Decentering academia through critical unlearning in transdisciplinary knowledge production / Descentralizando la academia a través del des- aprendizaje crítico en la producción de conocimiento transdiciplinario

By Gabriela Alonso-Yanez, Lily House-Peters and Martin Garcia Cartagena

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Gabriela Alonso-Yanez (biography)

A Spanish version of this post is available

How can academic researchers working in transdisciplinary teams establish genuine collaborations with people who do not work in academia? How can they overcome the limitations of their discipline-based training, especially assigning value and hierarchy to specialized forms of knowledge production that privileges certain methodologies and epistemologies over others?

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Lily House-Peters (biography)

We argue that to truly engage in collaborative work, academics need to participate in deliberate processes of critical unlearning that enable the decentering of academia in the processes and politics of transdisciplinary knowledge production and knowledge translation. What we mean by this is that academics have to be willing to acknowledge, reflect upon, and intentionally discard conventional avenues of designing and conducting research activities in order to be authentically open to other ways of exploring questions about the world in collaboration with diverse groups of social actors.

Read moreDecentering academia through critical unlearning in transdisciplinary knowledge production / Descentralizando la academia a través del des- aprendizaje crítico en la producción de conocimiento transdiciplinario

Conceptual modelling of complex topics: ConML as an example / Modelado conceptual de temas complejos: ConML como ejemplo

By Cesar Gonzalez-Perez

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Cesar Gonzalez-Perez (biography)

A Spanish version of this post is available

What are conceptual models? How can conceptual modelling effectively represent complex topics and assist communication among people from different backgrounds and disciplines?

This blog post describes ConML, which stands for “Conceptual Modelling Language”. ConML is a specific modelling language that was designed to allow researchers who are not expert in information technologies to create and develop their own conceptual models. It is useful for the humanities, social sciences and experimental sciences.

Read moreConceptual modelling of complex topics: ConML as an example / Modelado conceptual de temas complejos: ConML como ejemplo

Institutionalising interdisciplinarity: Lessons from Latin America / Institucionalizar la interdisciplina: Lecciones desde América Latina

By Bianca Vienni Baptista, Federico Vasen and Juan Carlos Villa Soto

A Spanish version of this post is available

What lessons and challenges about institutionalising interdisciplinarity can be systematized from experiences in Latin American universities?

We analyzed three organizational structures in three different countries to find common challenges and lessons learned that transcend national contexts and the particularities of individual universities. The three case studies are located in:

  • Universidad de Buenos Aires in Argentina. The Argentinian center (1986 – 2003) was created in a top-down manner without participation of the academic community, and its relative novelty in organizational terms was also a cause of its instability and later closure.
  • Universidad de la República in Uruguay. The Uruguayan case, started in 2008, shows an innovative experience in organizational terms based on a highly interactive and participatory process.
  • Universidad Nacional Autónoma de México. The Mexican initiative, which began in 1986, shows a center with a network structure in organizational terms where the focus was redefined over time.

All three centers showed an evolutionary path in which they simultaneously tried to adapt to the characteristics of the production of interdisciplinary knowledge and to the culture of the host institutions. Flexibility in this evolution seems to be a necessary condition for survival.

We found the following common lessons:

  • There is a bias in disciplinary-based academic assessment criteria, which does not consider the specific characteristics of interdisciplinary research and still punishes researchers who engage in collaborative research with partners outside academia. Specific criteria and assessment committees designed by interdisciplinary researchers are needed.
  • Interdisciplinary research requires long periods of preparation, mainly due to the collaborative dynamics, which also makes it necessary to revise assessment criteria.
  • Assessment committees should be made up of academic professionals specialized in interdisciplinary topics rather than a group of individuals representing different disciplines.
  • There is a need to explore new funding sources, especially external funds. So far, the main source of funding is still each national state.
  • There is also an urgency to promote academic publication to enhance the dissemination of interdisciplinary research and studies.
Bianca Vienni Baptista (biography)

Federico Vasen (biography)

Juan Carlos Villa Soto (biography)

Read moreInstitutionalising interdisciplinarity: Lessons from Latin America / Institucionalizar la interdisciplina: Lecciones desde América Latina

One university’s response to addressing complex real-world problems / Respuesta de una universidad para afrontar problemas complejos del mundo real

By Carlos Mataix, Javier Carrasco, Sara Romero and Marcel Bursztyn

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1. Carlos Mataix (biography)
2. Javier Carrasco (biography)
3. Sara Romero (biography)
4. Marcel Bursztyn (biography)

A Spanish version of this post is available

How can universities more effectively address complex real-world problems, especially in sustainable development? What’s needed is not only disciplinary expertise, but also an ability to deal with systems problems involving wicked dynamic interrelations and a diversity of stakeholders, with varying levels of power to design and implement solutions.

