Taimur, S. & K. Ross (2023): Transformative Learning. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 391-400.
Allen, L, S. Pratt, B Le Hunte, J. Melvold, B.Doran, G. Kligyte & K. Ross (2023): Embodied Learning. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 103-113.
Vilsmaier, U. (2023): Differenz als Ressource: Methoden der Grenzarbeit. –In: Kiprijanov, K., Philipp, T. und Roelcke, T. (Eds.): Transferwissenschaften – Mode oder Mehrwert? –Berlin: Peter Lang, 37-50.
Vilsmaier, U. & J.T. Klein (2023): Boundary work. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 21-19.
Vilsmaier, U., J. Merçon & E. Meyer (2023): Transdisciplinarity. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 381-390.
Fiore, S.M., Klein, J.T., Vilsmaier, U., Keestra, M. & T. Paulsen (2023): Global Alliance for Inter- and transdisciplinarity: Connecting 0rganizations to advance collaborative research and education. –In: Lawrence, R. (Ed.): Handbook of transdisciplinarity. Global perspectives. –Cheltenham, Northampont: Edward Elgar, 525-535.
Mitrofanenko, T., Keryan, T., Shatberashvili, N., Ghvinjilia, L. & U. Vilsmaier (2023): Implementing Transdisciplinarity in the Caucasus region: societal conditions, institutional transitions, and perspectives. –In: Lawrence, R. (Ed.): Handbook of transdisciplinarity. Global perspectives. –Cheltenham, Northampont: Edward Elgar, 492-511.
van Breda, J. (2022): Using synergic methods for being methodologically agile (SM4BMA). International Journal of Sustainable Development Research 8(2), 52-65.
Vilsmaier, U. (2022): Espacios de investigación colaborativa interdisciplinaria. –In: B. Rondòn, D. González, S. Bastías, O. Hernández & M. Contreras (Eds.): Investigación interdisciplinaria: enfoques, métodos, propuestas y experiencias, 65-92. –Talca: Universidad de Talca.
Fritz, L., Vilsmaier, U. & D. Fam (2022): Can cultural hegemony explain resistance to transdisciplinarity? Blog-post: I2Insighs.
Fritz, L., Vilsmaier, U., Clément, G., Daffe, L., Pagini, A., Pang, M., Gatica-Perez, D., Kaufmann, V., Santiago Delefosse, M. & C.R. Binder (2022): Explore, engage, empower: Methodological insights into a trasformative mixed methods study tackling the Covid-19 lockdown. Humanities & Social Sciences Communications. https://doi.org/10.1057/s41599-022-01197-2
Peukert, D. & U. Vilsmaier (2021): Collaborative prototyping in transdisciplinary research. An approach to heterogeneity and unknowns. Futures 132, https://doi.org/10.1016/j.futures.2021.102808
Vilsmaier, U. & D. Streck (2021): Das transformative Moment der Praxis: Paulo Freires Wegweiser für Radikale.–In: Faix, T. & T. Künkler (Eds.): Transformation. Ein Schlüsselkonzept zum Verständnis des Wandels von Kirche und Gesellschaft. Neukirchen-Vluyn: Neukirchener Verlagsgesellschaft, 83-97.
Vienni, B. & U. Vilsmaier (2021): Models of transdisciplinary knowledge production at universities: a Romanian case. Journal of Higher Education Research and Development. DOI: 10.1080/07294360.2021.1910208.
Chilisa, B. (2020). Indigenous Research Methodologies (2nd Edition), Los Angeles: Sage.
Meyer, E. (2020): Solvable problems or problematic solvability? Problem conceptualization in transdisciplinary sustainability research and a possible epistemological contribution. GAiA 29(1): 34–39.
Vilsmaier, U., G. Faschingeder & J. Merçon (Eds.) (2020): Methods for Inter- and Transdisciplinary Research and Learning based on Paulo Freire (Special Issue). → Journal für Entwicklungspolitik XXXVI/3, 4-18.
Juarez-Bourke, S. & U. Vilsmaier (2020): The semantics of transformation: Conceptual work for inter- and transdisciplinary research based on Paulo Freire’s approach to literacy. Journal für Entwicklungspolitik XXXVI/3, 19-43.
Meyer, E. (2020): The problematic of transdisciplinary sustainability sciences. In: Leistert, O & I. Schrickel (Eds.):Thinking the problematic. Genealogies and Explorations between Philosophy and the Sciences. Bielefeld: transcript: 69–92.
Meyer, E. & D. Peukert (2020): Designing a transformative epistemology of the problematic: A perspective for transdisciplinary sustainability research. Social Epistemology 34(4): 346–356.
