Trapped between privileges and precariousness: Tracing transdisciplinary research in a postcolonial setting

In its conception, transdisciplinarity turns its back on traditional academic knowledge production valuing different bodies of knowledge to be of relevance for the issue at hand regardless of their discipline or academic education. The question of how transdisciplinary practise can manage to break with existing structures to realize its envisaged co-production is hardly addressed, however, crucial acknowledging inherent power dynamics. Using a transdisciplinary project as a case study, we picture the structures that position those involved regarding their influence on and benefit of (a) the research setup, (b) resource allocations, (c) project discourses, (d) project output and (e) decision-making and steering. By combining quantitative with qualitative data, we reveal the herein materialised power imbalances between social and natural sciences, academic degrees, science and society and, in our specific setup, between the Global North and South. Our results indicate a pervasive reproduction of hierarchical, academic, postcolonial knowledge orders that make doing transdisciplinarity a privilege for some, although not without risk. In conclusion, we emphasise the high need for, first, serious attempts of self-critical processes of reflexivity in transdisciplinary practise and, second, a fundamental reorientation in the academic and funding system in order to challenge existing knowledge hegemonies.     

Transdisciplinarity and its challenges: the case of urban studies

This article clarifies the distinction between unidisciplinary, multidisciplinary, interdisciplinary and transdisciplinary research about environment and human behaviour. One objective is to consider the challenges and opportunities transdisciplinarity offers in terms of the emergence of new ideas for theory and application. The costs and benefits, as well as the advantages and constraints of a transdisciplinary approach in the field of urban studies are then considered, and compared with multidisciplinary and interdisciplinary approaches. First, a brief history of the concept of transdisciplinarity is presented. Second, the scientific context (the unit of analysis, application and theoretical goal) is identified. Third, conclusions are drawn about the perspective that researchers need to adopt if a transdisciplinary approach is to be effective (looking for coherence versus paradoxes). All of these reflections on transdisciplinarity are supported by the research experience gained in studies on Canadian (Quebec) and French (Strasbourg) suburbs. The paper focuses on the representation and perception of urban space.     

A rose by any other name? Transdisciplinarity in the context of UK research policy

This paper assesses developments in transdisciplinary research in the UK. While we support the thesis that transdisciplinarity is still not mainstream and is rarely supported per se by funders of research, this paper examines the extent to which UK research policy has embraced the concept of transdisciplinarity. Five empirical case studies provide data about the interrelationship between the interdisciplinary and impact or knowledge exchange aspirations of Research Council UK (RCUK) investments. We find evidence that, to an extent, UK research funding policy is achieving some elements of transdisciplinarity in practice, if not in name.Drawing on broader debates about the limitations of knowledge mobilisation and the challenges of conducting interdisciplinary research, we reflect on how the situation has changed since our original 2004 paper. The evidence suggests that the absence of the ‘transdisciplinary’ label is not necessarily impeding the framing of research funding schemes oriented towards societal issues. Nevertheless, several areas where capacity-building is required, including training for early career interdisciplinary researchers; improved research leadership skills; and the capacity to evaluate the quality of transdisciplinary processes and to learn from such evaluations, are identified.     

Public accountability: a new paradigm for college and university annual reports

This paper argues that the decision usefulness paradigm, which currently dominates accounting theory, is not an adequate basis for considering external reporting. A theoretical foundation is developed that draws upon older ideas of stewardship, as well as more recent notions of public accountability and social responsibility. The specific case of college and university reporting is used to delineate the impact a public accountability conceptual framework could have. The new paradigm is needed to address changes in society and in the environment of higher education in the US and other Western-style countries during the last three decades of the twentieth century. Numerous scandals and other dubious affairs involving even the most senior public officials has brought about an erosion of public confidence, and led to widespread demands for improved accountability by public officials and institutions. Comprehensive disclosures on the condition and performance of institutions would move college and university external reporting beyond decision usefulness and towards true public accountability.     

