Achieving the promise of transdisciplinarity: a critical exploration of the relationship between transdisciplinary research and societal problem solving (Special Feature : New Directions in Sustainability Science)

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Achieving the promise of transdisciplinarity: a critical exploration of the relationship between transdisciplinary research and societal problem solving (Special Feature : New Directions in Sustainability Science)

Journal Article•

Achieving the promise of transdisciplinarity: a critical exploration of the relationship between transdisciplinary research and societal problem solving (Special Feature : New Directions in Sustainability Science)

01 Oct 2014-Sustainability science : official journal of the Integrated Research System for Sustainability Science ([Integrated Research System for Sustainability Science] [編])-Vol. 9, Iss: 4, pp 439-451

About: This article is published in Sustainability science : official journal of the Integrated Research System for Sustainability Science.The article was published on 2014-10-01 and is currently open access. It has received 153 citations till now. The article focuses on the topics: Sustainability science & Transdisciplinarity.

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Journal Article•DOI•

Transdisciplinary research for systemic change: who to learn with, what to learn about and how to learn

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Dirk J. Roux¹, Dirk J. Roux², Jeanne L. Nel³, Jeanne L. Nel¹, Georgina Cundill⁴, Georgina Cundill⁵, Patrick J. O’Farrell⁶, Patrick J. O’Farrell³, Christo Fabricius¹ - Show less +5 more•Institutions (6)

Nelson Mandela Metropolitan University¹, South African National Parks², Council for Scientific and Industrial Research³, International Development Research Centre⁴, Rhodes University⁵, University of Cape Town⁶

16 Jun 2017-Sustainability Science

TL;DR: In this article, the authors focus on mutual learning within transdisciplinary research and highlight three aspects that could guide other researchers in designing and facilitating such learning: who to learn with, what to learn about, and how to learn.

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Abstract: A key aim of transdisciplinary research is for actors from science, policy and practice to co-evolve their understanding of a social–ecological issue, reconcile their diverse perspectives and co-produce appropriate knowledge to serve a common purpose. With its concurrent grounding in practice and science, transdisciplinary research represents a significant departure from conventional research. We focus on mutual learning within transdisciplinary research and highlight three aspects that could guide other researchers in designing and facilitating such learning. These are: “who to learn with”, “what to learn about” and “how to learn”. For each of these questions, we present learning heuristics that are supported by a comparative analysis of two case studies that addressed contemporary conservation issues in South Africa but varied in scale and duration. These were a five-year national-scale project focusing on the prioritisation of freshwater ecosystems for conservation and a three-year local-scale project that used ecological infrastructure as a theme for advancing sustainability dialogues. Regarding the proposed learning heuristics, “who to learn with” is scale dependent and needs to be informed by relevant disciplines and policy sectors with the aim of establishing a knowledge network representing empirical, pragmatic, normative and purposive functions. This emergent network should be enriched by involving relevant experts, novices and bridging agents, where possible. It is important for such networks to learn about the respective histories, system processes and drivers, values and knowledge that exist in the social–ecological system of interest. Moreover, learning together about key concepts and issues can help to develop a shared vocabulary, which in turn can contribute to a shared understanding, a common vision and an agreed way of responding to it. New ways of group learning can be promoted and enhanced by co-developing outputs (boundary objects) for application across knowledge domains and creating spaces (third places) that facilitate exchange of knowledge and knowledge co-production. We conclude with five generic lessons for transdisciplinary researchers to enhance project success: (a) the duration, timing and continuation potential of a project influences its prospects for achieving systemic and sustainable change; (b) bridging agents, especially if embedded within an implementing agency, play a critical role in facilitating transdisciplinary learning with enhanced outcomes; (c) researchers need to participate as co-learners rather than masters of knowledge domains; (d) purposeful mixed-paradigm research designs could help to mend knowledge fragmentation within science; and (e) researchers must be vigilant for three pitfalls in mutual learning initiatives, namely biases in participant self-selection, perceived superiority of scientific knowledge and the attraction of simple solutions to wicked problems that retain the status quo.

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108 citations

Cites background from "Achieving the promise of transdisci..."

...A certain public space (also referred to as the agora) is required for scientists and practitioners to meet, share experiences and learn together (Nowotny et al. 2001; Pohl et al. 2010; Polk 2014)....
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...such issues and potentially uncovering complementarities across diverse knowledge systems (Polk 2014; Tengö et al. 2014)....
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...Such an engaged research approach can expose participants to multiple perspectives regarding the pressing issues in social–ecological systems, creating an enriched picture of such issues and potentially uncovering complementarities across diverse knowledge systems (Polk 2014; Tengö et al. 2014)....
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Journal Article•DOI•

Assessing the Impact of Transdisciplinary Research: The Usefulness of Relevance, Credibility, and Legitimacy for Understanding the Link between Process and Impact.

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Stina Hansson¹, Merritt Polk¹•Institutions (1)

University of Gothenburg¹

01 Apr 2018-Research Evaluation

TL;DR: In this paper, the authors focus on the relationship between the quality of the research process and the effects and impacts that are being evaluated, focusing on three key aspects of effective sustainability research: relevance, credibility, and legitimacy.

