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.
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.
Preparing interdisciplinary research teams for transdisciplinary co-production: A framework and diagnostic questions
By Emma Ligtermoet, Claudia Munera-Roldan, Cathy Robinson, Zaynel Sushil and Peat Leith.
How can interdisciplinary teams rapidly and collectively diagnose and design effective engagement approaches as they prepare for engaged (transdisciplinary) research? How can they build bridges with non-researcher societal actors to understand differences in language, methodology and even fundamental philosophies about ways and means of understanding the world?
We have developed a framework with context as the central feature, as this shapes all aspects of collaborative work. Context is then used to centre exploration of interconnected elements of positionality, purpose, power and process (4Ps).
Shared deliberation of the research context and the interconnected 4Ps requires an effective collective learning environment, which is upheld by the pillars of equity, trust, openness and inclusivity, and reflexivity.
Five capacities for human–artificial intelligence collaboration in transdisciplinary research
By Faye Miller
How can transdisciplinary researchers work with artificial intelligence as a genuine collaborator while maintaining integrative thinking? What new capabilities should be developed to ensure that artificial intelligence enhances, rather than fragments or compromises, cross-disciplinary human insights?
What can trandisciplinary researchers learn from human–artificial intelligence collaboration across disciplines?
Before moving on to capacities, let’s examine the growth in human–artificial intelligence research partnerships to see what lessons can be adapted by transdisciplinary researchers in their work. In particular, I suggest that integrative methodologies can be developed by understanding what is happening within the following domain-specific approaches.
What policy makers want from research
Edited by Gabriele Bammer.
What do policy makers find useful or problematic about research and the way in which it is delivered? How would they like to see research presented to them?
In 2003 R. John Gregrich, then Chief of the Treatment Branch, Office of Demand Reduction, Office of National Drug Control Policy, Executive Office of the President, Washington, DC, USA, laid out a number of suggestions for researchers about more effectively interacting with policy makers. The description here has been generalised beyond alcohol and other drugs policy.
Seven tips for the general presentation of research findings
1. Research is often inaccessible to policy makers.
Research findings can be both hard to find and hard to understand; in particular the language and format of peer-reviewed publications demand more effort than is warranted from policy makers.
Harnessing the collision of four ways of knowing
By Adrian Wolfberg.
How can solving today’s most complex challenges reckon with four fundamentally different ways of knowing? How can the collision of their distinct epistemic strengths and blind spots be harnessed for innovation in threat assessment and decision-making on complex problems?
Let me unpack these four ways of knowing and how they shape, support, and sometimes undermine each other. Here, I use the example of climate security intelligence, but the insights and lessons are likely to apply to a wider range of complex societal and environmental issues. The four ways of knowing are:
- Scientific knowledge from the physical sciences
- Scientific knowledge from the social sciences
- Judgment under uncertainty by knowledge-producing professionals
- Practical decision-making by practitioners who are senior executives.
Transdisciplinarity in Africa: Key issues in achieving higher education’s third mission
By Basirat Oyalowo.
How can transdisciplinarity in Africa help achieve higher education’s third mission, namely making a contribution to society? What are the best pathways for achieving this? What are the key obstructions and potential ways around them?
Higher education’s third mission involves adding to the first two missions of teaching and research towards providing service to society. However, general pathways to achieving this are still unclear. A few studies have explored how and why the local impacts of universities need to be measured, but these are generally from outside Africa and concentrate more on quantitative methods to measure specific impact, such as economic impact.
Transdisciplinarity provides opportunities to consider the diversity of societal needs and values, to benefit from local knowledge, to involve scientific disciplines, stakeholders and target groups.
Planning transdisciplinary stakeholder workshops: Four practical lessons
By Maxine Fromm.
How can transdisciplinary researchers best organise workshops that create a collaborative space for different stakeholders? What practical planning is required? How can organisers meet the challenges of translating a project idea into concrete workshops?
This i2Insights contribution offers four practical lessons gathered throughout a dialogue series on a just industry transition between Dutch representatives from industry, non-governmental organisations, academia and ministries, which was organised by the Sustainable Industry Lab.
Lesson 1: Planning should start from your stakeholders’ needs
As Lisa Andrews and colleagues noted in their i2Insights contribution, Three lessons for mainstreaming transdisciplinarity, you need to ‘reach stakeholders where they are’ and take into account their knowledge levels, interests and agendas.