Transdisciplinarity in the class room? Simulating the co-production of sustainability knowledge

Despite its many advantages, teaching transdisciplinary is a costly enterprise. Transferring diverse theoretical, methodological, and practical skills may require several teaching staff; developing meaningful stakeholder interaction is time-intensive; and managing the research process demands significant efforts in logistics and coordination. This article seeks to make two distinct contributions. Conceptually, it introduces a framework for distinguishing between soft, inclusive, reflexive, and hard transdisciplinarity, based on the notion that there are diminishing returns to all features of the practice. Empirically, it examines a classroom simulation – the Sustainable Development Indicator Exercise (SDIE) – as an example of soft transdisciplinarity. In the SDIE interdisciplinary student groups play the role of policy advisers. Building on a concrete transdisciplinary research project, they explore their understanding of sustainability, develop a multi-criteria decision making method for assessing sustainability criteria and indicators, elaborate and present their results, and reflect on their experience. All aspects of the exercise follow the logic of role playing: organizing group interaction, distributing responsibilities, interacting with their political principal, presenting their findings, and evaluating their progress. Experience from the simulation reveals insights into ways students address and express concerns with objectivity, transparency, deliberation, and balancing sustainability; it also points to ways for moving beyond soft transdisciplinarity.     

Prompting transdisciplinary research: Promising futures for using the performance metaphor in research

Transdisciplinary research is increasingly recognised as important for investigating and addressing ‘wicked’ problems such as climate change, food insecurity and poverty, but is far from commonplace. There are structural impediments to transdisciplinarity such as university structures, publication requirements and funding preferences that perpetuate disciplinary differences and researchers often lack transdisciplinary experience and expertise. In this paper we present a heuristic that aims to encourage researchers to think about their current research as performance and then imagine different performances, with the view to encouraging reflection and creativity about the transdisciplinary potential and dilemmas. The heuristic is inspired by the metaphor of performance that Erving Goffman uses to understand everyday, face-to-face interactions. The heuristic includes scaffolding for imagining research as performance through a transdisciplinary lens, a suggested process for using the tool, and examples based on the every day research projects. The paper describes the application of the heuristic in a graduate masterclass, reflecting on whether it does indeed ‘prompt’ transdisciplinary research. Limitations and lessons learned for further refinement of the heuristic are also included. The authors conclude that the heuristic has a range of uses including for self-reflection, and as a practical learning tool that can also be used at the start of integrative research projects.     

Consulting versus participatory transdisciplinarity: A refined classification of transdisciplinary research

This paper analyses transdisciplinarity and discusses the conceptual changes it has undergone during the past decade. Transdisciplinarity is currently perceived as an extended knowledge production including a variety of actors and with an open perception of the relevance of different forms of scientific and lay knowledge. By stressing scope of collaboration, a clearer distinction can be established between interdisciplinarity and transdisciplinarity than was possible with the former focus on degree of integration. However, integration is still an essential feature of transdisciplinarity and in emphasising the need to acknowledge the different roles actors can play in knowledge production a distinction can be identified between two different forms of transdisciplinarity; consulting versus participatory transdisciplinarity. This distinction draws upon the qualitative difference between research conducted including all kinds of actors on equal terms in the knowledge production process (participatory transdisciplinarity) or having actors from outside academia responding and reacting to the research conducted (consulting transdisciplinarity). Both forms fulfil the basic requirements of transdisciplinarity but differ regarding the challenges involved, and thus a distinction needs to be made between them when discussing, commissioning or evaluating research.     

