Practising inter- and transdisciplinarity in research and higher education requires a variety of knowledge, skills and abilities. These range from research methods for co-creating knowledge, didactical approaches that emphasise collaboration and holistic thinking, to abilities reflecting on and adapting one’s own practices when working in heterogeneous teams.
The Responsive Research Collective offers a broad range of training formats to respond to the needs of individuals and teams in transforming their research and educational practices. Taking into account your research and teaching background, we create learning spaces that allow you to experience inter- and transdisciplinary approaches.
For researchers and educators:
Inter- and Transdisciplinarity in Action Workshop
For researchers and practitioners:
Td Summer School – Transdisciplinary Research at the Science · Society interface
For researchers:
Special Methods Workshop
For educators:
Special Didactics Workshop
Inter- and Transdisciplinarity in Action (ITA) is designed as an introductory workshop combining basic conceptual and methodological orientation and collaborative tasks in inter- and transdisciplinary groups. It provides space for mutual learning and reflects on collaborative action. We provide an overview of the most current discourses as well as methodologies and process designs. The workshop focuses on either research or education.
We provide guidance for researchers working in, or planning to work in, inter- and transdisciplinary research teams to organize collaboration, knowledge integration and decision making. Working within higher education, we provide insights into learning approaches for inter- and transdisciplinary courses and programs.
objectives
— Learn about the most up to date discourses on inter- and transdisciplinarity
— Gain conceptual and methodological orientation of inter- and transidsciplinarity
— Explore how to broaden disciplinary research by adopting principles of inter- and transdisciplinarity
— Experience and reflect on collaborative action in heterogeneous teams
— Gain insight into approaches to organize collaboration, integration and decision making in inter- and transdisciplinary research or education teams
— Become familiar with approaches to inter- and transdisciplinary learning in higher education (if applicable)
key-facts
Duration:
1–2 days; preparatory reading required
Cooperation:
We cooperate with the host institution in designing and implementing the ITA Workshop
Participants:
ITA workshops are targeted at researchers or educators from universities, single research teams or educators from a specific study program
Organization:
The Responsive Research Collective supports the promotion of the event and selection of participants (if applicable). Host institutions take responsibility for on-site organization
We have implemented ITA Workshops since 2016 for researchers and educators from across faculties, single research teams and study programs in Chile, Guatemala, Uruguay and with various insitutions in Mexico.
The Td Summer School is designed as an intercultural space for mutual learning between scientists and research oriented practitioners from civil society organizations, administration and the industry sector. It prepares researchers and practitioners for joint research on societal problems by providing both theoretical foundations and methodological orientation. It also provides experience in designing transdisciplinary research processes. The Td Summer School focuses on extending participants’ research towards transdisciplinary approaches, and enabling practitioners to expand their role in contributing to trans-sector research. Bringing together scientists, practitioners and policy makers, the Td Summer School allows participants to experience multiple perspectives and negotiation of roles, tasks and responsibilities and to learn how to collaborate while collaborating.
objectives
— Understand the emergence and potential of transdisciplinary research against the background of societal change
— Learn about different transdisciplinary research methodologies and process designs
— Gain capacity in inter- and transdisciplinary research methods for problem framing, knowledge integration, boundary work and interface design, validation and assessment
— Explore how to extend participants’ disciplinary research by adopting principles of transdisciplinarity
— Identify different functions of transdisciplinary processes and respective roles of involved parties
— Develop transdisciplinary research designs based on cases from participants while working in teams of 4-5 people
— Learn to collaborate while collaborating in intercultural and transdisciplinary teams pursuing multiple objectives
key-facts
Duration:
5 days; can be combined with a 1–2 day Special Methods Workshop; preparatory reading required
Cooperation:
The Td Summer School is implemented by the Responsive Research Collective in cooperation with a host institution
Participants:
The Td Summer School is targeted to members of host institutions and research partners as well as international audiences to strengthen intercultural learning
Organization:
Responsive Research Collective works with the host organisation to build a training team, supports the promotion of the event and selection of participants. Host institutions take responsibility for on-site organization
We have implemented the Td Summer School in Germany, Latin America and the Caucasus region, collaborating with many international partners from Uruguay, Mexico, Switzerland, Chile, Georgia, Armenia, Austria, Germany and the U.S. for English and Spanish speaking audiences.