Herberg, J. & U. Vilsmaier (2020): Social and epistemic control in collaborative research – reconfiguring the interplay of politics and methodology. Social Epistemology 34(4), 309-318.
Bammer, G., O’Rourke, M., O’Connell, D., Neuhauser, L., Midgley, G., Klein, J.T., Grigg, N.J., Gadlin, H., Elsum, I.R., Bursztyn, M., Fulton, E.A., Pohl, C., Swithhson, M., Vilsmaier, U., Bergmann, M., Jaeger, J., Merkx, F., Vienni Baptista, B., Burgman, M.A., Walker, D.H., Young, J., Bradbury, H., Crawford, L., Haryanto, B., Pachanee, C., Polk, M. & G.P. Richardson (2020): Expertise in research integration and implementation for tackling complex problems: when is it needed, where can it be found and how can it be strengthened? Palgrave Communications 6(5).
Peukert, D. & U. Vilsmaier (2019): Entwurfsbasierte Interventionen in der transdisziplinären Forschung. –In: Ukowitz, M. & R. Hübner (Eds.): Wege der Vermittlung: Intervention – Partizipation. Springer VS: Wiesbaden, 227-250.
Ross, K & C. Mitchell (2018): Transforming Transdisciplinarity: an expansion of strong transdisciplinarity and its centrality in enabling effective collaboration. –In: Fam, D., Neuhauser, L & P. Gibbs (Eds.):The Art of Collaborative Research and Collective Learning: Transdisciplinary Theory, Practice and Education. Springer.
Vilsmaier, U. (2018): Grenzarbeit in integrativer und grenzüberschreitender Forschung. –In: Heintel, M., R. Musil & N. Weixlbaumer (Eds.): Grenzen. Theoretische, konzeptionelle und praxisbezogene Fragestellungen zu Grenzen und deren Überschreitungen. Springer VS: Wiesbaden, 113-134.
Vilsmaier, U. (2017): A Space for taking a culturally sensitive look at transdisciplinarity. Report of the ITD Conference 2017.–In: GAIA 26(4), 352 – 354.
Vilsmaier, U., V. Brandner & M. Engbers (2017): Research in-between: the constitutive role of cultural differences in transdisciplinarity. The Transdisciplinary Journal of Engineering & Science, 8, 169-179.
Mertens, D.M., Cram, F. & Chilisa, B. (Eds.) (2016): Indigenous pathways into social research: Voices of a new generation. Walnut Creek, CA: Left Coast Press.
Vilsmaier, U., M. Engbers, P. Luthardt, R.-M. Maas-Deipenbrock, S. Wunderlich & R.W. Scholz (2015): Case-based Mutual Learning Sessions. Knowledge integration and transfer in transdisciplinary processes. Sustainability Science 10, 563-580.
Strasser, U., U. Vilsmaier, F. Prettentaler, T. Marke, R. Steiger, A. Damm, F. Hanzer, R.A.I. Wilcke & J. Stötter (2014): Coupled component modelling for inter- and transdisciplinary integration in climate change impact research: dimensions of integration and examples of interface design. Environmental Modelling & Software 60, 180-187.
Brandner, V. & U. Vilsmaier (2013): Das Bild der Anderen erforschen. Fotografisch-visuelle Methoden zum partizipativen Erforschen von Lebenswelten . –In: Dannecker, P. & B. Englert (Eds.): Qualitative Methoden im Kontext der Entwicklungsforschung. Mandelbaum: Wien, 197-214.
Vilsmaier, U. (2008): Crossing borders: Transdisciplinary approaches in regional development. Geographica Timisiensis 17/1-2, 33-43.
Muhar, A., Vilsmaier, U. & B. Freyer (2006): The polarity field concept –A new structuring approach for integrated regional planning and development processes. GAIA 3, 200-205.
Muhar, A. & U. Vilsmaier (2006): Identifikation des regionalen Handlungsbedarfs als transdisziplinärer Prozess. –In: Freyer, B. & A. Muhar (Eds.):Transdisziplinäre Kooperation in der universitären Ausbildung. Campus: Wien, 13-22.
Muhar, A., Schauppenlehner, T., Glanzer, M. & U. Vilsmaier (2006): Kommunikations- und Arbeitsstrukturen für die transdisziplinäre Kooperation. –In: Freyer, B. & A. Muhar (Eds..): Transdisziplinäre Kooperation in der universitären Ausbildung. Campus: Wien, 23-32.
Freyer, B., Hahn, A., Kratochvil, R., Vilsmaier, U. & Ch. Zingerle (2005): Das transdisziplinäre Lehrforschungsprojekt ‚Leben 2014’. Neue Wege der Kooperation zwischen Wissenschaft und Praxis in der Regionalentwicklung. SIR-Mitteilungen und Berichte 31, 189-199.
