Stakeholder engagement – Integration and Implementation Insights

Transdisciplinary research in the Global South: Challenges and recommendations

July 21, 2026July 21, 2026

By Laila Sandroni and Marcel Bursztyn.

authors_laila-sandroni_marcel-bursztyn — 1. Laila Sandroni (biography)
2. Marcel Bursztyn (biography)

What are the key challenges in conducting research that aims to bridge science, policy and grassroots demands? How can such challenges be addressed?

This i2Insights contribution is based on transdisciplinary research that we and colleagues undertook with local communities in Brazil (Sandroni et al., 2026) and we suggest that the challenges and recommendations have broader relevance. Some are relevant to all transdisciplinary research, while others have particular resonance in Global South contexts.

Challenges

Key challenges centre around timing; tensions in worldviews; urgency and impact of climate change; process-oriented research and academic outputs; and language, concepts, and translation.

Four lessons for pursuing participatory action-oriented PhD research inside the university system

June 23, 2026June 23, 2026

By Raymond Hyma and Javier García Martínez.

authors_raymond-hyma_javier-garcia-martinez — 1. Raymond Hyma (biography)
2. Javier García Martínez (biography)

What happens when participatory, relational, and action-oriented inquiry meets the institutional architecture of the PhD: tight timelines, individual authorship, and demands for methodological certainty? What does it mean to pursue participatory and action oriented research as a PhD project inside the university system?

We are PhD candidates in a university alliance connecting Australia and the UK, navigating participatory and action-oriented commitments across two institutional contexts. We noticed that much of the literature about participatory doctorates is written retrospectively, once the thesis is submitted and the mess has been tidied into a coherent story. Our contribution is different: we write from the middle, while decisions are still being negotiated, while constraints are still shaping the work, while we are still learning how to stay accountable to participatory values in real time.

So, what are we learning so far?

Building trust in researching about and engaging with underserved communities

June 9, 2026June 9, 2026

By Katrina Messiha.

How can we ensure that the many people whose lives are shaped by homelessness, migration, poverty, trauma, mental illness, caring responsibilities, social isolation and other contributors to marginalisation are adequately represented and well engaged with in relevant research?

This is important because if some lives are missing from the evidence base, they may also be missing from the services, policies and practices built upon it. But what happens when researchers try to engage people whose previous encounters with healthcare, welfare, housing, immigration or other public systems, including research, may have been difficult, exhausting or even harmful?

The usual language used to describe such people is “hard to reach,” “seldom heard” or “difficult to engage.” These phrases may be commonly used and well intended, but they can hide a pressing question: Where does trust already exist and how can research begin there?

Tinkering workshops: Exploring children’s perceptions of problems and potential solutions

June 2, 2026May 26, 2026

By Ina Opitz, Melanie Kryst, Pia von den Benken and Audrey Podann.

authors_opitz_kryst_benken_podann — 1. Ina Opitz (biography)
2. Melanie Kryst (biography)
3. Pia von den Benken (biography)
4. Audrey Podann (biography)

How can children’s everyday experiences and perceptions of problems and solutions be made accessible for potential inclusion in transdisciplinary research? How can these processes also be used to familiarise children with the fundamentals of transdisciplinarity?

We have developed a three-hour “tinkering workshop,” based on design science principles, to encourage children to think about their environment and identify problems and solutions in a playful and creative way.

Our tinkering workshop is suitable for children aged between 9 and 12 years. We have tried it out in four workshops with a total of 56 children, focusing on the problem of plastic waste.

Navigating inter- and transdisciplinary PhD supervision: Practical questions for students and supervisors

May 12, 2026April 7, 2026

By Erika Angarita, Anna Hajdu, Yanyan Huang, BinBin Pearce, Guadalupe Peres-Cajías, Hussein Zeidan and Yuanyuan Zhu.

authors_angarita_hajdu_huang_pearce_peres-cajías_zeidan_zhu — 1. Erika Angarita; 2. Anna Hajdu; 3. Yanyan Huang; 4. BinBin Pearce; 5. Guadalupe Peres-Cajías; 6. Hussein Zeidan; 7. Yuanyuan Zhu (biographies)

How can a student and their supervisors develop a shared map for a PhD project when they come from different disciplinary traditions, hold different assumptions about knowledge and quality, and operate within institutional systems that are still largely structured around single disciplines? How can they navigate what may feel obvious to one and may be invisible to another?

We developed a structured checklist of questions designed to support supervision conversations and reduce tensions resulting from unspoken assumptions.The checklist aims to be a guide for thoughtful, ongoing reflection between supervisors and doctoral students. These questions cover five areas where misunderstandings commonly arise:

Epistemology: How each supervisor and student understands knowledge, methods, and validity.
Institutional support and expectations: The context shaping what is possible.
Complexity management: Working with uncertainty and external partners.
Career orientation and identity: Finding a place within (or beyond) academia.
Dissemination pathways: Deciding how and where inter- and transdisciplinary work has an impact.

The Cultiv8 tool Part 2: Actionable insights for navigating power

April 14, 2026March 19, 2026

By Sobia Khan and Julia E. Moore.

authors_sobia-khan_julia-moore — 1. Sobia Khan (biography)
2. Julia E Moore (biography)

How can we move beyond considering power as the source of implementation challenges and bottlenecks, and instead focus on how we can change or shift the nature of power? How might you experience implementation differently if you knew how to unpack power dynamics and had strategies to navigate power in your implementation practice or research?

