Five principles of co-innovation

Community member post by Helen Percy, James Turner and Wendy Boyce

Helen Percy (biography)

What is co-innovation and how can it be applied in practice in a research project?

Co-innovation is the process of jointly developing new or different solutions to a complex problem through multi-participant research processes – and keeping these processes alive throughout the research.

James Turner (biography)

Our experience has been applying co-innovation as a research approach to address complex problems in an agricultural context, however, the principles apply well beyond agriculture. Co-innovation is most suited to hard-to-solve technical, social, cultural and economic challenges. Such challenges have no obvious cause and effect relationships, as well as many different players with a stake in the research problem and solution. These include policy makers, industry, community members, first nations representatives and others who are involved in the research as partners and stakeholders. Continue reading

Practical tips to foster research uptake

Community member post by Emily Hayter and Verity Warne

Emily Hayter (biography)

How can researchers and policy makers work together to foster more systematic uptake of research in policy making?

In a series of workshops at the European Commission Joint Research Centre’s Evidence and Policy Summer School on migration and demography, participants identified some of the most critical stages where scientists and policymakers interact: problem definition, research process, and communication of results. We then built up a bank of practical ideas and suggestions for each stage. Continue reading

Conditions for co-creation

Community member post by Gabriele Bammer

This is part of a series of occasional “synthesis blog posts” drawing together insights across blog posts on related topics.

Gabriele Bammer (biography)

What is required for effective co-creation, especially between researchers and stakeholders? In particular, what contributes to a productive environment for co-creation? And what considerations are relevant for deciding who to involve?

Twelve blog posts which have addressed these issues are discussed. Bringing those insights together provides a richer picture of how to achieve effective co-creation.

What makes a productive environment for co-creation?

A good starting point is to be working in an environment and organizational culture that support co-creation and to have sufficient financial, personnel and other resources, as pointed out by Kit Macleod and Arnim Wiek.

Dialogue-based processes are often an important part of co-creation and they need to be established as a generative space, focused on synergy, not conflict. Continue reading

A checklist for documenting knowledge synthesis

Community member post by Gabriele Bammer

Gabriele Bammer (biography)

How do you write-up the methods section for research synthesizing knowledge from different disciplines and stakeholders to improve understanding about a complex societal or environmental problem?

In research on complex real-world problems, the methods section is often incomplete. An agreed protocol is needed to ensure systematic recording of what was undertaken. Here I use a checklist to provide a first pass at developing such a protocol specifically addressing how knowledge from a range of disciplines and stakeholders is brought together.

KNOWLEDGE SYNTHESIS CHECKLIST

1. What did the synthesis of disciplinary and stakeholder knowledge aim to achieve, which knowledge was included and how were decisions made? Continue reading

Linking learning and research through transdisciplinary competences

Community member post by BinBin Pearce

BinBin Pearce (biography)

What are the objectives of transdisciplinary learning? What are the key competences and how do they relate to both educational goals and transdisciplinary research goals? At Transdisciplinarity Lab (TdLab), our group answered these questions by observing and reflecting upon the six courses at Bachelor’s, Master’s, and PhD levels that we design and teach in the Department of Environmental Systems Science at ETH Zurich, Switzerland.

Six competence fields describe what we hope students can do with the help of our courses. A competence field contains a set of interconnected learning objectives for students. We use these competence fields as the basis for curriculum design. Continue reading

Using Ostrom’s social-ecological systems framework to set context for transdisciplinary research: A case study

Community member post by Maria Helena Guimarães

maria-helena-guimaraes
Maria Helena Guimarães (biography)

How can Elinor Ostrom’s social-ecological systems framework help transdisciplinary research? I propose that this framework can provide an understanding of the system in which the transdisciplinary research problem is being co-defined.

Understanding the system is a first step and is necessary for adequate problem framing, engagement of participants, connecting knowledge and structuring the collaboration between researchers and non-academics. It leads to a holistic understanding of the problem or question to be dealt with. It allows the problem framing to start with a fair representation of the issues, values and interests that can influence the research outcomes. It also identifies critical gaps as our case study below illustrates. Continue reading