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Abstract: There is a call for more transdisciplinary (TD) research, from academia, society, and funding agencies. Consequently, the field of TD research is searching for ways of proving the value and providing evidence to support the effectiveness of such research. The main challenge for evaluating TD research is attribution, that is how to link societal change to the TD research process. However, little attention has been paid to the relationship between the quality of the research process and the effects and impacts that are being evaluated. Building upon earlier attempts at evaluating TD research, this article tests three key aspects of effective sustainability research: its relevance, credibility, and legitimacy. To explore the link between the quality of process and societal effects, we analyze and compare outputs, outcomes, and impact of five TD projects. Overall, our analysis shows that while relevance, credibility, and legitimacy gave important insights regarding the links between process and impacts, they are not adequate for evaluating TD research impact. Process qualities such as practitioner motivation and perceived importance of the project, together with breadth of perspectives, the openness/flexibility of participants, and in-depth exchanges of expertise and knowledge, contributed to producing internally relevant, credible, and legitimate results. However, we also saw a need to develop the relevance, credibility, and legitimacy framework, in relation to the external dynamics of the project process, heterogeneous stakeholder groups, and the credibility of practice-based knowledge, which together with institutional factors and the political context significantly shape the possibility of impact.

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105 citations

Journal Article•DOI•

Transdisciplinary co-production of knowledge and sustainability transformations: Three generic mechanisms of impact generation

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Flurina Schneider¹, Markus Giger¹, Nicole Harari¹, Stephanie Moser¹, Christoph Oberlack¹, Isabelle Providoli¹, Leonie Schmid¹, Theresa Tribaldos¹, Anne Zimmermann¹ - Show less +5 more•Institutions (1)

University of Bern¹

01 Dec 2019-Environmental Science & Policy

TL;DR: In this paper, the authors identify three generic conceptualisations of impact generation mechanisms: promoting systems, target, and transformation knowledge for more informed and equitable decision-making, fostering social learning for collective action, and enhancing competences for reflective leadership.

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97 citations

Journal Article•DOI•

Opportunities for knowledge co-production across the energy-food-water nexus: Making interdisciplinary approaches work for better climate decision making

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Candice Howarth¹, Irene Monasterolo², Irene Monasterolo³•Institutions (3)

University of Surrey¹, Vienna University of Economics and Business², Boston University³

01 Sep 2017-Environmental Science & Policy

TL;DR: In this article, the authors present results of five themed workshops organized in the UK (focusing on shocks and hazards, infrastructure, local economy, governance and governments, finance and insurance) featuring 78 stakeholders from academia, government and industry.

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93 citations

Cites background from "Achieving the promise of transdisci..."

...Whilst results obtained from adopting co-production approaches do not always result in alignment with sector-based groups (Polk, 2014), co-production frameworks have been applied to societal issues such as climate change (Howarth et al....
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...Whilst results obtained from adopting co-production approaches do not always result in alignment with sector-based groups (Polk, 2014), co-production frameworks have been applied to societal issues such as climate change (Howarth et al., 2017), urban development (Omondi et al., 2014), multi-level…...
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Journal Article•DOI•

Exploring transdisciplinary integration within a large research program: Empirical lessons from four thematic synthesis processes

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Sabine Hoffmann¹, Christian Pohl², Christian Pohl³, Janet G. Hering⁴, Janet G. Hering¹, Janet G. Hering³ - Show less +2 more•Institutions (4)

Swiss Federal Institute of Aquatic Science and Technology¹, Swiss Academies of Arts and Sciences², ETH Zurich³, École Polytechnique Fédérale de Lausanne⁴

01 Apr 2017-Research Policy

TL;DR: In this article, the authors present core challenges of transdisciplinary integration as perceived by core team members of the four synthesis processes and formulate empirically derived recommendations for designing and implementing future processes.

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66 citations

Cites background from "Achieving the promise of transdisci..."

...…between science and practice, is 34 intended to create a more comprehensive understanding of sustainability-related problems and develop 35 practice-oriented solutions to deal with them (de Jong et al., 2016; Jahn et al., 2012; König et al., 36 2013; Pohl and Hirsch Hadorn, 2008; Polk, 2014)....
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...approach, which transcends disciplinary boundaries and bridges between science and practice, is 34 intended to create a more comprehensive understanding of sustainability-related problems and develop 35 practice-oriented solutions to deal with them (de Jong et al., 2016; Jahn et al., 2012; König et al., 36 2013; Pohl and Hirsch Hadorn, 2008; Polk, 2014)....
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Open Access

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Gro Harlem Brundtland, Mansour Khalid

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Silvio Funtowicz, Jerome R. Ravetz

