Culture – Integration and Implementation Insights

Knowledge translation and multilingualism

January 16, 2024January 9, 2024

By Chalani Ranwala

How can knowledge translation be made more effective in countries where multiple languages are spoken, including many countries in the Global South, as well as countries with large immigrant or refugee populations?

Anywhere in the world, knowledge translation is facilitated through a process of communicating messages to an audience, who will ultimately use that information to inform their own opinions and actions. However, the way that information is perceived, digested, discussed, and passed on is shaped by the environment in which an audience lives. For example, factors such as education, economic status, political climate and cultural norms play a part in how we consume information. Here I focus on one factor – language – building on my work in research communication in Sri Lanka.

Language has a significant influence on the way knowledge translation takes place in bilingual and multilingual countries.

Achieving change by transforming engagement

January 12, 2024November 14, 2023

By Katja Jäger

How can civil society organisations, which rely on volunteer efforts, contribute more effectively to societal change? How can they position engagement with volunteers in a forward-looking way, so as to unleash the potential of committed people? What lessons does this have for researchers interested in social change efforts and in stakeholder engagement?

As a leader of a civil society organisation which works in the field of volunteer support, I am interested in how organisational engagement with volunteers can be most effective in supporting change efforts. Here I share a framework that we have found useful, along with four sets of questions for civil society organisations to reflect on in cooperation with their volunteers.

This work also aims to give researchers interested in social change insight into how they might effectively partner with civil society organisations, as well as how they might expand their thinking about engagement.

As a starting point, I have used the AQAL (All Quadrants All Levels) model shown in the figure below, which was developed by Ken Wilbur (1995) in his framework of integral theory. The model as shown was drawn by Keks Ackermann in Breidenbach and Rollow (2019).

Understanding diversity primer: 7. Culture

March 19, 2024June 2, 2022

By Gabriele Bammer

primer_diversity_7_culture

How can we begin to understand cultural diversity? How does culture affect how problems are framed, understood and responded to? How does culture affect how well those contributing to the research work together?

In this primer, the term ‘culture’ is used to describe the social behaviours and norms of groups in society. There is, therefore, overlap with values, but culture and values are not identical. Cultural differences are commonly thought of in relation to the inhabitants of different countries, but can also apply to occupations, religions, age-groups, members of different social classes and much more.

Geert Hofstede’s framework for measuring national cultures provides a useful starting point for understanding cultural diversity. I have used different labels for the six dimensions of the framework, each of which can be seen as a gradation. The dimensions also generally work for social groups other than nations.

A framework for identifying diversity in epistemic communities, linguistic variety and culture

August 3, 2023November 2, 2021

By Varvara Nikulina, Johan Larson Lindal, Henrikke Baumann, David Simon, and Henrik Ny

authors_varvara-nikulina_johan-larson-lindal_henrikke-baumann_david-simon_henrik-n — 1. Varvara Nikulina; 2. Johan Larson Lindal; 3. Henrikke Baumann; 4. David Simon; 5. Henrik Ny (biographies)

How can facilitators take into account diversity stemming from epistemic communities, linguistic variety and culture when leading workshops aimed at co-production in transdisciplinary research?

Although facilitators are skilled in mitigating conflicting interests and ideas among participants, they are often poorly prepared for dealing with these other types of diversity.

We have developed a framework that allows diversity in epistemic standpoint, linguistic diversity and culture to be mapped in a workshop setting. This is illustrated in the figure below and each box in the framework is described next.

Epistemic standpoint

Epistemic communities or thought collectives are groups with shared and agreed forms of knowledge, thought styles or rationalities, and world views. These often differ from or even conflict with those of other groups. For example, engineers, social scientists, public servants and entrepreneurs are four different epistemic communities.

What’s required for universities to address complex societal challenges?

December 6, 2023May 11, 2021

By David D. Hart and Linda Silka

authors_david-hart_linda-silka — 1. David D. Hart (biography)
2. Linda Silka (biography)

How can universities use their broad array of expertise to help in understanding and addressing complex challenges, including pandemics, environmental degradation, poverty and climate change?

For more than a decade, we have been engaged in an innovative collaboration with more than 200 faculty from nearly 30 academic disciplines to align university research with societal needs. We conceived of this initiative as an “institutional experiment,” in which our public university in the US state of Maine served as the “laboratory.”

Given Maine’s priorities and our collective expertise, we focused these problem-solving efforts on the challenge of sustainable development, which requires a dual focus on improving human well-being and protecting the environment. We created a diverse portfolio of projects on, for example, fisheries, forests, food insecurity, renewable energy, and climate adaptation.

Effectively leading interdisciplinary and transdisciplinary research organisations

August 3, 2023November 3, 2020

By Global Leaders of Interdisciplinary and Transdisciplinary Research Organisations

authors_mosaic_effectively-leading-intgerdisciplinary-transdisciplinary-research-organisations — 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:

vision beyond the status quo
collaborative leadership
partnerships
shared culture
communications with multiple audiences
appropriate monitoring and evaluation
perseverance
resources for success.