We offer various special workshops that provide you with knowledge and capacity for problem framing, boundary-work and knowledge integration as well as accompaniment to support, assess and study inter- and transdisciplinary research.
Some of our special methods workshops include:
— Framing problems in inter- and transdisciplinary research → more
— Case-based mutual learning sessions → more
— Methods of boundary work → more
— Narrative action research → more
— Formative evaluation and accompanying research → more
objectives
— Learn about methods for inter- and transdisciplinary research
— Learn to couple or mix methods within inter- and transdisciplinary research designs
— Explore how to incorporate methods in participants’ envisioned or on-going research
— Learn to collaborate in heterogeneous teams while experimenting with the application of methods
— Gain an overview of relevant literature and cases of application
key-facts
Duration:
1/2–2 days; preparatory reading or preparatory tasks required
Cooperation:
If desired, we implement Special Methods Workshops in team teaching with host institutions. This Workshop can also be combined with the Td Summer School
Participants:
Special Methods Workshops are targeted at researchers or research teams, including trans-sector teams
Organization:
The Responsive Research Collective implements the event and supports selection of participants (if applicable). Host institutions take responsibility for on-site organization
framing problems in inter- and transdisciplinary research
Problem framing is a key activity in inter- and transdisciplinary research. Complex, messy and wicked problems have to be disclosed and structured in order to be studied and transformed. However, often there is no straight way forward in identifying what is considered to be the problem. 'Problematizing the problem' is an important step in inter- and transdisciplinary research. It is essential for team formation and supports mutual understanding while discovering differences. In order to create a shared understanding of what is considered the problem, the elaboration of different perspectives, constitutive elements and conceptual work serve the framing process.
This workshop provides you with an orientation of the relevance and impact of problem framing in inter- and transdisciplinary research. You will learn how to approach problem framing processes, how to identify constitutive elements, to practice conceptual work and experience different ways of structuring and faceting problems.
case-based mutual learning sessions for knowledge integration and transfer
In inter- and transdisciplinary research, cases can facilitate mutual learning, knowledge integration, and transfer. The specific format of case-based Mutual Learning Sessions (cbMLS) has been developed for teams of 7–15 people working on a complex problem with the goal of transforming it. cbMLS enable identification of different perspectives, stocks of knowledge and knowledge gaps, as well as different needs for action. This workshop is particularly designed to tackle problems where multiple scales of governance are operating. cbMLS allow not only to learn from and for a case, but also between different scales. cbMLS bring together case-experts, scientists, decision-makers from various governance levels, and potentially from other cases.
This workshop provides you with principles, processes and organizational phases of cbMLS. You will learn how to design a cbMLS and how to run and facilitate the process. You will experience cbMLS in groups, working either on a case brought to the workshop by participants or the trainers.
methods of boundary-work
Integration is a key feature of inter- and transdisciplinary research. To achieve integration, the articulation of differences of perspective of a phenomenon, of different theoretical and methodological approaches plays an important role. Methods of boundary-work address differences by working with boundary objects everyone in a team can relate to. Such boundary objects can be designed artefacts, images, maps or key concepts of an inter- or transdisciplinary research field.
The workshop on methods for boundary-work provides you with insight into the role and function of integration and differentiation as two sides of the same coin. You will familiarize yourself with different forms of conceptual work as well as image and artefact-based boundary objects that support you to identify differences while creating common ground for research in inter- and transdisciplinary teams.
narrative action research
When tackling the polycrisis in the context of the Anthropocene today, it is not always immediately clear whether we should pursue a mono-, multi-, inter- and trans-disciplinarity research approach. This is the case because some problem situations are clear (i.e. straightforward), others complicated, others complex, still others chaotic. In other words, we are facing the challenge of dealing with radically different contexts. The methodological implications of dealing with such multiple ontologies (differences in kind, not just in degree) are far-reaching. Attempting to approach complicated or chaotic issues with transdisciplinary approaches may very well be inappropriate, both in terms of understanding the issues at hand and/or coming up with solutions.