Taimur, S., D. Peukert & BinBin Pearce (2023): Design Thinking. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 83-92.
B. Le Hunte, T. Yunkaporta, J. Melvold, M. Potts, K. Ross & L. Allen (2023): Indigenous Knowledge. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript,187-194.
Taimur, S. & M. Onuki (2022): Design thinking as digital transformative pedagogy in higher sustainabily education: Cases from Japan and Germany. International Journal of Educational Research 114. 101994
Vilsmaier, U. & D. Fam (2022): The responsive and constitutive character of transdisciplinarity. Consequences for higher education. Journal of Educational Studies 21(1), 30-50.
Le Hunte, B., Ross, K., Clarence-Smith, S. & A. Rosegger (2022): Lessons from utopia: Reflections on peak transformative experiences. –In: A. Nicolaides et al. (Eds.): Palgrave Handbook on Learning for Transformation, 863–881.Palgrave Macmillan: Cham.
Lange, E., Ross, K. & J.K.P. O'Neil (2021): Educating during the Great Transformation: Relational approaches and transformative sustainability education. Studies in Adult Education and Learning 27(1), 23-46.
Fam, D., Clarke, E., Freeth, R., Derwort, P., Klaniecki, K., Kater-Wettstädt, L., Juarez-Bourke, S.,Hilser, S., Peukert, D., Meyer, E. & A. Horcea-Milcu (2020): Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’. Higher Education Quarterly.
Vilsmaier, U. & A. Thalheimer (2020): Failing and the perception of failure in student driven transdisciplinary projects. –In: Fam, D. & M. O’Rourke (Eds.): Interdisciplinary and transdisciplinary failures. Lessons learned from cautionary tales. Routleged: New York, 237-252.
Straub, R. & U. Vilsmaier (2020): Pathways to educational change revisited – controversies and advances in the German teacher education system. Journal of Teaching and Teacher Education 96, 103-140.
Fam, D., Crosby, A., Mellick Lopes, A., & K. Ross (2019): The Transdisciplinary Living Lab Model (TDLL). –In: Filho, W.L, Salvia, A.L., Brandli, L.L., Manolas, E., Alves, F., Azeiteiro U., Rogers, J., Shiel, C. & Do Paco A. (Eds.): Universities as Living Labs for sustainable development supporting the implementation of the Sustainable Development Goals. World Sustainability Series, Springer.
Vilsmaier, U. & E. Meyer (2019): Inquiry-based learning in sustainablity scince. –In: Harald A. Mieg (Ed..): Inquiry-based learning – undergraduate research: The German multidisciplinary experience. Springer Open, 331-339.
Riedy, C.,Fam, D., Ross, K. & C. Mitchell (2018): Transdisciplinarity at the crossroads: Nurturing individual and collective learning. Technology Innovation Management Review 8, 41-49.
Vilsmaier, U. & E. Meyer (2017): Forschendes Lernen in der Nachhaltigkeitswissenschaft. –In: Mieg, H.A. & J. Lehmann (Eds.): Forschendes Lernen: Wie die Lehre in Universität und Fachhochschule erneuert werden kann. Campus: Frankfurt a.M., New York, 357-366.
Vilsmaier, U. & D. J. Lang (2015): Making a difference by marking the difference: constituting in-between spaces for sustainability learning. Current Opinion in Environmental Sustainability 16, 51-55.
Fromhold-Eisebith, M., B. Freyer, I. Mose, A. Muhar & U. Vilsmaier (2009): Creating regional futures: A scenario-based inter- and transdisciplinary case study as a model for applied student-centered learning in geography. Journal of Geography in Higher Education 33(3), 409-431.
Muhar, A., U. Vilsmaier, M. Glanzer & B. Freyer (2006): Initiating transdisciplinarity in academic case study teaching: experiences form a regional development project in Salzburg, Austria. International Journal of Sustainability in Higher Education 7(3), 293-308.
Aiterwegmair, K., Mier y Terán Giménez Cacho, M., Limón Aguirre, F., Vilsmaier, U., Merçon, J., López Hernández, F. & R. Martínez Velarde (2022): Recreando agri-cultura: Conocimientos agroecológicos e identidades campesinas en un proceso de educación-investigación-acción en Chiapas, México. Revista Brasileña de Educación Rural 6, e11925.
Ortíz, W. & U. Vilsmaier (2022): Transcending the locality of grassroots initiatives. Diffusion of sustainability knowledge and practices through transdisciplinary research. Sustainability 14, 12259.