Designing the future—A reflection of a transdisciplinary case study in Austria

The paper presents a transdisciplinary case study which aimed to encourage a vital regional process for building more sustainable structures and regional networks in the future. The case study looks at the industrial city of Steyr which is located in a highly dynamic region in Upper Austria and has to compete with other regional industrial centres and on the global market with internationally acting companies in the automotive sector. For finding local strategies to cope with globally induced pressures and changes several foresight techniques and transdisciplinary approaches have been applied such as interviews, photo elicitation, workshops and scenario building. The transdisciplinary case study is reflected by exploring three major research questions: first, how does transdisciplinarity work in practice, second, what are the benefits and limitations of transdisciplinary research in regional foresight processes and third, how can transdisciplinary research contribute to initiating a long-term process for building sustainable networks and structures in the region. Some answers can be given from the empirical example of Steyr. The case study shows that particularly in regions with a long industrial history and tradition and where existing paradigms cannot easily be overcome, a transdisciplinary procedure provides clear advantages over sole expert solutions. Transdisciplinarity can be the key to get through to the local actors, to develop perfectly fitting strategies for the region and to initiate joint learning and in an ideal situation a long-term change process. New ideas, structures and networks are established which are essential for improving the long-term development of a region.     

What is progress in transdisciplinary research?

In disciplinary research progress is reached and assessed by referring to the state of research in a specific field. But what is progress in transdisciplinary research, where several disciplines and further societal actors may be involved? Based on the conception of transdisciplinary research as a collaboration of academic as well as non-academic thought-styles, and based on the understanding of transdisciplinary research as research that develops a comprehensive, multi-perspective, common-good oriented and useful approach to a socially relevant issue, the question of progress is discussed for four view-points: (a) the people concerned about the issue are much less interested in the question of progress in transdisciplinary research than in a better handling of the real world problem; (b) members of a disciplinary, business, governmental or civil society's thought-style, who gain a more comprehensive understanding of an issue through the transdisciplinary research process, are more interested in further elaborating the issue within their thought-style, than in general lessons on progress; (c) progress on the level of personal experience mainly means that members of academic or non-academic thought-styles realize that they are a member of a specific thought-style among others. Progress would be made by integrating this experience in general education and special training; (d) finally a lot of general lessons can be learned and elaborated as tools, cases studies and approaches form the perspective of a thought-style interested in how to understand and manage transdisciplinary research.     

Prospects for transdisciplinarity

The word “prospects” connotes the probability of success. The authors in this special issue of FUTURES have provided a broad view of the existing knowledge base, organizational structures, and strategies for implementing transdisciplinarity. At the same time, they were mindful of the remaining impediments. This closing reflection builds on their insights in two parts: (1) by defining the key imperatives of transdisciplinarity and (2) by reflecting on the requirements for a genuinely human science and transdisciplinary capacity.     

Transdisciplinarity in urban South Africa

The ideals and assumptions associated with a transdisciplinary approach to environmental issues are investigated through the experience of a three-year research project in KwaZulu-Natal, South Africa focused on low-cost housing. Through this work, transdisciplinarity was conceptualised not as a panacea to create an all-encompassing research approach, but as an attempt to move away from paradigm isolation and allow researchers to integrate and develop a synthesis from their separate contributions. The paper discusses aspects of transdisciplinarity including definitions, methodologies, team-building, paradigmatic rigidities, the negotiation of power in the production of knowledge with stakeholders and community partners, and institutional challenges. Trade-offs include loss of data resolution at times, but are offset by deeper understanding of the complexities and constraints of applied environmental and social research in contemporary South Africa.     

Solving/understanding/evaluating the e-waste challenge through transdisciplinarity?

Transdisciplinarity has been accepted as a promising research approach to respond to complex real-world problems such as electronic waste (e-waste). Already one of the fastest growing waste streams, e-waste is a sustainability challenge that shadows the pervasive uses of electronic devices in contemporary society. Previous studies have not only shown the toxicity and risks inherent in the hazardous waste but also economic value generated from its reuse and recycling and the environment justice implications of the existing transboundary movement of e-waste to developing countries. Responding to this multifaceted issue requires a transdisciplinary attempt at synthesis understandings, if not solutions. This paper reflects on an educational experiment to encourage disciplinary boundary crossing in the e-waste community through a summer school. The NVMP-StEP E-waste Summer School housed young researchers from diverse disciplines with a common research interest in e-waste. The event is evaluated against three sets of criteria that underpin successful transdisciplinary ventures: (i) clear, problem-oriented goals, (ii) careful preparation, institutional support and competent management, and (iii) communication and collaboration. Based on understandings and insights gained from the participation in the Summer School, participant surveys, and communications with organizers, six recommendations are outlined to help making similar events a better ground for transdisciplinarity in the future.     

