Designing applied research for impact

By Andrew Campbell

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Andrew Campbell (biography)

How can we get the three critical groups in transdisciplinary research—researchers, end users of research, and funders of research—to work together in designing applied research for impact? As Roux and colleagues (2010) pointed out:

A key characteristic of transdisciplinary research is that the domains of science, management, planning, policy and practice are interactively involved in issue framing, knowledge production and knowledge application.”

A critical challenge is that each of the three groups is likely to have different perspectives on the goals of a given research project or program and how to achieve them, and therefore likely to define success differently.

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Transdisciplinarity: Learning together to teach together

By BinBin Pearce, Carolina Adler and Christian Pohl

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BinBin Pearce (biography)

Are there innovative methods that enable students to frame and confront the complexity of real-world problems in the context of sustainable development? Which learning approaches help students engage with design thinking to understand a particular system, and also to start thinking about responsible solutions? Which approaches enable students to reflect on their own actions, as well as become aware of the importance of diverse stakeholder perspectives and how these play out in real-world contexts?

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Let’s play: Co-creating award courses for designing, teaching, researching, and facilitating transdisciplinarity – Transacademic Interface Managers as an example

By Katja Brundiers and Arnim Wiek

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Katja Brundiers (biography)
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Arnim Wiek (biography)

Tanja Golja and Dena Fam concluded their article ‘Supporting academics learning to design, teach and research td-programs in higher education‘ with an invitation to other higher education and research institutions to share the state of play and their opportunities for collaboration. We are excited to respond to this call.

At Arizona State University (U.S.) various programs exist – across its schools and colleges – that allow students to work in transdisciplinary settings. These programs are avant-garde in many respects, e.g., pedagogical design, students’ learning outcomes, relationships with practice partners, implementation with real-world impact. Our experience with building a transdisciplinary and solution-oriented learning program at the School of Sustainability is documented in the article ‘Integrating Problem-and Project-based Learning into Sustainability Programs‘.

However, our examination of such programs internationally (PDF 840KB) shows that – with a few exceptions – many similar programs don’t entail a specific and scholarly-based transdisciplinary training module for students.

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Supporting academics’ learning to design, teach and research transdisciplinary programs in higher education: What’s the state of play?

By Tanja Golja and Dena Fam

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Tanja Golja’s biography
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Dena Fam (biography)

In their 2013 report on the significance of transdisciplinary approaches to advance scientific discovery and address formidable societal challenges (PDF 700KB), the American Academy of Arts and Sciences (AAAS) put out a call to “expand education paradigms to model transdisciplinary approaches” (p. xiii). Ought we be considering whether transdisciplinary approaches might reconfigure education paradigms, and if so, why?

Read moreSupporting academics’ learning to design, teach and research transdisciplinary programs in higher education: What’s the state of play?