Hensler, L., Merçon, J. & U. Vilsmaier (2021): Diverse values and a common utopia: Insights from a participatory art-based valuation experience in Xalapa, Mexico. Case Studies in the Environment 5/1, 1-19. https://doi.org/10.1525/cse.2021.1234747
Meyer, E. & U. Vilsmaier (2020): Discursos economicistas de la sostenibilidad: Los momentos determinantes y la pregunta por alternativas. Sustentabilidade em Debate 11/1, 111-124.
Meyer, E. & U. Vilsmaier (2020): Economistic discourses of sustainability: determining moments and the question of alternatives. Sustentabilidade em Debate 11/1, 98-110.
Schmieg, G., Meyer, E., Schrickel, I., Herberg, J., Caniglia, G., Vilsmaier, U., Hörl, E., M. Laubichler & D. Lang (2018): Modeling normativity in sustainability: a comparison of the sustainable development goals, the Paris agreement, and the papal encyclical. Sustainability Science 13(3), 785-796.
Mitchell, C & K. Ross (2017): Trandisciplinarity in action: Four dimensions, a reflexive framework and their application to improving community sanitation governance in Indonesia. –In: Fam D, Palmer J, Riedy C & C. Mitchell (Eds.): Transdisciplinary Research and Practice for Sustainable Outcomes. Routledge.
Barth, M., Lang, D.J. & U. Vilsmaier (2017): Mapping a sustainable future – community learning in dialogue at the science-society-interface. International Review of Education 63(6), 811-828.
Meyer, E. & U. Vilsmaier (2017): Ökonomistische Diskurse der Nachhaltigkeit. Bestimmende Momente und die Frage nach Alternativen.– In: Pfister, T. (Ed.): Nachhaltigkeitswissenschaften und die Suche nach neuen Wissensordnungen. Metropolis Vertrag: Marburg, 147-168.
Abson, D.J., Fischer, J., Leventon, J., Newig, J., Schomerus, T., Vilsmaier, U., von Wehrden, H., Abernethy, P., Ives, C.D., Jäger, N.W. & D.J. Lang (2017): Leverage points for sustainability transformation. Ambio 46(1), 30-39.
Ortiz, W., Vilsmaier, U. & Á. Acevedo Osorio (2017): The diffusion of sustainable family farming practices in Colombia – An emerging sociotechnical niche? Sustainability Science 11/3.
Hecher, M., U. Vilsmaier, R. Akhavan & C. R. Binder (2016): Combining energy flow analysis with agent and policy analysis to examine the transition of energy regions: the case study of the ökoEnergieland in Austria. Ecological Economics 121, 40-53.
Gralla, F., D. J. Abson, A. P. Moller, D. J. Lang, U. Vilsmaier, B. K. Sovacool & H. v. Wehrden (2014): Nuclear accidents call for transdisciplinary energy research. –In: Sustainability Science,10/1, 179-183.
Vilsmaier, U. & D. J. Lang (2014): Transdisziplinäre Forschung. –In: Heinrichs, H. & G. Michelsen (Eds.): Nachhaltigkeitswissenschaften. Springer: Berlin, 87-113.
Vilmaier, U., T. E. Major, J. Merçon, J. van Breda & I. Bueno (2023): Final evaluation report: LIRA 2030 Africa. Cully: Responsive Research Collective.
Chilisa, B. & N.R. Bowman (2023): Decolonizing Evaluation: Towards a Fifth Paradigm (Special Issue). Journal of MultiDisciplinary Evaluation 19(44).
Mbava, N.P. & Chapman, S. (2020). Adapting realist evaluation for Made in Africa evaluation criteria. African Evaluation Journal 8(1 ) a508 | DOI: https://doi.org/10.4102/aej.v8i1.508.
Freeth, R. & U. Vilsmaier (2020): Researching collaborative interdisciplinary teams: practices and principles for navigating researcher positionality. Science & Technology Studies 33(3), 57-72.
Chilisa, B., Major T.E., Gaotlhobogwe, M. & Mokgolodi, H. (2016). Decolonizing and indigenizing evaluation practice in Africa: toward African relational evaluation approaches. The Canadian Journal of Program Evaluation 30(3), 312–328.
Gaotlhobogwe, M., Major, T. E., Koloi-Keaikitse, S., & Chilisa, B. (2018). Conceptualizing evaluation in African contexts. In: Cram, F., Tibbetts, K. A. & LaFrance J. (eds.). Indigenous Evaluation. New Directions for Evaluation, 47–62.
Kawakami, A.J., Aton, K., FCram, F., Lai, M. & Porima, L. (2007). Improving the Practice of Evaluation Through Indigenous Values and Methods: Decolonizing Evaluation Practice—Returning the Gaze From Hawaiÿi and Aotearoa. Hülili: Multidisciplinary Research on Hawaiian Well-Being 4(1), 319-348.
Taimur, S. & K. Ross (2023): Transformative Learning. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 391-400.
