued for the coordination of all disciplines and interdisciplines in the education and innovation system on the basis of a generalized axiomatic and an emerging epistemological pattern.

Since this approach has a philosophical rationale, conceptual and methodological basis, and appropriate technological methods, it can be considered as an independent metadiscipline – systems transdisciplinarity.

Transdisciplinarity as a meta-discipline has the following basic attributes:

a meta-theory; and,
a meta-narrative.

Practical actions for fostering cross-disciplinary research

September 14, 2020September 8, 2020

By Yan Ding, Justin Pulford, Susie Crossman and Imelda Bates

author_mosaic-images_ding_pulford_crossman_bates — 1. Yan Ding (biography)
2. Justin Pulford (biography)
3. Susie Crossman (biography)
4. Imelda Bates (biography)

How can we facilitate cross-disciplinary research in practice? What practical actions are considered important for participating in cross-disciplinary research? How do these actions change at the individual, research team/programme and institutional/funder level?

Cross-disciplinary research approaches allow for the interchange of knowledge and experience to stimulate innovative responses to complex research challenges.

Individual researchers

The individual researcher requires certain personal attributes for effective participation in cross-disciplinary research.

Are research institutes fulfilling their interdisciplinary roles in universities?

September 1, 2020August 25, 2020

By Paul Bolger

author_paul-bolger — Paul Bolger (biography)

The number of research centres and institutes within universities has exploded in the last two decades, but how effective have they been in delivering on their interdisciplinary goals?

A key raison d’etre for establishing a research centre or institute is to bring together researchers from multiple disciplines in a particular area of research study, and to foster interdisciplinary collaboration. You don’t have to read too far into mission statements and websites to encounter a goal to be cross-, multi-, inter-, or trans- disciplinary.

Evolution of hot topics in team science / 团队科学中热点主题的演变

September 22, 2020July 21, 2020

By Ying Huang, Ruinan Li, Yashan Li and Lin Zhang

A Chinese version of this post is available

authors_ying-huang_ruinan-li_yashan-li_lin-zhang — 1. Ying Huang (biography)
2. Ruinan Li (biography)
3. Yashan Li (biography)
4. Lin Zhang (biography

What are the research hotspots in the Science of Team Science (SciTS) field? How have they evolved in the last decade?

We used conference programs from the annual International Science of Team Science (INSciTS) conferences held between 2010-2019 and the CorTexT Platform (https://www.cortext.net/) to select the top terms used with high frequency in the 852 titles and abstracts.

High-frequency terms and their evolution

Acknowledging and responding to criticisms of interdisciplinarity / Reconnaître et répondre aux critiques de l’interdisciplinarité

July 28, 2020July 14, 2020

By Romain Sauzet

A French version of this post is available

author_romain-sauzet — Romain Sauzet (biography)

What are the core arguments that critics of interdisciplinarity employ? Which of these criticisms can help to clarify what interdisciplinarity is and what it isn’t?

While some of the criticisms of interdisciplinarity stem from a general misunderstanding of its purpose or from a bad experience, others seem well-founded. Thus, while some must be rejected, others should be accepted.

I outline five different types of criticisms drawn from three main sources:(1) academic writings (see reference list), (2) an empirical survey on interdisciplinarity (Sauzet 2017) (3) informal discussions.

HIBAR research: What is it and how can it be reinvigorated?

July 14, 2020June 30, 2020

By Lorne A. Whitehead, Scott H. Slovic and Janet E. Nelson

mosaic_lorne-whitehead_scott-slovic_janet-nelson — 1. Lorne A. Whitehead (biography)
2. Scott H. Slovic (biography)
3. Janet E. Nelson (biography)

How can we recognize and encourage investigations that holistically fuse fundamental and applied research on a problem of interest in a manner that is both (a) integrative and recursive and (b) highly collaborative with non-university experts?

Recognition

We refer to this form of research as “Highly Integrative Basic And Responsive” (HIBAR). It adds deep university-society engagement to the work that Donald Stokes named “Pasteur’s quadrant” (Stokes 1997) and others have called “use-inspired basic research”.

Finding expertise in research integration and implementation to tackle complex problems

January 4, 2021May 19, 2020

By Gabriele Bammer

When you are pulling together a team to tackle a complex societal or environmental problem, where can you find the expertise to deal with:

Research integration challenges such as: deciding which disciplines and stakeholders to include, setting limits around the problem, dealing with competing problem definitions, managing intractable unknowns, and synthesising different perspectives?
Research implementation challenges such as: identifying likely change agents, taking context into account, developing tools and processes for research to support more effective actions to ameliorate the problem?

Facilitating serendipity for interdisciplinary research

August 10, 2020January 21, 2020

By Catherine Lyall

author-catherine-lyall — Catherine Lyall (biography)

How can institutions facilitate the serendipitous encounters that so often appear to characterise interdisciplinary careers? Is there an inherent hypocrisy in university leaders, research funders and policymakers claiming that they want to facilitate interdisciplinarity and then not creating the conditions that experienced interdisciplinarians say they need in order to foster this style of working?

Here I examine the importance of informal interactions, physical locations, the ‘small stuff’ and ‘slow research.’

Research integration and implementation: Building resources and community

February 13, 2020December 17, 2019

By Gabriele Bammer

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

For the past four years the blog has worked well, achieving significant growth. In 2020 we’re planning improvements, mainly to make specific resources easier to find and access. In 2019 there were a number of firsts, including surpassing 250 blog posts and 300 authors. Check out the nine blog posts published in 2019 that achieved more than 750 views. And if you are looking for something thought-provoking to read over, what for many, will be a holiday break, see below for a selection of gems.

What motivates researchers to become transdisciplinary and what are the implications for career development?

September 28, 2020November 12, 2019

By Maria Helena Guimarães, Olivia Bina and Christian Pohl

authors_mosaic_maria-helena-guimarães_olivia-bina_christian-pohl.jpg — 1. Maria Helena Guimarães (biography)
2. Olivia Bina (biography)
3. Christian Pohl (biography)

If disciplines shape scientific research by forming the primary institutional and cognitive units in academia, how do researchers start being interested in and working with a transdisciplinary approach? How does this influence their career development?

We interviewed 12 researchers working in Switzerland who are part of academia and identify as ‘transdisciplinarians’.