Cross-cultural research – Integration and Implementation Insights

How can social network analysis benefit transdisciplinary research?

March 24, 2022September 9, 2021

By Leonhard Späth, Rea Pärli and the RUNRES project team

authors_leonhard_spath_rea-parli_RUNRES-project — 1. Leonhard Späth (biography)
2. Rea Pärli (biography)
3. RUNRES Project Team (participants)

Can we observe in a more analytical way how transdisciplinarity “happens”? How useful is social network analysis in transdisciplinary work, especially for uncovering the role of relationship structures? How can transdisciplinary concepts be used to map connections between those involved in transdisciplinary research?

A very brief introduction to social network analysis

Social network analysis is the study of connections between different people or any other social entity involved in the topic under investigation (referred to as actors), as well as the patterns of those connections and the distribution of the ties among actors.

Six lessons for implementing technological change in developing country communities

January 7, 2022September 7, 2021

By Jonathan Ensor, Daniel Vorbach, Steven Johnson and James Moir

authors_jonathan-ensor_daniel-vorbach_steven-johnson_james-moir — 1. Jonathan Ensor (biography)
2. Daniel Vorbach (biography)
3. Steven Johnson (biography)
4. James Moir (biography)

How does the provision of new technology, infrastructure or community institutions interact with the social setting, especially at the village community level in developing countries? How does this interaction determine the sorts of changes that are experienced? Given this interconnection between the technical and social worlds, what are the implications for the design and implementation of interventions? And what does this more holistic perspective suggest that implementing agencies should be considering and advocating for alongside their on-the-ground activities?

Navigating intercultural relations in transdisciplinary practice: The partial overlaps framework

December 19, 2022July 6, 2021

By David Ludwig, Vitor Renck & Charbel N. El-Hani

authors_david-ludwig_vitor-renck_charbel-el-hani — 1. David Ludwig (biography)
2. Vitor Renck (biography)
3. Charbel N. El-Hani (biography)

How can local knowledge be effectively and fairly incorporated in transdisciplinary projects? How can such projects avoid “knowledge mining” and “knowledge appropriation” that recognize marginalized knowledge only where it is convenient for dominant actors and their goals? In addition, how can knowledge integration programs avoid being naive or even harmful by forcing Indigenous people into regimes of knowledge production that continue to be dominated by the perspectives of external researchers?

On the other hand, how can transdisciplinary projects avoid an exclusive focus on difference that risks creating an artificial divide between Indigenous/local and scientific knowledge and that contributes to further marginalization by denying the very possibility of meaningful dialogue?

We have addressed these dilemmas by developing a framework of partial overlaps. This is a model and methodology of relating actors beyond simplistic stories of seamless integration or insurmountable difference (Ludwig 2016, Ludwig and El-Hani 2020).

Four lessons for operating in a different cultural environment

March 29, 2023December 8, 2020

By Nithya Ramachandran

author_nithya-ramachandran — Nithya Ramachandran (biography)

What does it take to operate successfully in a university located in a different culture?

I am an Indian academician working in the Middle-East, specifically in the Sultanate of Oman and share four lessons about teaching and working in a different cultural context. Although the specifics will vary depending on the culture, the general lessons are likely to be more widely applicable.

The four general lessons are:

Make the most of mentoring
Be open and responsive to feedback
Reinforce positive aspects of student behaviours and find ways to counteract the negative
Enjoy the diversity.

Make the most of mentoring

Six lessons from students about transdisciplinary learning

January 25, 2023October 6, 2020

By Irina Dallo, Jan Freihardt and Juanita von Rothkirch

mosaic-image_dallo_freihart_von-rothkirch — 1. Irina Dallo (biography)
2. Jan Freihardt (biography)
3. Juanita von Rothkirch (biography)

What is an effective way of providing students with practical experience in stakeholder engagement? How can students learn to communicate and engage with community members on a transdisciplinary project, as well as how to create a space for those community members to reflect on their daily lives through interactions and discussions with the student outsiders? What makes it possible for students to broaden their horizons and to acquire new competences and skills?

We present our reflections on how the Winter School 2020 “Science meets Practice” run by ETH Zürich successfully contributed to our transdisciplinary learning process. We suggest there are six key lessons for those who want to design a successful course.

How can co-labouring improve transdisciplinary research?

January 7, 2022August 4, 2020

By Robert Pijpers and Sabine Luning

authors_robert-pijpers_sabine-luning — 1. Robert Pijpers (biography)
2. Sabine Luning (biography)

What do we mean by co-labouring? What practices does it involve? How can it enhance interactions among researchers and key stakeholders in transdisciplinary research?