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3,306 citations

"Achieving the promise of transdisci..." refers background in this paper

...…knowledge integration are taken up in another paper (Polk forthcoming). types of extended peer communities in the knowledge production process is seen to increase the validity and quality of science for societal problem solving (Blackstock and Carter 2007; Funtowicz and Ravetz 1993; Robinson 2008)....
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...Similar approaches go under a number of different names such as postnormal science (Funtowicz and Ravetz 1993), Mode 2 (Gibbons et al. 1994; Nowotny et al. 2001), issue-driven interdisciplinarity (Robinson 2008), interactive social research (Talwar et al. 2011), and transformative or participatory…...
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...production process is seen to increase the validity and quality of science for societal problem solving (Blackstock and Carter 2007; Funtowicz and Ravetz 1993; Robinson 2008)....
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...Similar approaches go under a number of different names such as postnormal science (Funtowicz and Ravetz 1993), Mode 2 (Gibbons et al....
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The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies

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Aant Elzinga¹•Institutions (1)

University of Gothenburg¹

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"Achieving the promise of transdisci..." refers background in this paper

...Similar approaches go under a number of different names such as postnormal science (Funtowicz and Ravetz 1993), Mode 2 (Gibbons et al. 1994; Nowotny et al. 2001), issue-driven interdisciplinarity (Robinson 2008), interactive social research (Talwar et al....
[...]
...Similar approaches go under a number of different names such as postnormal science (Funtowicz and Ravetz 1993), Mode 2 (Gibbons et al. 1994; Nowotny et al. 2001), issue-driven interdisciplinarity (Robinson 2008), interactive social research (Talwar et al. 2011), and transformative or participatory…...
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...In this paper, and in many of the articles and books outlined in Table 1, the term socially robust is used to capture the other side of the science–policy or science– practice divide, mirroring increasing calls for scientific accountability (Gibbons et al. 1994; Nowotny et al. 2001)....
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Journal Article•DOI•

Transdisciplinary research in sustainability science: practice, principles, and challenges

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Daniel J. Lang¹, Arnim Wiek², Matthias Bergmann¹, Michael Stauffacher³, Pim Martens¹, Pim Martens⁴, Peter Moll, Mark Swilling⁵, Christopher Thomas⁶ - Show less +5 more•Institutions (6)

Lüneburg University¹, Arizona State University², ETH Zurich³, Maastricht University⁴, Stellenbosch University⁵, Aberystwyth University⁶

04 Feb 2012-Sustainability Science

TL;DR: In this paper, a conceptual model of an ideal-typical transdisciplinary research process is synthesized and structures such a set of principles from various strands of the literature and empirical experiences, looking at challenges and coping strategies as experienced in transdisciplinary sustainability projects in Europe, North America, South America, Africa, and Asia.

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Abstract: There is emerging agreement that sustainability challenges require new ways of knowledge production and decision-making. One key aspect of sustainability science, therefore, is the involvement of actors from outside academia into the research process in order to integrate the best available knowledge, reconcile values and preferences, as well as create ownership for problems and solution options. Transdisciplinary, community-based, interactive, or participatory research approaches are often suggested as appropriate means to meet both the requirements posed by real-world problems as well as the goals of sustainability science as a transformational scientific field. Dispersed literature on these approaches and a variety of empirical projects applying them make it difficult for interested researchers and practitioners to review and become familiar with key components and design principles of how to do transdisciplinary sustainability research. Starting from a conceptual model of an ideal–typical transdisciplinary research process, this article synthesizes and structures such a set of principles from various strands of the literature and empirical experiences. We then elaborate on them, looking at challenges and some coping strategies as experienced in transdisciplinary sustainability projects in Europe, North America, South America, Africa, and Asia. The article concludes with future research needed in order to further enhance the practice of transdisciplinary sustainability research.

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1,927 citations

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Sustainable development: mapping different approaches

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Bill Hopwood¹, Mary Mellor¹, Geoff O'Brien¹•Institutions (1)

Northumbria University¹

01 Feb 2005-Sustainable Development

TL;DR: In this paper, a classification and mapping of different trends of thought on sustainable development, their political and policy frameworks and their attitudes towards change and means of change is presented, focusing on sustainable livelihoods and well-being rather than well-having.

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Abstract: Sustainable development, although a widely used phrase and idea, has many different meanings and therefore provokes many different responses. In broad terms, the concept of sustainable development is an attempt to combine growing concerns about a range of environmental issues with socio-economic issues. To aid understanding of these different policies this paper presents a classification and mapping of different trends of thought on sustainable development, their political and policy frameworks and their attitudes towards change and means of change. Sustainable development has the potential to address fundamental challenges for humanity, now and into the future. However, to do this, it needs more clarity of meaning, concentrating on sustainable livelihoods and well-being rather than well-having, and long term environmental sustainability, which requires a strong basis in principles that link the social and environmental to human equity. Copyright © 2005 John Wiley & Sons, Ltd and ERP Environment.

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1,906 citations

"Achieving the promise of transdisci..." refers background in this paper

...As is well discussed and studied, judging contributions to sustainability is highly problematic (Castro 2004; Hopwood et al. 2005; Kates et al. 2005; Polk 2010, 2011; Wiek et al. 2012)....
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