Search

Results from your search will be shown on this page below the search form – you may need to scroll down to the results if the page does not automatically take you there after you submit your search.

  • Select main topics and/or resource types (categories):

  • Select tags:

  • Select authors (author-tags):

  • Reset to clear all the above fields:

Instructions:

  • All blog posts are searched (pages from the menu are not searched)
  • Search outputs are weighted by relevance.
  • If searching with two or more words, the system uses an AND operator.
  • Selecting a tag, author tag and/or category binds the search to only those posts which have those taxonomy term/s.
  • A search output can be obtained by filling out any one field (ie., the search box; or, categories; or, tags; or, authors). If all fields are left blank, then the search returns the blog scroll.
  • Exact word combinations can be searched for by using quotation marks (eg., “transdisciplinary learning”).
  • Keyword matching is on partial words.
  • The reset button (beneath the ‘Submit search’ button) will clear all entries in the search form, as will clicking on the ‘Search…’ link in the top of the right sidebar; or, reloading the page.
  • Stopwords are used and for more information on stopwords and how search generally works on this page, see the ‘in-detail’ instructions below.

The search function checks all blog posts but not pages (ie., it does not check the  ‘About’, ‘Index’ and other pages listed in the main menu).

For posts, search checks within titles, body text, category and tag text (and not comments).

Searches are weighted by relevance, with affects the order in which posts appear, with titles and content getting the most weighting, tags and categories lesser weighting.

Increasing the number of search terms and selections generally focuses the search output (ie., decreases the number of outputs).

Keyword matching is based on whole words.

If you enter two or more words into the search box, the relationship between the words is based on an AND operator (meaning the more words you add, the tighter (less content is returned in) the search output).

  • For example, entering transdisciplinary learning into the search box would provide an output that lists all posts with both the word transdisciplinary and the word learning anywhere in the text. Posts with only transdisciplinary in the text or posts with only learning in the text would not be included in the output.

To find a specific word combination (eg., critical systems), wrap in quotation marks (ie., “critical systems“).

The search system uses ‘stopwords’; which are words that are overly common and so are excluded from being searched for if they are put into the search field (in order to avoid flooding the user with results). For example, words such as ‘has’, ‘sometimes’, ’whether’ are stopwords and can’t be searched on individually (that is, no search result will be returned). Such stopwords can be entered as part of a string of words, but as they are not in the search index they do not count towards the search output. There are also words that are very common across our blog posts and which we allow (to be searched on). These words relate to the way we build the content of our posts (eg., ‘biography’; ‘online’) or are related to the blog’s subject matter (eg., ‘research’, ‘university’). Just be aware that if you search on such words (either alone or in a string), you will get a very large number of results. At the time of writing, the following words are examples to avoid using: biography; change; development; experience; knowledge; science; PhD; policy; practice; process; research; social; time; university; work. A good rule of thumb if using a single search term and if there are a lot of results returned (in 2026, there were over 500 blog posts on this site), is to use one or more of the other fields (eg., tag), or add extra search terms to the search field, or try a different term that speaks to what you are searching for. 

When you open a post that was found by your search, you can find where your specific word or word combination appears by using your computer’s search function (eg., on a computer running Microsoft Windows, Control ‘F’ will allow you to search the post (as well as anything else in the active screen)).

Restrict searches to particular tags, categories and/or author tags by using the dropdown selectors.

  • Eg., if you choose the tag Advocacy, the search will only be conducted within posts that have that tag assigned to them.
  • If you added the category Cases to that search, then only posts that had both the tag Advocacy and the category Cases assigned to them would be searched.

An alternative to selecting categories, tags or authors from their respective long drop-down list is to type the term or author name you are looking for in the relevant selector field. Typing one letter will jump to the lead word in the alphabetical listing (ie, typing ‘s’ takes you to the first tag or category in the list of those starting with ‘s’). Further addition of letters will home in on a tag, category or author until it is found or until the choice of letters exhausts the possible set of tags, categories or authors (in which case that tag, category or author is not in our list). NOTE: all authors are also available in reverse name order under ‘Authors‘ in the menu bar.

In the category, tag and author dropdown list, the number in brackets after each entry indicates the number of posts with that category, tag or author assigned to them.

Tags or authors with a zero in brackets “(0)”, placed after the tag or author text, are not currently linked to any blog posts. In the case of tags, most of these tags identify alternative tags, which, if searched, will yield a result. For example, “Assumptions – see ‘Mental models’ tag (0)” signifies that blog posts about ‘assumptions’ are tagged with ‘mental models’ and not ‘assumptions.’ Occasionally there will be a tag (or author tag) with “(0)” which refers to a new tag (or author tag) on a blog post which has not yet been made public. This tag (or author tag) will be searchable once the blog post is public (usually within a week).