In this workshop, participants will be given an opportunity to construct a multi-ontology decision-making framework for making appropriate methodological decisions when facing different contextual problem situations. Transdisciplinarity will be introduced as an appropriate methodology for tackling complex problems and expose participants to the Narrative Action Research (NAR) method for practically doing transformative transdisciplinary research (TTDR) when facing complex challenges. NAR is a synergic method, capable of co-producing system, target and transformation knowledge during the unfolding research process. This can, for example, be achieved through a vector Theory of Change (ToC) of working with multiple lived experiences (as narratives), used for initiating detailed transformative discussions on what needs to change to have fewer negative stories and more positive stories as ‘adjacent possibles’ in and under the conditions of the present situation. Participants will be introduced to main concepts, principles and practices of NAR in an interactive setting.
formative evaluation and accompanying research
Working in inter- and transdisciplinary teams poses multiple challenges for all involved. Often collaborators are not experienced in team research and with emergent research designs while entering new research terrain. While research management tools may support process designs and team organization, inter- and transdisciplinary research endeavours may also require support in research integration and collaboration, and, more generally, in learning to collaborate in heterogeneous teams to ultimately improve quality. Formative evaluation and accompanying research are approaches to learn with, for, and about a team. While formative evaluation has a strong emphasis on continuous learning and quality improvement, formative accompanying research adds a layer to generate generizable research outcomes about inter- and transdisciplinary processes and teams.
This workshop offers you the opportunity to learn how to conduct formative evaluation and accompanying research and to familiarize yourself with the role of a formative evaluator or accompanying researcher.
For further methods training, please contact the Responsive Research Collective.
special didactics workshop
Special didactics workshops provide you with teaching approaches to bring heterogeneity in the classroom into fuition and to design inter- or transdisciplinary research based learning courses. We also offer workshops for educators to apply design thinking in higher education and for supervisors to support students navigating complex research fields and gaining clarity of their own positionality.
We offer the following special didactics workshops:
— Designing student-driven Living Labs → more
— Transdisciplinary research based learning → more
— Design thinking for transdisciplinary higher education → more
— Exploring positionality – analysing research topographies → more
objectives
— Learn about methods and approaches for inter- and transdisciplinary higher education
— Learn how to incorporate methods and approaches in study programs and align these with learning outcomes
— Gain experiences in how to best accompany students working and researching in inter- and transdisciplinary fields
— Gain an overview on relevant literature, manuals and on-line resources
key-facts
Duration:
1/2-2 days; preparatory reading or preparatory tasks required
Cooperation:
If desired, we implement special didactics workshops in team teaching along with the host institution
Participants:
Special didactics workshops are targeted at educators or teams collaborating in inter- or transdisciplinary study programs or courses
Organization:
The Responsive Research Collective implements the event and supports selection of participants (if applicable). Host institutions take responsibility for on-site organization
designing student driven living labs
Living Labs are commonly understood to be a collaborative test of an innovative approach to a problem occurring in a living, social environment where a range of end-users are involved. Used to explore the multi-dimensional and dynamic nature of sustainability-related problems, the socially and geographically bounded context of Living Labs can help to rein in complexity, or at the least make it observable. Living Labs also offers an approach to learning, where students can drive the development of Living Labs to discover, examine and fail in a safe environment. Problems are discovered rather than solved, which makes the living lab model an ideal context for transdisciplinary learning and education for sustainable development.
This workshop offers participants the opportunity to learn and experience first-hand a staged process for designing and implementing transdisciplinary Living Labs. Participants will learn to design, implement, and support student-driven transdisciplinary Living Labs for sustainable development while learning supportive methods, tools and practices.
transdisciplinary research based learning
This workshop introduces a research based transdisciplinary learning format for study programs at masters level. The course enables students to experience all phases of transdisciplinary research, from problem framing, team building and co-producing knowledge to re-integration of results in scientific and societal realms. The didactical approach is integrative in multiple ways. It is designed for students with different disciplinary backgrounds (bachelor degrees) to integrate diverse knowledge resources within student teams; as a research based learning format it aims at integrating knowledge and abilities gained in other courses of the master degree; and as transdisciplinary course it enables students to lean how to integrate knowledge in trans-sector collaboration.
