Teamwork – Page 4 – Integration and Implementation Insights

Living labs are learning labs: Creating and mapping conditions for social learning in transdisciplinary research

February 27, 2024February 27, 2024

By Marina Knickel and Guido Caniglia

authors_marina-knickel_guido-caniglia — 1. Marina Knickel (biography)
2. Guido Caniglia (biography)

What is required for social learning in living labs? How can social learning be mapped in living labs?

Living labs are conceived as spaces for social learning across difference in real-world situations through transdisciplinary research with diverse actors. We argue that the following conditions, often intertwined and building on each other, are required to set up living labs as learning spaces:

1. Epistemic: Learning to foster knowledge pluralism

We suggest supporting research and practice partners in developing a capacity for knowledge pluralism as the ability to appreciate and work with multiple kinds of knowledge and ways of knowing. Knowledge pluralism could be fostered by learning to recognise differences in knowledge, perspectives and socio-cultural identities as strengths and by strategically valorising them.

Writing confidentiality and anonymity into collaboration agreements

October 27, 2025November 21, 2023

By Edgar Cardenas, L. Michelle Bennett, and Michael O’Rourke

authors_edgar-cardenas_l-michelle-bennett_michael-orourke — 1. Edgar Cardenas (biography)
2. L. Michelle Bennett (biography)
3. Michael O’Rourke (biography)

How might teams create norms to scaffold the use of confidentiality and anonymity in team settings? How could a team integrate language about confidentiality and anonymity into their collaboration agreement? How can teams use these approaches and simultaneously build psychological safety and trust?

In an earlier i2Insights contribution, we provided a collaboration agreement template to help teams improve their chances of collaboration success by facilitating dialogue about shared values, norms, and processes of collaboration. This template is designed around three central dimensions of collaborative research: team management, team dynamics, and team communication.

Confidentiality and anonymity in teams

November 21, 2023

By Edgar Cardenas, L. Michelle Bennett, and Michael O’Rourke

Do confidentiality and anonymity have a place in teamwork? What are the risks and how might they be mitigated? Can teams move past the need for confidentiality and anonymity?

It takes time and intentional effort to create an environment within a team that is safe for interpersonal risk-taking (ie., a psychologically safe environment). As a team works to develop a psychologically safe environment, teammates will likely be more and more willing to speak openly about challenges. As part of this work, and in an effort to make certain all team members are comfortable sharing issues and challenges, teams may suggest adopting confidential and/or anonymous communication channels; however, there are significant risks associated with their use in teams. Here we detail some of the common risks and provide a set of design elements for dealing with them.

Confidentiality

Teammates who have concerns and are uncomfortable sharing them openly with the full team might choose to communicate confidentially with another person, who may be on the team or outside of the team.

How to organize an “all-hands” meeting

March 10, 2025September 12, 2023

By Gemma Jiang, Diane Boghrat and Jenny Grabmeier

authors_emma-jiang_diane-boghrat_jenny-grabmeier — 1. Gemma Jiang (biography)
2. Diane Boghrat (biography)
3. Jenny Grabmeier (biography)

What is an “all-hands” meeting? What’s required to assemble an effective planning team? What should the planning team consider in setting parameters for the meeting?

What is an “all-hands” meeting?

Here we consider all-hands meetings in the context of our experience with a large cross-disciplinary institute, where members are geographically distributed. An annual all-hands meeting is an effective mechanism many such organizations employ to bring all members together in person.

An all-hands meeting differs from a science conference in two main ways. First, its participants are identified members within the boundary of the organization. It is usually not open to a wider audience. Second, its topic areas extend beyond the research projects supported by the organization. Such topics can include strategic planning among leadership, community building among early career researchers, professional and interpersonal capacity building topics, and development of team science competency.

Interdisciplinary teamwork: Expert and non-expert at the same time

June 23, 2026August 22, 2023

By Annemarie Horn and Eduardo Urias

authors_annemarie-horn_eduardo-urias — 1. Annemarie Horn (biography)
2. Eduardo Urias (biography)

How do teams engage in interdisciplinary knowledge integration and how can they be supported in doing so? Why does simple sharing and questioning of knowledge not necessarily lead to interdisciplinary knowledge integration? And what does it mean to act as both an expert and a non-expert in interdisciplinary teamwork, and why is it hard?

In a five month course, we supervised a team of eight master students in the integration of insights and concepts from their individual, discipline-based projects into a joint work about circular economy. Based on our earlier research, described in our i2Insights contribution on four typical behaviours in interdisciplinary knowledge integration, we expected that if we helped the students to share their own knowledge and to engage with each other’s knowledge, that integration would emerge.

Six lessons for newly-forming large research consortia

September 5, 2023August 15, 2023

By Daniel Black and Geoff Bates

authors_daniel-black_geoff-bates — 1. Daniel Black (biography)
2. Geoff Bates (biography)

What are some key tips for establishing new, large consortia to tackle complex global challenges? What are the best ways to coordinate large groups of researchers, practitioners and publics towards a shared goal?

