Responding to unacknowledged disciplinary differences with the Toolbox dialogue method

By Graham Hubbs, Michael O’Rourke, Steven Hecht Orzack

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1. Graham Hubbs (biography)
2. Michael O’Rourke (biography)
3. Steven Hecht Orzack (biography)

Have you collaborated with people on a complex project and wondered why it is so difficult? Perhaps you’ve asked yourself, “Do my collaborators even conceive of the project and its goals in the way I do?” Projects involving collaborators from different disciplines or professions seem almost ready made to generate this kind of bewilderment. Collaborators on cross-disciplinary projects like these often ask different kinds of questions and pursue different kinds of answers.

Read moreResponding to unacknowledged disciplinary differences with the Toolbox dialogue method

Do we need diversity science?

By Katrin Prager

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Katrin Prager (biography)

Where do the benefits of diverse teams come from and how can those benefits be unlocked? What are the pitfalls to watch out for in constructing a team that is greater than the sum of its parts?

To boost innovation and creativity in teams I suggest we need to develop diversity science, which has 5 elements:

  1. identifying the right kind of diversity
  2. avoiding homophily
  3. avoiding dominance hierarchies
  4. fostering appropriate leadership
  5. building and protecting trust.

Let’s unpack each of these elements.

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Three complexity principles for convergence research

By Gemma Jiang

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Gemma Jiang (biography)

How can principles adapted from complexity thinking be applied to convergence research? How can such principles help integrate knowledge, methods, and expertise from different disciplines to form novel frameworks that catalyze scientific discovery and innovation?

I present three principles from the complexity paradigm that are highly relevant to convergence research. I then describe three types of transformative containers that I have developed to create enabling conditions for applying complexity principles to convergence.

1. Ecosystem consciousness: An inversion of perspectives

Ecosystem consciousness is necessary because in complex systems the whole (ecosystem) is bigger than the sum of its parts; the wellbeing of the whole and the parts are interdependent and mutually reinforcing.

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Leadership in participatory modelling

By Raimo P. Hämäläinen, Iwona Miliszewska and Alexey Voinov

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1. Raimo P. Hämäläinen (biography)
2. Iwona Miliszewska (biography)
3. Alexey Voinov (biography)

What can leadership discourse in the business literature tell us for leadership in participatory modelling?

Here we explore:

  • the difference between leadership and management in participatory modelling
  • different leadership styles and participatory modelling
  • three key leadership issues in participatory modelling: responsibility for best practices and ethics, competences, and who in the participatory modelling team should lead.

How does leadership differ from management in participatory modelling?

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What is 3-dimensional team leadership?

By Bradley L. Kirkman

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Bradley L. Kirkman (biography)

It is useful to think about teams as having three dimensions:

  1. the team as a whole
  2. the individuals in the team
  3. the subteams within the overall team, or the smaller subsets of team members who cluster together to work on specific tasks. With teams taking on more and more complex tasks, it is not uncommon for members with similar skills to tackle various assignments over a period of time and then integrate their outputs into the larger, overall team.

How does a leader know when to focus on which dimension?

The secret lies in knowing how a particular team best carries out its tasks, specifically a concept known as interdependence.

Read moreWhat is 3-dimensional team leadership?

The “ABC’s” of interdisciplinarity

By Stephen M. Fiore

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Stephen M. Fiore (biography)

What are the attitudinal, behavioral, and cognitive issues that influence interdisciplinary collaborations?

The illustrations I provide here are based upon 20 years of experience working in research environments with scholars ranging from philosophers, anthropologists, and sociologists, to historians, economists, and ecologists, to psychologists, computer scientists, and neuroscientists. This experience has helped to illuminate what creates challenges during interdisciplinary interactions and what also can contribute to effective collaborations and help scholars learn from each other.

Attitudinal issues

Often times interaction is stifled when collaborators maintain some form of disciplinary disdain. The characteristics of disciplinary disdain include lack of respect or a form of contempt for another disciplinary approach, or condescension toward another discipline. An example is the view basic researchers sometimes show for applied research.

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Six lessons from students about transdisciplinary learning

By Irina Dallo, Jan Freihardt and Juanita von Rothkirch

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1. Irina Dallo (biography)
2. Jan Freihardt (biography)
3. Juanita von Rothkirch (biography)

What is an effective way of providing students with practical experience in stakeholder engagement? How can students learn to communicate and engage with community members on a transdisciplinary project, as well as how to create a space for those community members to reflect on their daily lives through interactions and discussions with the student outsiders? What makes it possible for students to broaden their horizons and to acquire new competences and skills?

We present our reflections on how the Winter School 2020 “Science meets Practice” run by ETH Zürich successfully contributed to our transdisciplinary learning process. We suggest there are six key lessons for those who want to design a successful course.

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How librarians contribute to interdisciplinary research teams

By Kelly Miller and Kineret Ben-Knaan

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1. Kelly Miller (biography)
2. Kineret Ben-Knaan (biography)

What can librarians contribute to interdisciplinary research teams working on complex problems? We suggest that librarians add value in the following three ways:

  1. finding and accessing information resources across disciplines
  2. connecting teams to experts and resources, and
  3. improving collaboration and communication strategies.

Our experience comes from being part of the University of Miami’s Laboratory for Integrative Knowledge initiative, also known as U-LINK, which aims to address the world’s most compelling problems through interdisciplinary inquiry. From 2018-2020, teams of scholars from multiple disciplines have received funding to pursue solutions to global challenges.

Librarians have been embedded in each of the teams.

Read moreHow librarians contribute to interdisciplinary research teams

Applying human-centered design to virtual conference planning

By Kristine Glauber, Ben Miller and Christine Ogilvie Hendren

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1. Kristine Glauber (biography)
2. Ben Miller (biography)
3. Christine Ogilvie Hendren (biography)

What is needed to envision and create a virtual conference at which attendees have direct agency in execution of customized, richly interactive sessions?

We share three guideposts from a human-centered design framework in recasting the 11th Annual International Science of Team Science Conference from a face-to-face to a virtual meeting after the emergence of the COVID-19 pandemic.

Develop your design principle

Develop your goals for the meeting overall and each individual conference element.These can be referenced when making decisions about how to accomplish a particular task.

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Scaffolding transdisciplinary contributions

By Roderick Lawrence

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Roderick Lawrence (biography)

What do we mean by “scaffolding” and how is it used in transdisciplinary research?

Scaffolding is a metaphor transferred from building construction and used in pedagogy and teaching methods since the 1970s to assist learning processes. This metaphor has also been applied to multi-stakeholder processes that require collective decision making about complex societal challenges including conflictual situations. In this context scaffolding is used in deliberative processes, identifying those constituents that require facilitation, and selecting the appropriate methods and tools to achieve desired outcomes.

Scaffolding is increasingly recognized as necessary to assist bridge building between people, especially in transdisciplinary research and project implementation about complex situations and persistent problems that have no simple solutions.

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How can co-labouring improve transdisciplinary research?

By Robert Pijpers and Sabine Luning

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1. Robert Pijpers (biography)
2. Sabine Luning (biography)

What do we mean by co-labouring? What practices does it involve? How can it enhance interactions among researchers and key stakeholders in transdisciplinary research?

Defining co-labouring

Choosing the notion of ‘co-labouring’ in our transdisciplinary project stems from an awareness that creating alternative perspectives, eg., on sustainable futures for mining, is a complex endeavor. Ideas of researchers wanting to give voice to unheard groups at the margin are too often based on simple models of translation. These assumptions underestimate what gets lost in translation, or the gaps in understandings between different groups of stakeholders.

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

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

A Chinese version of this post is available

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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

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