During this workshop, you will be provided with theoretical foundations and a framework to design a transdisciplinary research based learning course for a masters degree. A series of didactical methods and tools will equip you to guide students to conduct transdisciplinary research with a particular emphasis on (i) bringing heterogeneity of teams into fruition; (ii) framing problems and delimiting a research field; (iii) conducting boundary work and knowledge integration; (iv) coupling and mixing methods; (v) managing transdisciplinary research consortia and (vi) establishing reflexive and self-evaluative learning environments. If conducted for an educators team planning a transdisciplinary research based learning course, the workshop will be adapted to your specific needs.
design thinking for transdisciplinary higher education
Design Thinking is a cognitive process using a human-centered approach to problem-solving to deal with wicked challenges. In an educational context, utilizing design thinking as a pedagogy can support transdisciplinary learning and research by (a) focusing on values; (b) being multidimensional; (c) producing clear resolves for multiple stakeholders, and producing learning outcomes to address these resolves; (d) creating space for enabling reflective discourse, (e) promoting social critique and engagement to strengthen the relationship between learning experiences, curriculum, needs of students and other stakeholders, and (f) encouraging risk-taking and exploration.
Broad knowledge and common conceptual frameworks provided through a design thinking pedagogy can encourage transdisciplinary thinking and shared understanding. The common understanding of real-world challenges requires immersion, and therefore, communication and collaborative practices are essential. This workshop format makes these fundamentals available while providing an environment where divergent thinking and a variety of approaches are possible. Design Thinking for transdisciplinary higher education as a special didactics workshop will put educators in diverse groups, exposing them to each other's domains. In these groups, they will be exposed to complex challenges in a particular context (area/region/community), while engaging with perspectives from diverse stakeholders, working on innovative solutions to deal with the challenge using a diverse range of tools. The workshop's theoretical and methodological elements are carefully chosen to address and support transdisciplinary learning.
exploring positionality – analysing research topographies
Where am I located in the landscape of knowledge? Who and what influences my thinking and acting in my research field? What are theoretical backgrounds and stocks of knowledge my research relies on and how do they relate to each other? And how do different methodologies or methods fit together? These are questions often raised when students conduct inter- or transdisciplinary research. Often, they are challenged to delimit their research field, to locate themselves in the landscape of knowledge, to understand their role and relationship with the subject of research and to keep track and orientation in an often messy and changing research environment.
This workshop provides you as a supervisor of inter- and transdisciplinary thesis with approaches to support students navigating inter- and transdisciplinary research fields. You will familiarize with tools to systematize and characterize boundary-crossing and boundary-spanning research fields and to help students position their research in the landscape of knowledge and different types of inter- and transdisciplinarity. Further, guidance for analyzing researchers’ positionality and for developing research topographies will be provided.
Practising inter- and transdisciplinarity in research and higher education requires a variety of knowledge, skills and abilities. These range from research methods for co-creating knowledge, didactical approaches that emphasise collaboration and holistic thinking, to abilities reflecting on and adapting one’s own practices when working in heterogeneous teams.
The Responsive Research Collective offers a broad range of training formats to respond to the needs of individuals and teams in transforming their research and educational practices. Taking into account your research and teaching background, we create learning spaces that allow you to experience inter- and transdisciplinary approaches.
For researchers and educators:
Inter- and Transdisciplinarity in Action Workshop
For researchers and practitioners:
Td Summer School – Transdisciplinary Research at the Science · Society interface
For researchers:
Special Methods Workshop
For educators:
Special Didactics Workshop
Inter- and Transdisciplinarity in Action (ITA) is designed as an introductory workshop combining basic conceptual and methodological orientation and collaborative tasks in inter- and transdisciplinary groups. It provides space for mutual learning and reflects on collaborative action. We provide an overview of the most current discourses as well as methodologies and process designs. The workshop focuses on either research or education.
We provide guidance for researchers working in, or planning to work in, inter- and transdisciplinary research teams to organize collaboration, knowledge integration and decision making. Working within higher education, we provide insights into learning approaches for inter- and transdisciplinary courses and programs.
objectives
— Learn about the most up to date discourses on inter- and transdisciplinarity
— Gain conceptual and methodological orientation of inter- and transidsciplinarity
— Explore how to broaden disciplinary research by adopting principles of inter- and transdisciplinarity
— Experience and reflect on collaborative action in heterogeneous teams
— Gain insight into approaches to organize collaboration, integration and decision making in inter- and transdisciplinary research or education teams
— Become familiar with approaches to inter- and transdisciplinary learning in higher education (if applicable)
key-facts
Duration:
1–2 days; preparatory reading required
Cooperation:
We cooperate with the host institution in designing and implementing the ITA Workshop
Participants:
ITA workshops are targeted at researchers or educators from universities, single research teams or educators from a specific study program
Organization:
The Responsive Research Collective supports the promotion of the event and selection of participants (if applicable). Host institutions take responsibility for on-site organization
We have implemented ITA Workshops since 2016 for researchers and educators from across faculties, single research teams and study programs in Chile, Guatemala, Uruguay and with various insitutions in Mexico.