Describing this type of research is cumbersome. As a shorthand we have started to use the terms ‘LMITs’ (pronounced ‘limits’) and ‘New LMITs’ to denote similarly characterised projects and teams that are: ‘Newly forming’, ‘Large-scale’, ‘Mission-orientated’, and ‘Inter- and Trans-disciplinary’.

Drawing on our own experience over the past three years of establishing a New LMIT, we suggest six primary inter-related recommendations for other New LMITs, and for those who fund or support such research groups:

1. Factor in (far) more time than you might expect
2. Seek out funders who understand

An analytical framework for knowledge co-production

September 5, 2023May 30, 2023

By Marianne Penker

How can students and academics starting out in transdisciplinary research begin to come to grips with knowledge co-production?

Colleagues and I developed a useful analytical framework comprising the following four elements:

typology of actor roles (who?)
research phases (when?)
objectives and forms of actor integration (why?)
types of knowledge (what?).

These four elements are illustrated in the figure below.

The development of the framework was based on the literature and our experiences in running a doctoral school on transdisciplinary sustainability research (see Enengel et al. 2012).

Five core competency areas for participatory modeling

August 11, 2026April 18, 2023

By Sondoss Elsawah, Elena Bakhanova, Raimo P. Hämäläinen and Alexey Voinov

mosaic_authors_sondoss-elsawah_elena-bakhanova_raimo-hamalainen_alexey-voinov — 1. Sondoss Elsawah (biography)
2. Elena Bakhanova (biography)
3. Raimo P. Hämäläinen (biography)
4. Alexey Voinov (biography)

What knowledge and skills do individuals and teams need to be effective at participatory modeling?

We suggest that five core competency areas are essential for participatory modeling:

systems thinking
modeling
group facilitation
project management and leadership
operating in the virtual space.

These are illustrated in the figure below.

These competency areas have naturally overlapping elements and should therefore be seen as a holistic and interdependent set.

Wisely navigating knowledge co-production: Towards an ethics that builds capacities

July 13, 2026April 11, 2023

By Guido Caniglia and Rebecca Freeth

authors_guido-caniglia_rebecca-freeth — 1. Guido Caniglia (biography)
2. Rebecca Freeth (biography)

How can I ensure that marginalized voices are heard in this project? Whom do I call on to offer the next perspective in this workshop and why? How can I intervene in this particular disagreement in a productive way? These are typical questions that researchers and practitioners involved in knowledge co-production processes ask themselves. They express deep ethical concerns, which also have epistemological and political implications, as they address the question: What should I do in this situation? What is right and wrong for me to do here?

We suggest that a perspective based on the ancient virtue of practical wisdom may help researchers and practitioners alike working in knowledge co-production to navigate the complexities of these questions.

Practical wisdom: An ancient virtue for wise navigation

Our answers to the deep ethical questions that emerge in collaborative and participatory research will vary depending on the specifics of the situation we are in, who is involved, as well as our own positionality and role in research projects or academic institutions. There is no formula to follow.

An effective way to organize research coordination meetings

April 14, 2026March 21, 2023

By Gemma Jiang, Diane Boghrat and Jenny Grabmeier

How can large cross-disciplinary science institutes consisting of multiple teams working on multiple research projects overcome significant challenges to research coordination? Key aspects are:

Visibility: how to keep different project teams informed of each other’s progress?
Learning: how to support cross-project learning?
Accountability: how to keep project teams accountable for their goals and deliverables?

Tackling these challenges requires a combination of asynchronous communications such as Slack, newsletters and emails, as well as synchronous communications such as research coordination meetings.

Keyword quiz: an icebreaker method for interdisciplinary teams

April 7, 2026March 14, 2023

By Sebastian Rogga and Anton Parisi

authors_sebastian-rogga_anton-parisi — 1. Sebastian Rogga (biography)
2. Anton Parisi (biography)

How can members of interdisciplinary teams quickly gain a better understanding of each other’s thematic preferences and skills in a way that is also engaging and fun?

We have developed a “keyword quiz” icebreaker method to facilitate exchange between members of interdisciplinary teams, especially between people who are not complete strangers to each other but are collaborating in a project context for the first time.

In brief, the idea is to communicate each member’s scientific profile based on keywords from publications that the team members have published and that they have selected based on specific categories.

The keywords of a publication are presented visually to the whole group and the team members then guess, in the form of a quiz, which team member published the associated publication.

Externalizing implicit expectations and assumptions in transdisciplinary research

March 10, 2026January 17, 2023

By Verena Radinger-Peer, Katharina Gugerell and Marianne Penker

authors_verena-radinger-peer_katharina-gugerell_marianne-penker — 1. Verena Radinger-Peer (biography)
2. Katharina Gugerell (biography)
3. Marianne Penker (biography

How can implicit expectations and assumptions of team members in transdisciplinary research collaborations be identified?

We used Q-methodology as a tool to make diverse expectations and perceptions of transdisciplinary research collaborations tangible and thus negotiable.

Q-methodology is an established explorative, semi-quantitative method for investigating distinctive viewpoints of a given population based on inverted factor analysis. While we do not explain Q methodology here, it is increasingly used and we refer those who want to find out more to Watts and Stenner (2012).