Collaboration and team science: Top ten take aways

By L. Michelle Bennett and Christophe Marchand

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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.

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How is transformative knowledge ‘co-produced’?

By Andy Stirling, Adrian Ely and Fiona Marshall

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Andy Stirling (biography)

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.

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Five principles of holistic science communication

By Suzi Spitzer

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Suzi Spitzer (biography)

How can we effectively engage in the practice and art of science communication to increase both public understanding and public impact of our science? Here I present five principles based on what I learned at the Science of Science Communication III Sackler Colloquium at the National Academy of Sciences in Washington, DC in November 2017.

1. Assemble a diverse and interdisciplinary team

  1. Scientists should recognize that while they may be an expert on a particular facet of a complex problem, they may not be qualified to serve as an expert on all aspects of the problem. Therefore, scientists and communicators should collaborate to form interdisciplinary scientific teams to best address complex issues.
  2. Science is like any other good or service—it must be strategically communicated if we want members of the public to accept, use, or support it in their daily lives. Thus, research scientists need to partner with content creators and practitioners in order to effectively share and “sell” scientific results.
  3. Collaboration often improves decision making and problem solving processes. People have diverse cognitive models that affect the way each of us sees the world and how we understand or resolve problems. Adequate “thought world diversity” can help teams create and communicate science that is more creative, representative of a wider population, and more broadly applicable.

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Responsive research – simple, right? The AskFuse case study

By Rosemary Rushmer

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Rosemary Rushmer (biography)

Researchers are constantly being challenged to demonstrate that their research can make a difference and has impact. Practice and policy partners are similarly challenged to demonstrate that their decisions and activity are informed by the evidence base. It sounds like all we need to do is join the two groups together – simple, right?

In Fuse (the Centre for Translational Research in Public Health, www.fuse.ac.uk) we wanted to do exactly that. We wanted to supply the evidence that end-users said they wanted (supply and demand), and make it easy for them to access and use research evidence.

Yet, we knew that current approaches to supplying evidence (briefs, guidelines, publications) do not work as well as we once thought they did. It needed a re-think…

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Material resources for transdisciplinary research

By Chris Riedy

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Chris Riedy (biography)

What materials are needed to support the conduct of transdisciplinary research?

Transdisciplinary research is a bundle of interwoven social practices taking different forms in different contexts. As highlighted in one prominent version of social practice theory (Shove et al., 2012: 14), social practice has three elements:

  • Materials – ‘including things, technologies, tangible physical entities, and the stuff of which objects are made’
  • Competences – ‘which encompasses skill, know-how and technique’
  • Meanings – ‘in which we include symbolic meanings, ideas and aspirations’.

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Four simple questions for navigating the knowledge mobilisation swamp

By Vicky Ward

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Vicky Ward (biography)

How can knowledge mobilisers – people who move knowledge into action – make sense of diverse definitions, navigate through the fragmented literature and better describe their work? It all starts with a few simple questions…

Over the past 15-20 years, research and practical activity focusing on how knowledge can be better shared and used has grown at what sometimes seems like an alarming rate. For many, the diverse range of literature, terminology, models and tools can seem overwhelming and bewildering. In 2010, for example, McKibbon and colleagues identified 100 different terms used to describe the activities and processes involved in linking knowledge and practice (McKibbon et al., 2010). And in 2014 Huw Davies and colleagues found 71 substantial reviews of research literature on this topic across health, social care and education (Davies et al., 2015).

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Five principles for achieving impact

By Mark Reed

Mark Reed (biography)

What key actions can help research have impact? Interviews with 32 researchers and stakeholders across 13 environmental management research projects lead to the five principles and key issues described below (Reed et al., 2014).

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Co-Production: It’s all about relationships

By Kirsten Kainz

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Kirsten Kainz (biography)

Relationships are the underpinnings of the co-production process. The quality of knowledge gained and the solutions produced are a function of the quality of relationships among the participants.

In a recent paper, Lorrae van Kerkhoff and Louis Lebel (2015) also made strong claims about the relevance, salience, and potential impacts of relationships in the co-production of science and governance needed for sustainable improvements responding to global environmental change.

One important clarification raised by van Kerkhoff and Lebel (2015) is that relationships exist not only among individuals, but also among institutions.  These relationships among individuals and institutions exist in historical contexts that are interpreted differently by diverse members.  Individual and institutional interpretations affect action and meaning-making in co-production settings.

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