The Td Summer School is designed as an intercultural space for mutual learning between scientists and research oriented practitioners from civil society organizations, administration and the industry sector. It prepares researchers and practitioners for joint research on societal problems by providing both theoretical foundations and methodological orientation. It also provides experience in designing transdisciplinary research processes. The Td Summer School focuses on extending participants’ research towards transdisciplinary approaches, and enabling practitioners to expand their role in contributing to trans-sector research. Bringing together scientists, practitioners and policy makers, the Td Summer School allows participants to experience multiple perspectives and negotiation of roles, tasks and responsibilities and to learn how to collaborate while collaborating.
objectives
— Understand the emergence and potential of transdisciplinary research against the background of societal change
— Learn about different transdisciplinary research methodologies and process designs
— Gain capacity in inter- and transdisciplinary research methods for problem framing, knowledge integration, boundary work and interface design, validation and assessment
— Explore how to extend participants’ disciplinary research by adopting principles of transdisciplinarity
— Identify different functions of transdisciplinary processes and respective roles of involved parties
— Develop transdisciplinary research designs based on cases from participants while working in teams of 4-5 people
— Learn to collaborate while collaborating in intercultural and transdisciplinary teams pursuing multiple objectives
key-facts
Duration:
5 days; can be combined with a 1–2 day Special Methods Workshop; preparatory reading required
Cooperation:
The Td Summer School is implemented by the Responsive Research Collective in cooperation with a host institution
Participants:
The Td Summer School is targeted to members of host institutions and research partners as well as international audiences to strengthen intercultural learning
Organization:
Responsive Research Collective works with the host organisation to build a training team, supports the promotion of the event and selection of participants. Host institutions take responsibility for on-site organization
We have implemented the Td Summer School in Germany, Latin America and the Caucasus region, collaborating with many international partners from Uruguay, Mexico, Switzerland, Chile, Georgia, Armenia, Austria, Germany and the U.S. for English and Spanish speaking audiences.
We offer various special workshops that provide you with knowledge and capacity for problem framing, boundary-work and knowledge integration as well as accompaniment to support, assess and study inter- and transdisciplinary research.
Some of our special methods workshops include:
— Framing problems in inter- and transdisciplinary research → more
— Case-based mutual learning sessions → more
— Methods of boundary work → more
— Narrative action research → more
— Formative evaluation and accompanying research → more
objectives
— Learn about methods for inter- and transdisciplinary research
— Learn to couple or mix methods within inter- and transdisciplinary research designs
— Explore how to incorporate methods in participants’ envisioned or on-going research
— Learn to collaborate in heterogeneous teams while experimenting with the application of methods
— Gain an overview of relevant literature and cases of application
key-facts
Duration:
1/2–2 days; preparatory reading or preparatory tasks required
Cooperation:
If desired, we implement Special Methods Workshops in team teaching with host institutions. This Workshop can also be combined with the Td Summer School
Participants:
Special Methods Workshops are targeted at researchers or research teams, including trans-sector teams
Organization:
The Responsive Research Collective implements the event and supports selection of participants (if applicable). Host institutions take responsibility for on-site organization
framing problems in inter- and transdisciplinary research
Problem framing is a key activity in inter- and transdisciplinary research. Complex, messy and wicked problems have to be disclosed and structured in order to be studied and transformed. However, often there is no straight way forward in identifying what is considered to be the problem. 'Problematizing the problem' is an important step in inter- and transdisciplinary research. It is essential for team formation and supports mutual understanding while discovering differences. In order to create a shared understanding of what is considered the problem, the elaboration of different perspectives, constitutive elements and conceptual work serve the framing process.
This workshop provides you with an orientation of the relevance and impact of problem framing in inter- and transdisciplinary research. You will learn how to approach problem framing processes, how to identify constitutive elements, to practice conceptual work and experience different ways of structuring and faceting problems.
case-based mutual learning sessions for knowledge integration and transfer
In inter- and transdisciplinary research, cases can facilitate mutual learning, knowledge integration, and transfer. The specific format of case-based Mutual Learning Sessions (cbMLS) has been developed for teams of 7–15 people working on a complex problem with the goal of transforming it. cbMLS enable identification of different perspectives, stocks of knowledge and knowledge gaps, as well as different needs for action. This workshop is particularly designed to tackle problems where multiple scales of governance are operating. cbMLS allow not only to learn from and for a case, but also between different scales. cbMLS bring together case-experts, scientists, decision-makers from various governance levels, and potentially from other cases.
