Connecting and building capacity in the transdisciplinary research community

By Josefa Kny and David P. M. Lam

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1. Josefa Kny (biography) (photograph by Leyla Hoppe)
2. David P. M. Lam (biography)

What does the transdisciplinary research community want when it comes to building a global and virtual community, as well as capacity?

In developing a new interactive online platform, we surveyed 122 transdisciplinary researchers, mostly from German-speaking countries, and ran an online workshop with 27 early career transdisciplinary researchers from 8 European countries to assess what they would find most effective.

The key needs identified in the survey were to:

  • receive and share information on community- and capacity- building activities
  • have opportunities to network and discuss within an online community
  • share their own research projects and experiences.

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Effectively leading interdisciplinary and transdisciplinary research organisations

By Global Leaders of Interdisciplinary and Transdisciplinary Research Organisations

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Global Leaders of Interdisciplinary and Transdisciplinary Research Organisations details (biographies)

What qualities and skills do leaders of interdisciplinary and transdisciplinary research organisations need?

Leaders of interdisciplinary and transdisciplinary research organisations need the qualities that make any leader successful—creativity, humility, open-mindedness, long-term vision, and being a team player. In addition, we identified eight leadership attributes that are specific to interdisciplinary and transdisciplinary interactions and that help leaders to be transformative with real world impacts. Leaders need to cultivate:

  1. vision beyond the status quo
  2. collaborative leadership
  3. partnerships
  4. shared culture
  5. communications with multiple audiences
  6. appropriate monitoring and evaluation
  7. perseverance
  8. resources for success.

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What motivates researchers to become transdisciplinary and what are the implications for career development?

By Maria Helena Guimarães, Olivia Bina and Christian Pohl

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1. Maria Helena Guimarães (biography)
2. Olivia Bina (biography)
3. Christian Pohl (biography)

If disciplines shape scientific research by forming the primary institutional and cognitive units in academia, how do researchers start being interested in and working with a transdisciplinary approach? How does this influence their career development?

We interviewed 12 researchers working in Switzerland who are part of academia and identify as ‘transdisciplinarians’.

They described seven types of motivations:

  1. Individual ethics, especially a desire to improve society and contribute to the advancement of the common good.
  2. Concern about real-world problems, particularly a desire to engage with societal issues that do not primarily emerge from disciplinary journals or academic discourse alone.
  3. Search for fulfillment, especially the possibility of making a difference in their own lives and those of others.
  4. Wanting to bring together theoretical and practical perspectives, as well as communities undertaking complementary but independent work.
  5. Realising that individual disciplines do not provide sufficient insights to deal with complex problems and wanting to go beyond them.
  6. Wanting to step “out of the box” and being attracted to transdisciplinarity as a transgressive and risk-taking activity.
  7. Desire to be reflective, connected to a range of research interests and to connect across a range of fields.

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10 tips for next generation interdisciplinary research

By Rachel Kelly

Author - Rachel Kelly
Rachel Kelly (biography)

Can we develop a shared understanding on how to engage in an interdisciplinary setting that will be useful in addressing current and future grand challenges?

Advice provided by interdisciplinary experts from 25 countries, across all continents, and with over 240 years cumulative experience (Kelly, et al., 2019) is combined here into succinct guidance that aims to empower researchers wishing to engage in interdisciplinary endeavors. The ten tips are also summarized in the figure below (focused on socio-ecological researchers).

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Toolboxes as learning aids for dealing with complex problems

By Stefan Hilser

Stefan Hilser (biography)

How can toolboxes more effectively support those learning to deal with complex societal and environmental problems, especially novices such as PhD students and early career researchers?

In this blog post, I briefly describe four toolboxes and assess them for their potential to assist learning processes. My main aim is to open a discussion about the value of the four toolboxes and how they could better help novices.

Before describing the toolboxes, I outline the learning processes I have in mind, especially the perspective of legitimate peripheral participation.

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Bringing the Immunity-to-Change™ process to the scientific community

By Erica Lawlor and Cheryl Vaughan

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Erica Lawlor (biography)

How can scientists whose careers were formed in an incentive system that cultivates competitive and territorial behaviors be helped to meet the expectations of collaborative research frameworks? A team-based approach that transcends disciplinary boundaries may be a tall order for scientists who “grew up” in a system where funding and promotion are based upon a proven record of individual contributions to a field of research. But that is the direction in which much of science is heading.

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Advice to graduate students on becoming “translational”

By Alexis Erwin

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Alexis Erwin (biography)

In an earlier post on this blog, Mark Brunson posed the questions: How does an ecologist become “translational”? What training is needed to venture beyond the lab or university and to engage with the potential beneficiaries or users of research? Here I offer my own thoughts as someone who started working to “become translational” halfway through a traditional ecology Ph.D. program.

Although the focus of this blog post is on translational ecology and on specific resources for graduate students in the U.S., I suggest the ideas are more widely applicable.

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Training translational ecologists: Moving from accidental to intentional

Mark Brunson
Mark Brunson (biography)

By Mark Brunson

How does an ecologist become translational? What training is needed to venture beyond the lab or university and to engage with the potential beneficiaries or users of their research? To communicate with (and listen to) a lay audience, advise policymaking processes, initiate a citizen science project, or involve stakeholders in the design, analysis, and interpretation of research?

William Schlesinger (2010), in coining the term translational ecology, warned that “[u]nless the discoveries of ecological science are rapidly translated into meaningful actions, they will remain quietly archived while the biosphere degrades.”

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