What makes research transdisciplinary?

Community member post by Liz Clarke

Liz Clarke (biography)

What do we mean by transdisciplinarity and when can we say we are doing transdisciplinary research? There is a broad literature with a range of different meanings and perspectives. There is the focus on real-world problems with multiple stakeholders in the “life-world”, and a sense of throwing open the doors of academia to transcend disciplinary boundaries to address and solve complex problems. But when it comes to the practicalities of work in the field, there is often uncertainty and even disagreement about what is and isn’t transdisciplinarity.

Let me give an example. Continue reading

Three schools of transformation thinking

Community member post by Uwe Schneidewind and Karoline Augenstein

uwe-schneidewind
Uwe Schneidewind (biography)

‘Transformation’ has become a buzzword in debates about sustainable development. But while the term has become very popular, it is often unclear what is meant exactly by ‘transformation’.

The fuzziness of the concept can be seen as a strength, giving it metaphoric power and facilitating inter- and transdisciplinary cooperation. However, this fuzziness means there is also a danger of the transformation debate being co-opted by powerful actors and used strategically to impede societal change towards more sustainable pathways.

karoline-augenstein
Karoline Augenstein (biography)

Thus, issues of power are at stake here and we argue that a better understanding of the underlying assumptions and theories of change shaping the transformation debate is needed. We delineate three schools of transformation thinking and their assumptions about what drives societal change, and summarize them in the first table below. We then examine the relationship of these three schools of thinking to power, summarized in the second table. Continue reading

Managing deep uncertainty: Exploratory modeling, adaptive plans and joint sense making

Community member post by Jan Kwakkel

jan-kwakkel
Jan Kwakkel (biography)

How can decision making on complex systems come to grips with irreducible, or deep, uncertainty? Such uncertainty has three sources:

  1. Intrinsic limits to predictability in complex systems.
  2. A variety of stakeholders with different perspectives on what the system is and what problem needs to be solved.
  3. Complex systems are generally subject to dynamic change, and can never be completely understood.

Deep uncertainty means that the various parties to a decision do not know or cannot agree on how the system works, how likely various possible future states of the world are, and how important the various outcomes of interest are. Continue reading

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

Community member post by Claude Garcia, Anne Dray and Patrick Waeber

claude-garcia
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?

Yes. Continue reading

Scoping: Lessons from environmental impact assessment

Community member post by Peter R. Mulvihill

peter-mulvihill
Peter R. Mulvihill (biography)

What can we learn about the role and importance of scoping in the context of environmental impact assessment?

“Closed” versus “open” scoping

I am intrigued by the highly variable approaches to scoping practice in environmental impact assessment and the considerable range between “closed” approaches and more ambitious and open exercises. Closed approaches to scoping tend to narrow the range of questions, possibilities and alternatives that may be considered in environmental impact assessment, while limiting or precluding meaningful public input. Of course, the possibility of more open scoping is sometimes precluded beforehand by narrow terms of reference determined by regulators.

When scoping is not done well, it inevitably compromises subsequent steps in the process. Continue reading

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

Community member post 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. Continue reading