This workshop provides you with principles, processes and organizational phases of cbMLS. You will learn how to design a cbMLS and how to run and facilitate the process. You will experience cbMLS in groups, working either on a case brought to the workshop by participants or the trainers.
methods of boundary-work
Integration is a key feature of inter- and transdisciplinary research. To achieve integration, the articulation of differences of perspective of a phenomenon, of different theoretical and methodological approaches plays an important role. Methods of boundary-work address differences by working with boundary objects everyone in a team can relate to. Such boundary objects can be designed artefacts, images, maps or key concepts of an inter- or transdisciplinary research field.
The workshop on methods for boundary-work provides you with insight into the role and function of integration and differentiation as two sides of the same coin. You will familiarize yourself with different forms of conceptual work as well as image and artefact-based boundary objects that support you to identify differences while creating common ground for research in inter- and transdisciplinary teams.
narrative action research
When tackling the polycrisis in the context of the Anthropocene today, it is not always immediately clear whether we should pursue a mono-, multi-, inter- and trans-disciplinarity research approach. This is the case because some problem situations are clear (i.e. straightforward), others complicated, others complex, still others chaotic. In other words, we are facing the challenge of dealing with radically different contexts. The methodological implications of dealing with such multiple ontologies (differences in kind, not just in degree) are far-reaching. Attempting to approach complicated or chaotic issues with transdisciplinary approaches may very well be inappropriate, both in terms of understanding the issues at hand and/or coming up with solutions.
In this workshop, participants will be given an opportunity to construct a multi-ontology decision-making framework for making appropriate methodological decisions when facing different contextual problem situations. Transdisciplinarity will be introduced as an appropriate methodology for tackling complex problems and expose participants to the Narrative Action Research (NAR) method for practically doing transformative transdisciplinary research (TTDR) when facing complex challenges. NAR is a synergic method, capable of co-producing system, target and transformation knowledge during the unfolding research process. This can, for example, be achieved through a vector Theory of Change (ToC) of working with multiple lived experiences (as narratives), used for initiating detailed transformative discussions on what needs to change to have fewer negative stories and more positive stories as ‘adjacent possibles’ in and under the conditions of the present situation. Participants will be introduced to main concepts, principles and practices of NAR in an interactive setting.
formative evaluation and accompanying research
Working in inter- and transdisciplinary teams poses multiple challenges for all involved. Often collaborators are not experienced in team research and with emergent research designs while entering new research terrain. While research management tools may support process designs and team organization, inter- and transdisciplinary research endeavours may also require support in research integration and collaboration, and, more generally, in learning to collaborate in heterogeneous teams to ultimately improve quality. Formative evaluation and accompanying research are approaches to learn with, for, and about a team. While formative evaluation has a strong emphasis on continuous learning and quality improvement, formative accompanying research adds a layer to generate generizable research outcomes about inter- and transdisciplinary processes and teams.
This workshop offers you the opportunity to learn how to conduct formative evaluation and accompanying research and to familiarize yourself with the role of a formative evaluator or accompanying researcher.
For further methods training, please contact the Responsive Research Collective.
special didactics workshop
Special didactics workshops provide you with teaching approaches to bring heterogeneity in the classroom into fuition and to design inter- or transdisciplinary research based learning courses. We also offer workshops for educators to apply design thinking in higher education and for supervisors to support students navigating complex research fields and gaining clarity of their own positionality.
