Three lessons for community engagement in international research

By Aysha Fleming

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Aysha Fleming (biography)

What’s required for researchers to effectively engage with local communities in international research tackling complex socio-ecological problems?

In a project involving Indonesian and Australian researchers working with local communities to restore peatlands in Indonesia, we identified three key elements for international collaboration with stakeholders:

  1. project design
  2. individual and collective skills and competencies
  3. processes to support knowledge integration.

Project design

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Understanding diversity primer: 9. Team roles

By Gabriele Bammer

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What is the range of roles that members of a team need to cover in order for the team to be effective? What strengths and weaknesses are associated with each role?

Teamwork is common in research on complex societal and environmental problems. The Belbin team roles identify nine clusters of skills that need to be included within a team for it to be most effective. An individual can bring more than one cluster of skills to the team, with most people having two or three Belbin team roles that they are comfortable with.

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Stakeholder engagement primer: 10. Advanced skills

By Gabriele Bammer

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Once researchers understand the basics of stakeholder engagement, what else is it useful for them to know? What additional concepts, methods and processes are helpful additions to their skill set so that they can engage more effectively?

Two areas for building additional skills are considered here:

  • Understanding and managing power and control
  • Working effectively with multiple stakeholders.

These areas are ripe for consolidation of existing knowledge and experience, as well as of useful tools. Here only some considerations are sketched out, drawing predominantly on key contributions to the i2Insights blog.

Understanding and managing power and control

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Developing facilitation capacities in graduate students

By Gemma Jiang and Robert Hacku

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1. Gemma Jiang (biography)
2. Robert Hacku (biography)

What does it take for graduate students to become good at facilitation? What skills do they need to learn and how can such skills best be imparted?

A facilitator is someone trained in the skill of shaping group dynamics and collective conversations. In cross-disciplinary research, thoughtful facilitation is necessary to enable effective interaction across disciplines and sectors.

We describe an apprentice facilitator program developed in a cross-disciplinary research team comprised of nine faculty and 15 graduate students from four academic institutes, representing six disciplines.

Five apprentices were selected from the graduate students on the team. The program was one semester long and took on average one hour per week.

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Stakeholder engagement primer: 1a. Why a primer? 1b. Defining stakeholders

By Gabriele Bammer

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1a. Why a primer?

Do researchers who want to engage with stakeholders need a basic set of skills? Can we define a skillset that will work for many problems and in a variety of contexts?

My starting point for this primer is that the answer to both questions is “yes” and I have set out to provide those basics in nine easy-to-read blog posts. The tenth blog post in the series sketches out selected additional “advanced” skills; these need more interpersonal competences, experience, and knowledge.

The advantages of using a blog over other forms of communication are that it provides a vehicle for input and feedback, as well as being widely accessible. Comments on each blog post are therefore very welcome, particularly examples and lessons from your own work, things you wish you had known when you were starting out, and general feedback and critique.

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Core competencies for implementation practice

By Sobia Khan and Julia E. Moore

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1. Sobia Khan (biography)
2. Julia E. Moore (biography)

How can implementation practitioners – those who are implementing in practice rather than for research – become more effective? How can the pragmatism required to apply implementation science principles to practice be taught and fostered? What are the core competencies of implementation practice?

We conducted a scan of the literature and grey literature and then consolidated six existing core competency documents, covering implementation practice, knowledge translation, and knowledge mobilization. The core competencies outlined across these six documents required some synthesis and re-framing in order to really make sense and resonate with practitioners, particularly to address differences across settings.

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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.

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Interdisciplinary competencies and innovation

By Colleen Knechtel

author_colleen-knechtel
Colleen Knechtel (biography)

What interdisciplinary competencies are required for innovation? How can such interdisciplinary competencies be implemented to foster innovation?

Keys to stimulating innovation are cultivating interdisciplinary mindsets and skillsets. Interdisciplinary mindsets involve recognizing diverse knowledge to enable collaboration to enhance collective creativity, whereas interdisciplinary skillsets embrace relational competencies, work experiences, the sciences, humanities, trades and technologies. Integrating such diverse knowledge and skills is key to innovation.

Strategies for implementing interdisciplinary competencies

1. Recognizing prior knowledge and skills

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Practical actions for fostering cross-disciplinary research

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

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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.

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Choosing a suitable transdisciplinary research framework

By Gabriele Bammer

Author - Gabriele Bammer
Gabriele Bammer (biography)

What are some of the key frameworks that can be used for transdisciplinary research? What are their particular strengths? How can you choose one that’s most suitable for your transdisciplinary project?

The nine frameworks described here were highlighted in a series for which I was the commissioning editor. The series was published in the scientific journal GAIA: Ecological Perspectives in Science and Society between mid-2017 and end-2019.

Choosing among them is not a matter of right or wrong, but of each being more or less helpful for a particular problem in a particular context.

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Finding expertise in research integration and implementation to tackle complex problems

By Gabriele Bammer

Author - Gabriele Bammer
Gabriele Bammer (biography)

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?

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How can expertise in research integration and implementation help tackle complex problems?

By Gabriele Bammer

author - gabriele bammer
Gabriele Bammer (biography)

What is expertise in research integration and implementation? What is its role in helping tackle complex societal and environmental problems, especially those dimensions that define complexity?

Expertise in research integration and implementation

Addressing complex societal and environmental problems requires specific expertise over and above that contributed by existing disciplines, but there is little formal recognition of what that expertise is or reward for contributing it to a research team’s efforts. In brief, such expertise includes the ability to:

  • identify relevant disciplinary and stakeholder inputs
  • effectively integrate them for a more comprehensive understanding of the problem
  • support more effective actions to ameliorate the problem.

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