Globally scanning for “Megatrends of the Mind”: Potential futures of futures thinking

This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early 20th century indicating the emergence of new knowledge patterns. These signals have strengthened in the last 40 years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking,” “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.     

Urban sustainability and knowledge: Theoretical heterogeneity and the need of a transdisciplinary framework. A tale of four towns

The academic debate on «sustainable city» is like a large arena, where heterogeneous approaches and contributions, coming from different disciplines, flow into without converging on a common vision. The growing awareness that an increasing percentage of the world's population now lives in urban areas makes the organization of this space a crucial issue for global sustainable development. In order to acquire this challenge, urban studies need to overcome conceptual oppositions, seeking new integrated responses to implement the principle of sustainability at urban scale. This effort requires a new managerial approach of science and policy, which can be based on a transdisciplinary vision to knowledge production. The paper is divided into four different sections. The first and second sections review the theoretical literature on urban sustainability and explore the conceptual relations between knowledge and knowledge production in urban governance processes. The third section presents a comparative empirical analysis based on a survey of 2213 questionnaires carried out in four different urban contexts. The fourth and last section outlines the conclusion, suggesting a new approach to manage knowledge in urban governance, in a trans-disciplinary perspective.     

From vision to action: Framing the Leitbild concept in the context of landscape planning

Reviewing landscape developments in the last decades evidently shows that in the future most pressing changes can be expected for the land surface. This indispensably calls for strategic approaches based on visions and transdisciplinary creativity. Hence, this paper critically reviews the Leitbild concept, an idea on spatial planning which has been widely discussed in the German-speaking planning literature but which has received scant attention elsewhere. Although the term has been translated as a ‘vision’, this paper shows that the concept is far richer in its content than these casual translations suggest. The paper shows that it defines a particular paradigm for landscape planning that embodies a transdisciplinary approach in which lay-people and experts develop both goals and strategies for realising their joint visions. A systematic overview of the key characteristics that make up the Leitbild approach is provided and set in relation to already available approaches for decision makers. Although there are similarities between the Leitbild approach and other planning and decision-support tools, such as Environmental Impact Assessment (EIA), Strategic Impact Assessment (SEA) and Sustainability Impact Assessment (SIA-sust), the paper shows that the particular combination of issues considered when developing a Leitbild makes it distinctive. Through an iterative process, the development of a Leitbild allows new approaches to spatial planning in which space and place can be considered as a social construct, and in which the values and understandings of local actors can be better represented.     

The practice turn in organization research: Towards a disciplined transdisciplinarity

This paper comments on Fauré and Rouleau (2011) and draws out implications for practice-theoretic research in organizations more generally. In particular, it points to the potential for the transdisciplinary application of practice theory, allowing issues, insights and methods to be transferred between all the organization disciplines, not just accounting and strategy. Responding to some recent criticisms of practice-theoretic research in organizations, the paper argues that transdisciplinarity will be fostered by a disciplined approach to practice theory, based on a commitment to social practices, and respect for agency, materiality, discourse, the limits of social scientific knowledge and a refusal of reductionism.     

Eco-logical education for the long emergency

In its inadvertent creation of multiple ecological crises including climate change, humanity as a whole appears caught in a lemmings loop, racing toward a probable future identified as The Long Emergency. One might think that even the possibility of this future scenario should be sufficient to effect a revolution in education. Yet overall there appears to be insufficient depth of respons-ability in this regard, of taking heed of ecological educational discourse. The paper advocates a deeply ecological education through identifying the significance of ecoliteracy as involving a critical contrast between two worldviews (modernism and a prospective ecological worldview). The paper advances futures of ecological thinking through a deep interpretation of ecology and related terms including ecosystem and eco-logics. The complex integrative character of conceptual ecology is foregrounded and extended through associating it with transdisciplinarity, integralism and critical realism under the overarching orientation of Boyer's scholarship of integration.