This i2Insights contribution is a companion to our previous post on cultivating trust. Trust and power go hand in hand and can’t be dealt with in silos – when considering trust, you also need to consider power and vice versa. The framework presented here helps to understand the dimensions of power and actionable steps for navigating each of these dimensions. Here we describe a second aspect of the Cultiv8 tool to unpack power dynamics.

Before you act: Reflect on the context

The Cultiv8 tool Part 1: Actionable insights for cultivating trust

March 19, 2026March 17, 2026

By Julia E. Moore and Sobia Khan.

authors_julia-moore_sobia-khan — 1. Julia E Moore (biography)
2. Sobia Khan (biography)

What are some useful ways of thinking about trust when developing plans to implement your research or strengthen your team? More importantly, what are some practical ways to build trust both as an individual and as an organisation?

Indeed, when asked about some of the most challenging parts of implementing changes and taking part in research collaborations, people often talk about trust. Trust is essential for equity and for working with people in effective ways, but so few of us are trained in how to build trust.

This i2Insights contribution provides a practical approach to thinking about trust, along with actionable steps to cultivate trust to help you achieve your goals, whether you are working with others to implement evidence or looking to strengthen your team dynamics.

A framework for navigating the impact of using artificial intelligence on collaborative research communication

March 24, 2026March 3, 2026

By Faye Miller.

faye-miller_2025 — Faye Miller (biography)

How can research teams recognise when their use of artificial intelligence is affecting their ability to integrate different knowledge and perspectives? How can they navigate the impact of artificial intelligence on their collaborative processes?

When research teams use artificial intelligence in collaborative work, new complexities emerge, especially subtle shifts in communication patterns that can fundamentally alter how teams integrate different perspectives and knowledge forms. Consider an environmental team relying on artificial intelligence summaries across hydrology, ecology, and policy. They might miss crucial disciplinary nuances, or follow its “evidence-based” recommendations that may clash with community priorities.

Moving from epistemic paternalism to transformative transdisciplinarity

February 17, 2026

By David Ludwig and Charbel N. El-Hani.

authors_david-ludwig_charbel-el-hani — 1. David Ludwig (biography)
2. Charbel N. El-Hani (biography)

How can we overcome the epistemic paternalism that has long shaped relations between science and society? How can a transformative vision of transdisciplinarity emerge from the interplay between epistemic diversity and epistemic decolonization?

Demands for transdisciplinary research reflect an intricate politics of knowledge that can be described through a triad of paternalism, diversity, and decolonization. Epistemic paternalism has become widely criticized in many debates about development and modernization. For example, international development projects are often deeply paternalistic by assuming that science and technology of the “developed world” should be simply exported into the “underdeveloped world,” where they are imagined as generating economic growth and societal progress.

Participatory content analysis

February 10, 2026February 3, 2026

By Andréanne Chu Breton-Carbonneau.

andreanne-chu-breton-carbonneau — Andréanne Chu Breton-Carbonneau (biography)

How can participatory action research with trusted community-based organizations ensure that communities most impacted take part in interpretating the data, turning findings into deeper insights and more meaningful community-led solutions?

Participatory content analysis is a final step in participatory action research and enables a community research team to analyze data to identify content themes, visually map relationships, and derive actionable insights based on local knowledge and lived expertise. The community research team comprises academic researchers, community-based organization partners, and “resident researchers,” who are community members recruited—with support from the community-based organization partners—from groups most impacted by the research area.

Actor constellation role plays

January 20, 2026

By Alexandra Frangenheim.

How can transdisciplinary researchers gain a better understanding of systemic and multi-causal problems, including recognising different thought styles, appreciating the complexity of intervening, and anticipating points of conflict?

Actor constellation is a role play for identifying the relevance of various actors involved in specific problems. It is useful for problem framing when a research team is formed, for example to plan empirical inquiries or to identify relevant actors for addressing research questions. It also enables researchers from different disciplines and practitioners to uncover hidden dynamics and possible systemic solutions to the problem of interest, and to unlock the potential of shifting perspectives to ultimately develop new narratives.

When research participants represent relevant actors in a role play, their implicit assumptions about relationships, structures, interaction and actors’ knowledge are made explicit.

Six key steps for stakeholder engagement

January 13, 2026December 9, 2025

By Khara Grieger, Kimberly Bourne, Alison Deviney and Nourou Barry.

authors_grieger_bourne_deviney_barry — 1. Khara Grieger (biography)
2. Kimberly Bourne (biography)
3. Alison Deviney (biography)
4. Nourou Barry (biography)

How can you systematically plan stakeholder engagement? What are the key issues that need to be considered? What guiding questions can help?

STEP 1: Identify and clarify engagement goals

Spend time at the beginning of the engagement process to clearly identify why you are engaging with stakeholders. Common goals include sharing knowledge or information; collecting insights, perspectives, or information from stakeholders; and co-creating or co-designing solutions. Other potential goals may include building trust and improving transparency, enhancing collaborations and partnerships, and improving the implementation of decisions.