Defining co-labouring

Choosing the notion of ‘co-labouring’ in our transdisciplinary project stems from an awareness that creating alternative perspectives, eg., on sustainable futures for mining, is a complex endeavor. Ideas of researchers wanting to give voice to unheard groups at the margin are too often based on simple models of translation. These assumptions underestimate what gets lost in translation, or the gaps in understandings between different groups of stakeholders.

Yin-yang thinking – A solution to dealing with unknown unknowns?

August 17, 2022December 3, 2019

By Christiane Prange and Alicia Hennig

authors_christiane-prange_alicia-hennig — 1. Christiane Prange (biography)
2. Alicia Hennig (biography)

Sometimes, we wonder why decisions in Asia are being made at gargantuan speed. How do Asians deal with uncertainty arising from unknown unknowns? Can yin-yang thinking that is typical for several Asian cultures provide a useful answer?

Let’s look at differences between Asian and Western thinking first. Western people tend to prefer strategic planning with linear extrapolation of things past. The underlying mantra is risk management to buffer the organization and to protect it from harmful consequences for the business. But juxtaposing risk and uncertainty is critical. Under conditions of uncertainty, linearity is at stake and risk management limited.

In several Asian cultures, like China, dealing with high uncertainty and volatility is day-to-day business. The country overall scores comparatively low on the uncertainty avoidance index as illustrated by culture researcher Geert Hofstede (2001).

Using a cartoon video to achieve research impact

March 22, 2022September 17, 2019

By Darren Gray, Yuesheng Li and Don McManus

authors_darren-gray_yuesheng-li_don-mcmanus — 1. Darren Gray (biography)
2. Yuesheng Li (biography)
3. Don McManus (biography)

In the right circumstances, a cartoon video can be an effective way to communicate research information. But what’s involved in developing a cartoon video?

This blog post is based on our experience as a Chinese-Australian partnership in developing an educational cartoon video (The Magic Glasses, link at end of post) which aimed to prevent soil-transmitted helminths (parasitic worm) infections in Chinese schoolchildren. We believe that the principles we applied are more broadly applicable and share them here.

Language matters in transdisciplinarity

January 7, 2022October 2, 2018

By Tilo Weber

Why should transdisciplinarians, in particular, care about multilingualism and what can be done to embrace it?

From a linguist’s point of view, I suggest that, in a globalized world, a one language policy is not only problematic from the point of view of fair power relations and equal participation opportunities, but it also weakens science as a whole by excluding ideas, perspectives, and arguments from being voiced and heard.

How is transformative knowledge ‘co-produced’?

January 7, 2022April 3, 2018

By Andy Stirling, Adrian Ely and Fiona Marshall

It’s often said that knowledge to tackle big problems in the world – food, water, climate, energy, biodiversity, disease and war – has to be ‘co-produced’. Tackling these problems is not just about solving ‘grand challenges’ with big solutions, it’s also about grappling with the underlying causal social and political drivers. But what does co-production actually mean, and how can it help to create knowledge that leads to real transformation?

Here’s how we at the Social, Technological and Environmental Pathways to Sustainability (STEPS) Centre approach this challenge of co-production.

Overcoming a paradox? Preparing students for transdisciplinary environments

June 24, 2020January 30, 2018

machiel -keestra_jan-2018 — Machiel Keestra (biography)

By Machiel Keestra

How can we adequately prepare and train students to navigate transdisciplinary environments? How can we develop hybrid spaces in our universities that are suitable for transdisciplinary education?

These questions were considered by a plenary panel, which I organised and chaired at the International Transdisciplinarity Conference 2017 at Leuphana University, Germany. Three major educational requirements were identified:

long-term collaborations with businesses, as well as non-governmental, governmental and community organisations
teaching particular dispositions and competencies
preparing students for intercultural endeavours.

Undertaking bi-cultural research: key reflections from a Pākehā (non-Māori) New Zealander

September 13, 2021September 26, 2017

By Maria Hepi

What does it mean to be a bi-cultural researcher? The following eight key reflections are based on working bi-culturally in New Zealand.

I am a Pākehā (non-Māori) New Zealander and started learning Māori language and culture at university in 1995. Previously I had little to no contact with te reo Māori (the Māori language) or te ao Māori (the Māori world and culture). During my studies I became involved in kapa haka (the university Māori cultural club), and as such was exposed to a whole new world.

When I embarked on my journey into te ao Māori I naively thought I would be only learning about the Māori language and culture, however I also learnt what it meant to be Pākehā. I had been blind to my own culture as I had nothing to reflect it back to me.