Read moreOne university’s response to addressing complex real-world problems / Respuesta de una universidad para afrontar problemas complejos del mundo real

A new boundary object to promote researcher engagement with policy makers / Un nuevo objeto frontera para promover la colaboración de los investigadores con los tomadores de decisiones

By María D. López Rodríguez

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María D. López Rodríguez (biography)

A Spanish version of this post is available

Can boundary objects be designed to help researchers and decision makers to interact more effectively? How can the socio-political setting – which will affect decisions made – be reflected in the boundary objects?

Here I describe a new context-specific boundary object to promote decision making based on scientific evidence. But first I provide a brief introduction to boundary objects.

What is a ‘boundary object’?

Read moreA new boundary object to promote researcher engagement with policy makers / Un nuevo objeto frontera para promover la colaboración de los investigadores con los tomadores de decisiones

Learning to tackle wicked problems through games / Aprendiendo a hacer frente a problemas perversos a través de los juegos/ Apprendre à affronter les problèmes sournois à travers les jeux

By Claude Garcia, Anne Dray and Patrick Waeber

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Claude Garcia (biography)

A Spanish version and a French version of this post are available

Can we help the next generation of policy makers, business leaders and citizens to become creative, critical and independent thinkers? Can we make them aware of the nature of the problems they will be confronted with? Can we strengthen their capacity to foster and lead stakeholder processes to address these problems?

Read moreLearning to tackle wicked problems through games / Aprendiendo a hacer frente a problemas perversos a través de los juegos/ Apprendre à affronter les problèmes sournois à travers les jeux

Key readings about interdisciplinarity / Lecturas clave sobre interdisciplina

By Bianca Vienni

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Bianca Vienni (biography)

An English version of this post is available

Si ud tuviera que elegir un conjunto de textos clave sobre la interdisciplina para traducir a otro idioma y utilizarlos en un grupo de discusión, ¿cuáles serían? Esa fue la tarea que nos propusimos en el Espacio Interdisciplinario de la Universidad de la República (UdelaR) en Uruguay.

Elegimos once textos que capturan la diversidad de enfoques sobre la interdisciplina y que también constituyen un punto de referencia para la producción académica.

Read moreKey readings about interdisciplinarity / Lecturas clave sobre interdisciplina

Creating a pragmatic complexity culture / La creación de una cultura pragmática de la complejidad

By Cristina Zurbriggen

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Cristina Zurbriggen (biography)

An English version of this post is available

¿Cómo pueden los gobiernos, las comunidades y el sector privado efectivamente trabajar juntos para lograr un cambio social hacia el desarrollo sostenible?

En este blog describo los procesos claves que permitieron a Uruguay lograr uno de los regímenes más avanzados de protección del suelo de tierras de cultivo de secano en el mundo. Una explicación del proceso es la creación de una cultura pragmática de la complejidad, una cultura inclusiva, deliberativa que reconoce la naturaleza compleja del problema y abraza el potencial de lo posible.

Read moreCreating a pragmatic complexity culture / La creación de una cultura pragmática de la complejidad

The interplay between knowledge and power / La interacción entre el conocimiento y el poder

By Cristina Zurbriggen

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Cristina Zurbriggen (biography)

An English version of this post is available

La mayoría de los recientes enfoques para abordar problemas complejos no incluyen la dimensión política. Por otra parte, la ciencia política, así como los estudios de política pública y de gobierno contemporáneo han realizado escasas contribuciones al tratamiento de los procesos de toma de decisiones desde dinámicas complejas.

¿Cómo podemos desarrollar marcos innovadores que incorporen la dimensión política?

Read moreThe interplay between knowledge and power / La interacción entre el conocimiento y el poder