Allen, L, S. Pratt, B Le Hunte, J. Melvold, B.Doran, G. Kligyte & K. Ross (2023): Embodied Learning. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 103-113.
Vilsmaier, U. (2023): Differenz als Ressource: Methoden der Grenzarbeit. –In: Kiprijanov, K., Philipp, T. und Roelcke, T. (Eds.): Transferwissenschaften – Mode oder Mehrwert? –Berlin: Peter Lang, 37-50.
Vilsmaier, U. & J.T. Klein (2023): Boundary work. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 21-19.
Vilsmaier, U., J. Merçon & E. Meyer (2023): Transdisciplinarity. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 381-390.
Fiore, S.M., Klein, J.T., Vilsmaier, U., Keestra, M. & T. Paulsen (2023): Global Alliance for Inter- and transdisciplinarity: Connecting 0rganizations to advance collaborative research and education. –In: Lawrence, R. (Ed.): Handbook of transdisciplinarity. Global perspectives. –Cheltenham, Northampont: Edward Elgar, 525-535.
Mitrofanenko, T., Keryan, T., Shatberashvili, N., Ghvinjilia, L. & U. Vilsmaier (2023): Implementing Transdisciplinarity in the Caucasus region: societal conditions, institutional transitions, and perspectives. –In: Lawrence, R. (Ed.): Handbook of transdisciplinarity. Global perspectives. –Cheltenham, Northampont: Edward Elgar, 492-511.
van Breda, J. (2022): Using synergic methods for being methodologically agile (SM4BMA). International Journal of Sustainable Development Research 8(2), 52-65.
Vilsmaier, U. (2022): Espacios de investigación colaborativa interdisciplinaria. –In: B. Rondòn, D. González, S. Bastías, O. Hernández & M. Contreras (Eds.): Investigación interdisciplinaria: enfoques, métodos, propuestas y experiencias, 65-92. –Talca: Universidad de Talca.
Fritz, L., Vilsmaier, U. & D. Fam (2022): Can cultural hegemony explain resistance to transdisciplinarity? Blog-post: I2Insighs.
Fritz, L., Vilsmaier, U., Clément, G., Daffe, L., Pagini, A., Pang, M., Gatica-Perez, D., Kaufmann, V., Santiago Delefosse, M. & C.R. Binder (2022): Explore, engage, empower: Methodological insights into a trasformative mixed methods study tackling the Covid-19 lockdown. Humanities & Social Sciences Communications. https://doi.org/10.1057/s41599-022-01197-2
Peukert, D. & U. Vilsmaier (2021): Collaborative prototyping in transdisciplinary research. An approach to heterogeneity and unknowns. Futures 132, https://doi.org/10.1016/j.futures.2021.102808
Vilsmaier, U. & D. Streck (2021): Das transformative Moment der Praxis: Paulo Freires Wegweiser für Radikale.–In: Faix, T. & T. Künkler (Eds.): Transformation. Ein Schlüsselkonzept zum Verständnis des Wandels von Kirche und Gesellschaft. Neukirchen-Vluyn: Neukirchener Verlagsgesellschaft, 83-97.
Vienni, B. & U. Vilsmaier (2021): Models of transdisciplinary knowledge production at universities: a Romanian case. Journal of Higher Education Research and Development. DOI: 10.1080/07294360.2021.1910208.
Chilisa, B. (2020). Indigenous Research Methodologies (2nd Edition), Los Angeles: Sage.
Meyer, E. (2020): Solvable problems or problematic solvability? Problem conceptualization in transdisciplinary sustainability research and a possible epistemological contribution. GAiA 29(1): 34–39.
Vilsmaier, U., G. Faschingeder & J. Merçon (Eds.) (2020): Methods for Inter- and Transdisciplinary Research and Learning based on Paulo Freire (Special Issue). → Journal für Entwicklungspolitik XXXVI/3, 4-18.
Juarez-Bourke, S. & U. Vilsmaier (2020): The semantics of transformation: Conceptual work for inter- and transdisciplinary research based on Paulo Freire’s approach to literacy. Journal für Entwicklungspolitik XXXVI/3, 19-43.
Meyer, E. (2020): The problematic of transdisciplinary sustainability sciences. In: Leistert, O & I. Schrickel (Eds.):Thinking the problematic. Genealogies and Explorations between Philosophy and the Sciences. Bielefeld: transcript: 69–92.
Meyer, E. & D. Peukert (2020): Designing a transformative epistemology of the problematic: A perspective for transdisciplinary sustainability research. Social Epistemology 34(4): 346–356.
Herberg, J. & U. Vilsmaier (2020): Social and epistemic control in collaborative research – reconfiguring the interplay of politics and methodology. Social Epistemology 34(4), 309-318.
