This paper presents a case study of a participatory agenda setting process in rural areas, with the aim of establishing at which points participation was achieved and via which channels and processes the results of said participation were introduced into local and overarching policy agendas. We argue that participatory agenda setting involves two central challenges, namely the development of dialogue formats and procedures that enable members of the public to take part in the process, and the selection and use of the appropriate channels for conveying their input to the relevant decision-makers. Agenda setting is thus a process during which concepts and issues are collaboratively uncovered or developed and then integrated, via networks, into policy and research strategy. Accordingly, this process encompasses the actors involved in the agenda setting process, the procedures that make participation possible, and the channels via which the results are then transferred.
This paper presents the approach and results of our workshop "Strategies for Synergies" hold at the 12 th EAD Conference. The main aim was to develop innovative ideas to establish interdisciplinary working in the education of designers and researchers. In this context, we wanted to elaborate which competences are necessary to work in interdisciplinary teams and how these competences could be integrated in design and research curricula. Our results show, that empathy, emotional intelligence, and communication skills, are identified as key capabilities for the success of interdisciplinary work. Educational formats, fostering those competences, are focused on practice-oriented experiential learning, to prepare students with first hand experiences.
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