Collaboration and team science: Top ten take aways

By L. Michelle Bennett and Christophe Marchand

l-michelle-bennett
L. Michelle Bennett (biography)

What are the key lessons for building a successful collaborative team? A new version of the Collaboration and Team Science Field Guide (Bennett et al., 2018) provides ten top take aways:

1. TRUST
It is almost impossible to imagine a successful collaboration without trust. Trust provides the foundation for a team. Trust is necessary for establishing other aspects of a successful collaboration such as psychological safety, candid conversation, a positive team dynamic, and successful conflict management.

Read more

Linking learning and research through transdisciplinary competences

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.

Read more

Ten essentials for more impactful and integrated research on transformations

By Ioan Fazey

ioan-fazey
Ioan Fazey (biography)

What can we learn when we bring together different insights from the rich and diverse traditions of action-oriented research? Will this help us more effectively understand and navigate our way through a world of change to ensure knowledge production contributes more directly to societal needs?

In a recent publication (Fazey et al., 2018), we explored the critical question of how to develop innovative, transformative solutions and knowledge about how to implement them. Addressing these questions requires much more engagement with more practical forms of knowledge, as well as learning from action and change in much more direct ways than currently occurs in academia. It is like learning to ride a bicycle, which can’t be done just by watching a powerpoint presentation, and which requires learning by “getting hands dirty” and by falling off and starting again.

Read more

Overcoming a paradox? Preparing students for transdisciplinary environments

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.

Read more

Productive multivocal analysis – Part 1: Avoiding the pitfalls of interdisciplinarity

By Kristine Lund

kristine-lund
Kristine Lund (biography)

Many voices are expressed when researchers from different backgrounds come together to work on a new project and it may sound like cacophony. All those voices are competing to be heard. In addition, researchers make different assumptions about people and data and if these assumptions are not brought to light, the project can reach an impasse later on and much time can be wasted.

So how can such multivocality be positive and productive, while avoiding trouble? How can multiple voices be harnessed to not only achieve the project’s goals, but also to make scientific progress?

Read more

The path perspective on modelling projects

By Tuomas J. Lahtinen, Joseph H. A. Guillaume, Raimo P. Hämäläinen

tuomas-lahtinen
Tuomas J. Lahtinen (biography)

How can we identify and evaluate decision forks in a modelling project; those points where a different decision might lead to a better model?

Although modellers often follow so called best practices, it is not uncommon that a project goes astray. Sometimes we become so embedded in the work that we do not take time to stop and think through options when decision points are reached.

Joseph H. A. Guillaume (biography)

One way of clarifying thinking about this phenomenon is to think of the path followed. The path is the sequence of steps actually taken in developing a model or in a problem solving case. A modelling process can typically be carried out in different ways, which generate different paths that can lead to different outcomes. That is, there can be path dependence in modelling.

raimo-hamalainen
Raimo P. Hämäläinen (biography)

Recently, we have come to understand the importance of human behaviour in modelling and the fact that modellers are subject to biases. Behavioural phenomena naturally affect the problem solving path. For example, the problem solving team can become anchored to one approach and only look for refinements in the model that was initially chosen. Due to confirmation bias, modelers may selectively gather and use evidence in a way that supports their initial beliefs and assumptions. The availability heuristic is at play when modellers focus on phenomena that are easily imaginable or recalled. Moreover particularly in high interest cases strategic behaviour of the project team members can impact the path of the process.

Read more

Transkillery! What skills are needed to be a boundary crosser?

By Dena Fam, Tanzi Smith and Dana Cordell

dena-fam_2
Dena Fam (biography)

What skills and dispositions are required by researchers and practitioners in transdisciplinary research and practice in crossing boundaries, sectors and paradigms?

The insights here come from interviews with 14 internationally recognized transdisciplinary researchers and practitioners, chosen from a diverse range of research and practice-based perspectives.

tanzi-smith
Tanzi Smith (biography)

Here we focus on:

1) skills for specific tasks such as facilitation of a meeting, crafting a well-written report, and communicating effectively across disciplines; and,

cordell
Dana Cordell (biography)

2) dispositions, attitudes, orientations and temperaments of an effective researcher/practitioner, i.e., as a way of being.

Six categories of skills and dispositions

The core skills and dispositions of an exceptional transdisciplinary researcher/practitioner can be grouped into six categories, illustrated in the figure below.

Read more

Values, confidence, and time: What researchers should consider when engaging with civil society organisations

By William L. Allen

william-allen
William L. Allen (biography)

When researchers want to engage or work with groups outside universities—especially civil society organisations—what should they consider as part of this process?

Civil society comprises organisations—large and small—that are outside of the public and private sectors. These include non-governmental organisations, charities, or voluntary groups.

Three lessons emerged from asking civil society organisations what they would tell academics who want to work with them:

Read more

Pro-active learning to improve interdisciplinary processes

By Laura R. Meagher

Member of Board of Governors
Laura R. Meagher (biography)

I am a firm believer in looking at interdisciplinary collaboration and knowledge exchange – or impact generation – as processes. If you can see something as a process, you can learn about it. If you can learn about it, you can do it better!

I find that this approach helps people to feel enfranchised, to believe that it is possible for them to open up what might have seemed to be a static black box and achieve understanding of the dynamics of how nouns like ‘interdisciplinarity’ or ‘knowledge exchange’ or ‘research impact’ can actually come to be.

Read more

Storytelling ethnography as a way of doing transdisciplinary research

By Jane Palmer

jane-palmer
Jane Palmer (biography)

Storytelling ethnography is a valuable tool if your research traverses several disciplines and aims for insights that transcend all of them. Stories not only integrate knowledge from diverse disciplines, but can also “change the way people act, the way they use available knowledge” (Griffiths 2007).

The special qualities of transdisciplinarity are:

  • its potential for integrative inquiry and emergent solutions,
  • its engagement with community and other non-academic knowledges, and
  • the breadth of its outcomes for researchers, participants and the wider community.

These are also qualities of what I call storytelling ethnography.

Read more