Bammer, G., O’Rourke, M., O’Connell, D., Neuhauser, L., Midgley, G., Klein, J.T., Grigg, N.J., Gadlin, H., Elsum, I.R., Bursztyn, M., Fulton, E.A., Pohl, C., Swithhson, M., Vilsmaier, U., Bergmann, M., Jaeger, J., Merkx, F., Vienni Baptista, B., Burgman, M.A., Walker, D.H., Young, J., Bradbury, H., Crawford, L., Haryanto, B., Pachanee, C., Polk, M. & G.P. Richardson (2020): Expertise in research integration and implementation for tackling complex problems: when is it needed, where can it be found and how can it be strengthened? Palgrave Communications 6(5).
Peukert, D. & U. Vilsmaier (2019): Entwurfsbasierte Interventionen in der transdisziplinären Forschung. –In: Ukowitz, M. & R. Hübner (Eds.): Wege der Vermittlung: Intervention – Partizipation. Springer VS: Wiesbaden, 227-250.
Ross, K & C. Mitchell (2018): Transforming Transdisciplinarity: an expansion of strong transdisciplinarity and its centrality in enabling effective collaboration. –In: Fam, D., Neuhauser, L & P. Gibbs (Eds.):The Art of Collaborative Research and Collective Learning: Transdisciplinary Theory, Practice and Education. Springer.
Vilsmaier, U. (2018): Grenzarbeit in integrativer und grenzüberschreitender Forschung. –In: Heintel, M., R. Musil & N. Weixlbaumer (Eds.): Grenzen. Theoretische, konzeptionelle und praxisbezogene Fragestellungen zu Grenzen und deren Überschreitungen. Springer VS: Wiesbaden, 113-134.
Vilsmaier, U. (2017): A Space for taking a culturally sensitive look at transdisciplinarity. Report of the ITD Conference 2017.–In: GAIA 26(4), 352 – 354.
Vilsmaier, U., V. Brandner & M. Engbers (2017): Research in-between: the constitutive role of cultural differences in transdisciplinarity. The Transdisciplinary Journal of Engineering & Science, 8, 169-179.
Mertens, D.M., Cram, F. & Chilisa, B. (Eds.) (2016): Indigenous pathways into social research: Voices of a new generation. Walnut Creek, CA: Left Coast Press.
Vilsmaier, U., M. Engbers, P. Luthardt, R.-M. Maas-Deipenbrock, S. Wunderlich & R.W. Scholz (2015): Case-based Mutual Learning Sessions. Knowledge integration and transfer in transdisciplinary processes. Sustainability Science 10, 563-580.
Strasser, U., U. Vilsmaier, F. Prettentaler, T. Marke, R. Steiger, A. Damm, F. Hanzer, R.A.I. Wilcke & J. Stötter (2014): Coupled component modelling for inter- and transdisciplinary integration in climate change impact research: dimensions of integration and examples of interface design. Environmental Modelling & Software 60, 180-187.
Brandner, V. & U. Vilsmaier (2013): Das Bild der Anderen erforschen. Fotografisch-visuelle Methoden zum partizipativen Erforschen von Lebenswelten . –In: Dannecker, P. & B. Englert (Eds.): Qualitative Methoden im Kontext der Entwicklungsforschung. Mandelbaum: Wien, 197-214.
Vilsmaier, U. (2008): Crossing borders: Transdisciplinary approaches in regional development. Geographica Timisiensis 17/1-2, 33-43.
Muhar, A., Vilsmaier, U. & B. Freyer (2006): The polarity field concept –A new structuring approach for integrated regional planning and development processes. GAIA 3, 200-205.
Muhar, A. & U. Vilsmaier (2006): Identifikation des regionalen Handlungsbedarfs als transdisziplinärer Prozess. –In: Freyer, B. & A. Muhar (Eds.):Transdisziplinäre Kooperation in der universitären Ausbildung. Campus: Wien, 13-22.
Muhar, A., Schauppenlehner, T., Glanzer, M. & U. Vilsmaier (2006): Kommunikations- und Arbeitsstrukturen für die transdisziplinäre Kooperation. –In: Freyer, B. & A. Muhar (Eds..): Transdisziplinäre Kooperation in der universitären Ausbildung. Campus: Wien, 23-32.
Freyer, B., Hahn, A., Kratochvil, R., Vilsmaier, U. & Ch. Zingerle (2005): Das transdisziplinäre Lehrforschungsprojekt ‚Leben 2014’. Neue Wege der Kooperation zwischen Wissenschaft und Praxis in der Regionalentwicklung. SIR-Mitteilungen und Berichte 31, 189-199.
