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ABSTRACT. As the magnitude, complexity, and urgency of many sustainability problems increase, there is a growing need for universities to contribute more effectively to problem solving. Drawing upon prior research on social-ecological systems, knowledgeaction connections, and organizational innovation, we developed an integrated conceptual framework for strengthening the capacity of universities to help society understand and respond to a wide range of sustainability challenges. Based on experiences gained in creating the Senator George J. Mitchell Center for Sustainability Solutions (Mitchell Center), we tested this framework by evaluating the experiences of interdisciplinary research teams involved in place-based, solutions-oriented research projects at the scale of a single region (i.e., the state of Maine, USA). We employed a multiple-case-study approach examining the experiences of three interdisciplinary research teams working on tidal energy development, adaptation to climate change, and forest vulnerability to an invasive insect. Drawing upon documents, observations, interviews, and other data sources, three common patterns emerged across these cases that were associated with more effective problem-solving strategies. First, an emphasis on local places and short-term dynamics in socialecological systems research provides more frequent opportunities for learning while doing. Second, iterative stakeholder engagement and inclusive forms of knowledge co-production can generate substantial returns on investment, especially when researchers are dedicated to a shared process of problem identification and they avoid framing solutions too narrowly. Although these practices are time consuming, they can be accelerated by leveraging existing stakeholder relationships. Third, efforts to mobilize interdisciplinary expertise and link knowledge with action are facilitated by an organizational culture that emphasizes mutual respect, adaptability, and solutions. Participation of faculty associated with interdisciplinary academic programs, solutions-oriented fields, and units with partnership-oriented missions hastens collaboration within teams and between teams and stakeholders. The Mitchell Center also created a risk-tolerant culture that encouraged organizational learning. Solutions-focused programs at other universities can potentially benefit from the lessons we learned.

Sustainability science seeks to identify and implement workable solutions to complex problems. This transdisciplinary approach advances a commitment to work across boundaries that occur among individuals, disciplines, and institutions to build capacities for informed and innovative decision making in the face of uncertainty and change. The concept of boundary work and related discussions of boundary objects and organizations are important, expanding focal areas within sustainability science. While communication is described as central to boundary work, insights from the field of communication have largely yet to inform theorizing about boundaries within sustainability science. In this paper, we highlight three communication perspectives, namely media studies, collaboration and partnerships, and systems theories, which are particularly relevant for understanding how boundaries form, the social context in which boundary work occurs, and informed strategies for enhanced boundary spanning and management. We use three case studies to illustrate how communication theories and methods provide dynamic and strategic lenses within transdisciplinary processes to enable collaborators to build capacity for change, sustain critical and reflective inquiry, and approach difference as generative in collective efforts to produce sustainability. OPEN ACCESSSustainability 2013, 5 4196

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This article investigates the impact science communication training has on engagement intentions through a parallel multiple mediation model. Theory of planned behavior variables for internal efficacy, response efficacy, norms, and attitudes are examined as potential mediators. Based on a survey of randomly selected scientists from universities in the Association of American Universities, results indicate indirect effects for internal efficacy and attitudes toward the audience and consistent direct effects found in earlier research. This research provides a more comprehensive examination of how communication training contributes to scientists’ public engagement activity.

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ABSTRACT. Communication is essential to resilience, as interactions among humans influence how social-ecological systems (SES) respond to change. Our research focuses on how specific communication interactions on sustainability science teams, such as how people meet with each other; the ways in which they categorize themselves and others; the decision-making models they use; and their communication competencies affect outcomes. We describe research from a two-year study of communication in Maine's Sustainability Solutions Initiative, a statewide network of sustainability science teams. Our results demonstrate that decision making and communication competencies influenced mutual understanding, inclusion of diverse ideas, and progress toward sustainability-related goals. We discuss our results in light of key resilience themes and conclude with recommendations for communication design in sustainability teams for improved collaborative process and outcomes.

Sustaining coupled natural and human systems requires multiple forms of knowledge, experiences, values, and resources be brought into conversation to address sustainability challenges. Transdisciplinary research partnerships provide the opportunity to meet this requirement by bringing together interdisciplinary scientists with stakeholders in some or all stages of the knowledge production process. However, building partnerships to produce sustainability outcomes is a complex process requiring an understanding of the social psychological and contextual variables impacting partnerships. Here, we explore local government officials' (LGOs') preferences for participation in these partnerships. Using data from a statewide survey, we develop a theoretically and empirically derived model to test the relationship between a suite of factors and LGOs' preferred transdisciplinary partnership style. We find collaboration preferences are influenced by LGOs' confidence that researchers can help solve problems, experience with researchers, the severity and type of problem(s) occurring in the community, and partner trust. Assessing stakeholder partnership expectations may assist partners with co-designing flexible research processes that address collaboration expectations, foster dialog and social learning among project partners, and that increase the potential of research to influence change.