For the category selector, choosing one of the two parent categories (main topics or resource types) searches all blog posts, as all blog posts are assigned a main topic and a resource type.

Search results

Data variety and why it matters

By Richard Berry.

richard-berry
Richard Berry (biography)

What are the differing characteristics of data? Why are they important for systems to function effectively? What is requisite variety of data?

There are nine characteristics of data variety which agitate systems. These are volume, velocity, variety, veracity, validity, vulnerability, viscosity, vectors and virtualisation. Together, the ‘9Vs’ constitute a data requisite variety framework and are described below. 

1. Volume

Description: The amounts of available data.

Example: Volume can vary widely from the results of small-scale research to the tsunami of digital material accessible through the internet. The latter can overwhelm both people and organisations.

Read more

Considering context in transdisciplinary research: A framework and reflective questions

By Nina Maria Frölich and Annika Weiser.

authors_nina-maria-frölich_annika-weiser
1. Nina Maria Frölich (biography)
2. Annika Weiser (biography)

Which contextual factors affect the design, processes, methods and outcomes of transdisciplinary research projects? How can they best be considered by teams designing transdisciplinary research?

Most would agree that context matters, especially in transdisciplinary approaches. But how can we make it work for us in designing impactful context-sensitive transdisciplinary research? Here we provide a useful framework that structures the various aspects of “context,” here understood as a combination of circumstances that interact with and influence a transdisciplinary research project. Based on theoretical literature, as well as an analysis of 17 semi-structured interviews about international transdisciplinary research projects (Tolksdorf et al., 2025), we identified three dimensions, with a total of nine key context factors, illustrated in the figure below.

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Transdisciplinary research with and for artificial intelligence

By Florian Keil, Melina Stein and Flurina Schneider.

authors_florian-keil_melina-stein_flurina-schneider
1. Florian Keil’s biography
2. Melina Stein (biography)
3. Flurina Schneider (biography)

Is artificial intelligence, a technology aggressively advertised as the ultimate cure-all, fundamentally incompatible with transdisciplinarity and its decades-old insight that the “wicked” problems of the real world do not lend themselves to one-dimensional solutions? Should transdisciplinary research outright reject a technology that is already undermining efforts to achieve social and environmental justice? Or can artificial intelligence actually support transdisciplinary research when used responsibly?

Using artificial intelligence in transdisciplinary research requires a critical mindset

Read more

Three social mechanisms leading to fake interdisciplinary collaborations / 形成伪跨学科合作的三种社会形成机制

By Lianghao Dai.

A Chinese version of this post is available

lianghao-dai
Lianghao Dai (biography)

What are fake interdisciplinary collaborations and how do they arise?

Fake interdisciplinary collaborations are a form of performative scientific behaviour that claims to be interdisciplinary but lacks knowledge integration across disciplines. There are three social mechanisms that can result in such fake collaborations.

1. Irresponsible project management

Irresponsible project management has two manifestations:

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Building co-production capabilities in researchers: Strengthening reflexivity via learning opportunities

By Emma Ligtermoet, Claudia Munera-Roldan, Cathy Robinson, Zaynel Sushil and Peat Leith.

authors_ligtermoet_munera-roldan_robinson_sushil_leith
1. Emma Ligtermoet; 2. Claudia Munera-Roldan; 3. Cathy Robinson; 4. Zaynel Sushil; 5. Peat Leith (biographies)

What forms of learning can support interdisciplinary teams to rapidly build reflexivity capabilities, especially in preparation for doing transdisciplinary (engaged) science with non-researcher societal actors?

Transdisciplinary co-production requires deep and reflexive learning. Reflexivity is a key capability for researchers doing inter- and transdisciplinary science, involving the critical enquiry of existing assumptions, values and norms underlying our decisions and actions, with the aim to adapt or change current practices or discourses.

Such learning is foundational for understanding and proactively engaging with knowledge-power dynamics, including potentially catalysing shifts in incumbent dynamics when preparing to engage with non-societal actors.

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Seven quality choice points for contemporary action research

By Hilary Bradbury.

hilary-bradbury
Hilary Bradbury (biography)

How can action researchers empower system actors in impactfully responding to our deepening eco-social crisis? How can action research be a catalyst to successfully transmute the inexhaustible resource of human creativity in all spaces—self to society—toward addressing our global problems? How can we encourage deepening clarity of choices made to navigate a middle path between responding to problems within living communities and contributing to research-based theory?

Mitigating the worst of our global problems requires action research that draws on many kinds and sources of knowledge. In fact, it requires drawing much more from diverse people on the ground, who understand the problems at hand and can offer solutions anchored in their experience of what is meaningful for them.

The aim of the seven choice points described below is to support action researchers in:

  • deepening and speeding up the proliferation of good work,
  • connecting local niche experiments to global reach.

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