Taimur, S., D. Peukert & BinBin Pearce (2023): Design Thinking. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript, 83-92.
B. Le Hunte, T. Yunkaporta, J. Melvold, M. Potts, K. Ross & L. Allen (2023): Indigenous Knowledge. –In: Philipp, T. & T. Schmohl (Eds.): Handbook of transdisciplinary learning. –Bielefeld: transcript,187-194.
Taimur, S. & M. Onuki (2022): Design thinking as digital transformative pedagogy in higher sustainabily education: Cases from Japan and Germany. International Journal of Educational Research 114. 101994
Vilsmaier, U. & D. Fam (2022): The responsive and constitutive character of transdisciplinarity. Consequences for higher education. Journal of Educational Studies 21(1), 30-50.
Le Hunte, B., Ross, K., Clarence-Smith, S. & A. Rosegger (2022): Lessons from utopia: Reflections on peak transformative experiences. –In: A. Nicolaides et al. (Eds.): Palgrave Handbook on Learning for Transformation, 863–881.Palgrave Macmillan: Cham.
Lange, E., Ross, K. & J.K.P. O'Neil (2021): Educating during the Great Transformation: Relational approaches and transformative sustainability education. Studies in Adult Education and Learning 27(1), 23-46.
Fam, D., Clarke, E., Freeth, R., Derwort, P., Klaniecki, K., Kater-Wettstädt, L., Juarez-Bourke, S.,Hilser, S., Peukert, D., Meyer, E. & A. Horcea-Milcu (2020): Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’. Higher Education Quarterly.
Vilsmaier, U. & A. Thalheimer (2020): Failing and the perception of failure in student driven transdisciplinary projects. –In: Fam, D. & M. O’Rourke (Eds.): Interdisciplinary and transdisciplinary failures. Lessons learned from cautionary tales. Routleged: New York, 237-252.
Straub, R. & U. Vilsmaier (2020): Pathways to educational change revisited – controversies and advances in the German teacher education system. Journal of Teaching and Teacher Education 96, 103-140.
Fam, D., Crosby, A., Mellick Lopes, A., & K. Ross (2019): The Transdisciplinary Living Lab Model (TDLL). –In: Filho, W.L, Salvia, A.L., Brandli, L.L., Manolas, E., Alves, F., Azeiteiro U., Rogers, J., Shiel, C. & Do Paco A. (Eds.): Universities as Living Labs for sustainable development supporting the implementation of the Sustainable Development Goals. World Sustainability Series, Springer.
Vilsmaier, U. & E. Meyer (2019): Inquiry-based learning in sustainablity scince. –In: Harald A. Mieg (Ed..): Inquiry-based learning – undergraduate research: The German multidisciplinary experience. Springer Open, 331-339.
Riedy, C.,Fam, D., Ross, K. & C. Mitchell (2018): Transdisciplinarity at the crossroads: Nurturing individual and collective learning. Technology Innovation Management Review 8, 41-49.
Vilsmaier, U. & E. Meyer (2017): Forschendes Lernen in der Nachhaltigkeitswissenschaft. –In: Mieg, H.A. & J. Lehmann (Eds.): Forschendes Lernen: Wie die Lehre in Universität und Fachhochschule erneuert werden kann. Campus: Frankfurt a.M., New York, 357-366.
Vilsmaier, U. & D. J. Lang (2015): Making a difference by marking the difference: constituting in-between spaces for sustainability learning. Current Opinion in Environmental Sustainability 16, 51-55.
Fromhold-Eisebith, M., B. Freyer, I. Mose, A. Muhar & U. Vilsmaier (2009): Creating regional futures: A scenario-based inter- and transdisciplinary case study as a model for applied student-centered learning in geography. Journal of Geography in Higher Education 33(3), 409-431.
Muhar, A., U. Vilsmaier, M. Glanzer & B. Freyer (2006): Initiating transdisciplinarity in academic case study teaching: experiences form a regional development project in Salzburg, Austria. International Journal of Sustainability in Higher Education 7(3), 293-308.
Aiterwegmair, K., Mier y Terán Giménez Cacho, M., Limón Aguirre, F., Vilsmaier, U., Merçon, J., López Hernández, F. & R. Martínez Velarde (2022): Recreando agri-cultura: Conocimientos agroecológicos e identidades campesinas en un proceso de educación-investigación-acción en Chiapas, México. Revista Brasileña de Educación Rural 6, e11925.
Ortíz, W. & U. Vilsmaier (2022): Transcending the locality of grassroots initiatives. Diffusion of sustainability knowledge and practices through transdisciplinary research. Sustainability 14, 12259.