We offer the following special didactics workshops:
— Designing student-driven Living Labs → more
— Transdisciplinary research based learning → more
— Design thinking for transdisciplinary higher education → more
— Exploring positionality – analysing research topographies → more
objectives
— Learn about methods and approaches for inter- and transdisciplinary higher education
— Learn how to incorporate methods and approaches in study programs and align these with learning outcomes
— Gain experiences in how to best accompany students working and researching in inter- and transdisciplinary fields
— Gain an overview on relevant literature, manuals and on-line resources
key-facts
Duration:
1/2-2 days; preparatory reading or preparatory tasks required
Cooperation:
If desired, we implement special didactics workshops in team teaching along with the host institution
Participants:
Special didactics workshops are targeted at educators or teams collaborating in inter- or transdisciplinary study programs or courses
Organization:
The Responsive Research Collective implements the event and supports selection of participants (if applicable). Host institutions take responsibility for on-site organization
designing student driven living labs
Living Labs are commonly understood to be a collaborative test of an innovative approach to a problem occurring in a living, social environment where a range of end-users are involved. Used to explore the multi-dimensional and dynamic nature of sustainability-related problems, the socially and geographically bounded context of Living Labs can help to rein in complexity, or at the least make it observable. Living Labs also offers an approach to learning, where students can drive the development of Living Labs to discover, examine and fail in a safe environment. Problems are discovered rather than solved, which makes the living lab model an ideal context for transdisciplinary learning and education for sustainable development.
This workshop offers participants the opportunity to learn and experience first-hand a staged process for designing and implementing transdisciplinary Living Labs. Participants will learn to design, implement, and support student-driven transdisciplinary Living Labs for sustainable development while learning supportive methods, tools and practices.
This workshop introduces a research based transdisciplinary learning format for study programs at masters level. The course enables students to experience all phases of transdisciplinary research, from problem framing, team building and co-producing knowledge to re-integration of results in scientific and societal realms. The didactical approach is integrative in multiple ways. It is designed for students with different disciplinary backgrounds (bachelor degrees) to integrate diverse knowledge resources within student teams; as a research based learning format it aims at integrating knowledge and abilities gained in other courses of the master degree; and as transdisciplinary course it enables students to lean how to integrate knowledge in trans-sector collaboration.
During this workshop, you will be provided with theoretical foundations and a framework to design a transdisciplinary research based learning course for a masters degree. A series of didactical methods and tools will equip you to guide students to conduct transdisciplinary research with a particular emphasis on (i) bringing heterogeneity of teams into fruition; (ii) framing problems and delimiting a research field; (iii) conducting boundary work and knowledge integration; (iv) coupling and mixing methods; (v) managing transdisciplinary research consortia and (vi) establishing reflexive and self-evaluative learning environments. If conducted for an educators team planning a transdisciplinary research based learning course, the workshop will be adapted to your specific needs.
design thinking for transdisciplinary higher education
Design Thinking is a cognitive process using a human-centered approach to problem-solving to deal with wicked challenges. In an educational context, utilizing design thinking as a pedagogy can support transdisciplinary learning and research by (a) focusing on values; (b) being multidimensional; (c) producing clear resolves for multiple stakeholders, and producing learning outcomes to address these resolves; (d) creating space for enabling reflective discourse, (e) promoting social critique and engagement to strengthen the relationship between learning experiences, curriculum, needs of students and other stakeholders, and (f) encouraging risk-taking and exploration.
Broad knowledge and common conceptual frameworks provided through a design thinking pedagogy can encourage transdisciplinary thinking and shared understanding. The common understanding of real-world challenges requires immersion, and therefore, communication and collaborative practices are essential. This workshop format makes these fundamentals available while providing an environment where divergent thinking and a variety of approaches are possible. Design Thinking for transdisciplinary higher education as a special didactics workshop will put educators in diverse groups, exposing them to each other's domains. In these groups, they will be exposed to complex challenges in a particular context (area/region/community), while engaging with perspectives from diverse stakeholders, working on innovative solutions to deal with the challenge using a diverse range of tools. The workshop's theoretical and methodological elements are carefully chosen to address and support transdisciplinary learning.
exploring positionality – analysing research topographies
Where am I located in the landscape of knowledge? Who and what influences my thinking and acting in my research field? What are theoretical backgrounds and stocks of knowledge my research relies on and how do they relate to each other? And how do different methodologies or methods fit together? These are questions often raised when students conduct inter- or transdisciplinary research. Often, they are challenged to delimit their research field, to locate themselves in the landscape of knowledge, to understand their role and relationship with the subject of research and to keep track and orientation in an often messy and changing research environment.
This workshop provides you as a supervisor of inter- and transdisciplinary thesis with approaches to support students navigating inter- and transdisciplinary research fields. You will familiarize with tools to systematize and characterize boundary-crossing and boundary-spanning research fields and to help students position their research in the landscape of knowledge and different types of inter- and transdisciplinarity. Further, guidance for analyzing researchers’ positionality and for developing research topographies will be provided.