A framework to evaluate the impacts of research on policy and practice

August 11, 2023March 3, 2020

By Laura Meagher and David Edwards

authors_laura-meagher_david-edwards — 1. Laura Meagher (biography)
2. David Edwards (biography)

What is meant by impact generation and how can it be facilitated, captured and shared? How can researchers be empowered to think beyond ‘instrumental’ impact and identify other changes generated by their work? How can the cloud of complexity be dispersed so that numerous factors affecting development of impacts can be seen? How can a way be opened for researchers to step back and reflect critically on what happened and what could be improved in the future? How can research teams and stakeholders translate isolated examples of impact and causes of impact into narratives for both learning and dissemination?

We have developed a framework to evaluate research impact in a way that addresses these questions. It has been piloted on 12 case studies led by Forest Research, a government research agency in UK (Edwards and Meagher 2019) and is likely to be useful to researchers more generally, perhaps especially but not exclusively those in applied fields. To date the framework has been found to be user-friendly and fit for purpose.

Facilitating serendipity for interdisciplinary research

August 11, 2023January 21, 2020

By Catherine Lyall

author-catherine-lyall — Catherine Lyall (biography)

How can institutions facilitate the serendipitous encounters that so often appear to characterise interdisciplinary careers? Is there an inherent hypocrisy in university leaders, research funders and policymakers claiming that they want to facilitate interdisciplinarity and then not creating the conditions that experienced interdisciplinarians say they need in order to foster this style of working?

Here I examine the importance of informal interactions, physical locations, the ‘small stuff’ and ‘slow research.’ I draw on interviews with British academics (at various career stages from postdoc to professor) whose doctoral studies had been funded by deliberately interdisciplinary studentship schemes. For more detail, including the sources of the quotations, see Lyall (2019).

Informality is crucial

Finding the time and space for informal discussions with colleagues is critical.

Building a research impact culture

October 28, 2021April 16, 2019

By Louise Shaxson

What sort of research culture underpins effective research impact on policy and practice change?

As part of a research program on inclusive economic growth in low-income countries, we commissioned four case studies to help understand how researchers had engaged with policymakers and practitioners and what happened as a result. We were particularly interested to understand whether specific types of knowledge activity (simply providing the information, translating knowledge, brokering it within the policy environment, or facilitating innovative approaches to engagement) led to different types of impact.

We found no clear links between the type of knowledge activity and type of impact.

Strengthening the ecosystem for effective team science: A case study from University of California, Irvine, USA

July 18, 2023February 19, 2019

By Dan Stokols, Judith S. Olson, Maritza Salazar and Gary M. Olson

authors_dan-stokols_judith-olson_maritza-salazar_gary-olson — 1. Dan Stokols (biography)
2. Judith S. Olson (biography)
3. Maritza Salazar (biography)
4. Gary M. Olson (biography)

How can an ecosystem approach help in understanding and improving team science? How can this work in practice?

An Ecosystem Approach

Collaborations among scholars from different fields and their community partners are embedded in a multi-layered ecosystem ranging from micro to macro scales, and from local to more remote regions. Ecosystem levels include:

individual members of teams;
the teams to which they belong viewed as organizational units;
the broader institutional contexts (eg., universities, research institutes) that support multi-team systems; and,
their community and societal milieus (eg., science policies and priorities established by national and international agencies and foundations).

Research impact in government – three crucial elements you will need for success

August 19, 2021November 20, 2018

By Anthony Boxshall

What is the less visible ‘stuff’ that helps (or hinders) the uptake of research findings into government policy?

As a researcher it can be frustrating to have a great idea, connected to a seemingly important need, and even good networks, and yet still not be able to help your research have impact in the daily life of the relevant public sector decision-makers.

From more than 20 years of being involved in and with the senior decision-making levels of public sector environment agencies and running a business all about increasing the impact of science into public sector decision-making, I offer three insights that you should look for to see if the time and place are right for the uptake of your research.

Introducing interdisciplinary postgraduate degrees? Seven meta-considerations

August 9, 2023August 7, 2018

By Dena Fam, Scott Kelly, Tania Leimbach, Lesley Hitchens and Michelle Callen

dena-fam_feb-2018 — Dena Fam (biography)

What is required to plan, introduce and standardize interdisciplinary learning in higher education?

In a two-year process at the University of Technology Sydney we identified seven meta-considerations (Fam et al., 2018). These are based on a literature review of best practice of interdisciplinary programs internationally, as well as widespread consultation and engagement across the university. Each meta-consideration is illustrated by a word cloud and a key quotation from our consultations.

1: Create an interdisciplinary community and culture

There was a perceived need to develop and foster supportive and mutually beneficial relationships among students, and between students and academic staff, as well as to build dynamic and healthy working relationships among the academic areas involved.