Hensler, L., Merçon, J. & U. Vilsmaier (2021): Diverse values and a common utopia: Insights from a participatory art-based valuation experience in Xalapa, Mexico. Case Studies in the Environment 5/1, 1-19. https://doi.org/10.1525/cse.2021.1234747
Meyer, E. & U. Vilsmaier (2020): Discursos economicistas de la sostenibilidad: Los momentos determinantes y la pregunta por alternativas. Sustentabilidade em Debate 11/1, 111-124.
Meyer, E. & U. Vilsmaier (2020): Economistic discourses of sustainability: determining moments and the question of alternatives. Sustentabilidade em Debate 11/1, 98-110.
Schmieg, G., Meyer, E., Schrickel, I., Herberg, J., Caniglia, G., Vilsmaier, U., Hörl, E., M. Laubichler & D. Lang (2018): Modeling normativity in sustainability: a comparison of the sustainable development goals, the Paris agreement, and the papal encyclical. Sustainability Science 13(3), 785-796.
Mitchell, C & K. Ross (2017): Trandisciplinarity in action: Four dimensions, a reflexive framework and their application to improving community sanitation governance in Indonesia. –In: Fam D, Palmer J, Riedy C & C. Mitchell (Eds.): Transdisciplinary Research and Practice for Sustainable Outcomes. Routledge.
Barth, M., Lang, D.J. & U. Vilsmaier (2017): Mapping a sustainable future – community learning in dialogue at the science-society-interface. International Review of Education 63(6), 811-828.
Meyer, E. & U. Vilsmaier (2017): Ökonomistische Diskurse der Nachhaltigkeit. Bestimmende Momente und die Frage nach Alternativen.– In: Pfister, T. (Ed.): Nachhaltigkeitswissenschaften und die Suche nach neuen Wissensordnungen. Metropolis Vertrag: Marburg, 147-168.
Abson, D.J., Fischer, J., Leventon, J., Newig, J., Schomerus, T., Vilsmaier, U., von Wehrden, H., Abernethy, P., Ives, C.D., Jäger, N.W. & D.J. Lang (2017): Leverage points for sustainability transformation. Ambio 46(1), 30-39.
Ortiz, W., Vilsmaier, U. & Á. Acevedo Osorio (2017): The diffusion of sustainable family farming practices in Colombia – An emerging sociotechnical niche? Sustainability Science 11/3.
Hecher, M., U. Vilsmaier, R. Akhavan & C. R. Binder (2016): Combining energy flow analysis with agent and policy analysis to examine the transition of energy regions: the case study of the ökoEnergieland in Austria. Ecological Economics 121, 40-53.
Gralla, F., D. J. Abson, A. P. Moller, D. J. Lang, U. Vilsmaier, B. K. Sovacool & H. v. Wehrden (2014): Nuclear accidents call for transdisciplinary energy research. –In: Sustainability Science,10/1, 179-183.
Vilsmaier, U. & D. J. Lang (2014): Transdisziplinäre Forschung. –In: Heinrichs, H. & G. Michelsen (Eds.): Nachhaltigkeitswissenschaften. Springer: Berlin, 87-113.
Vilmaier, U., T. E. Major, J. Merçon, J. van Breda & I. Bueno (2023): Final evaluation report: LIRA 2030 Africa. Cully: Responsive Research Collective.
Chilisa, B. & N.R. Bowman (2023): Decolonizing Evaluation: Towards a Fifth Paradigm (Special Issue). Journal of MultiDisciplinary Evaluation 19(44).
Mbava, N.P. & Chapman, S. (2020). Adapting realist evaluation for Made in Africa evaluation criteria. African Evaluation Journal 8(1 ) a508 | DOI: https://doi.org/10.4102/aej.v8i1.508.
Freeth, R. & U. Vilsmaier (2020): Researching collaborative interdisciplinary teams: practices and principles for navigating researcher positionality. Science & Technology Studies 33(3), 57-72.
Chilisa, B., Major T.E., Gaotlhobogwe, M. & Mokgolodi, H. (2016). Decolonizing and indigenizing evaluation practice in Africa: toward African relational evaluation approaches. The Canadian Journal of Program Evaluation 30(3), 312–328.
Gaotlhobogwe, M., Major, T. E., Koloi-Keaikitse, S., & Chilisa, B. (2018). Conceptualizing evaluation in African contexts. In: Cram, F., Tibbetts, K. A. & LaFrance J. (eds.). Indigenous Evaluation. New Directions for Evaluation, 47–62.
Kawakami, A.J., Aton, K., FCram, F., Lai, M. & Porima, L. (2007). Improving the Practice of Evaluation Through Indigenous Values and Methods: Decolonizing Evaluation Practice—Returning the Gaze From Hawaiÿi and Aotearoa. Hülili: Multidisciplinary Research on Hawaiian Well-Being 4(1), 319-348.
