T ransdisciplinary research can be considered an integrative practice that is grounded in difference. It emerges as in-between space established among societal domains, different ways of knowing, acting and being, and constitutes a new topos in the landscape of societal institutions. We argue that it is through difference that transdisciplinary research spaces are created and elaborate on the characteristics of these in-between spaces. We provide insights into theoretical considerations of the constitution of transdisciplinary research spaces and show how cultural differences, determined by existing power relations and hegemonies, can be brought into fruition. Our aim is to contribute to theoretical considerations of a concept of research that is not reduced to academic research only but considered a cultural practice of people at stake to better understand and transform situations or phenomena of shared interest.
This dialogue session series aims to advance evaluation efforts in sustainability transitions. The sessions focus on sustainability transition experiments that develop and test solutions that foster transformational change towards sustainability. The key objective is to facilitate learning from a variety of different transition experiments. Thus, gaining insights about their resources, conducted activities, generated results and accomplished sustainability progress will be at the heart of the session. The dialogue sessions bring together empirical research that adopts, rigorously applies and critically reflects the tentative evaluative scheme to appraise the performance of sustainability transition experiments (Luederitz et al. submitted). The follow up aim of the sessions is to jointly publish session outcomes and learning experiences. Reflections on evaluating Challenge Lab by applying a proposed scheme for Sustainability Transition Experiments. David Andersson, JohnHolmberg, Johan Larsson, Daniella Mendoza, Örjan Söderberg The Challenge Lab (CLab) is a neutral arena for triple helix stakeholders and an educational platform for master students to addresses complex challenges and system lockins. By the end of its third year, the CLab will have hosted nearly 100 students, producing 23 master thesis projects and 13 course projects. We present an evaluative case using the scheme proposed by Luederitz et al. (2016) for sustainability transition experiments which includes four main questions and a set of indicators for each question. We end with some general reflections on the evaluation method. A Transdisciplinary Project Course on Repair and Reuse in the Light of the Tentative Evaluation Scheme. Richard Beecroft, Kaidi Tamm, Oliver Parodi, Colette WaitzThe project we intend to evaluate with the "Tentative Evaluation Scheme" (TES) was a project course in winter term 2015 at Karlsruhe Institute of Technology under the title "Repair, Reuse, RecycleTransdisciplinary Project Course". It was a cooperation between the Karlsruhe School of Sustainability, and the "District Future -Urban Lab" ("Quartier Zukunft") -all KIT -with the repaircafe initiative Karlsruhe (RCIK).1 Its triple aim was to a) support the RCIK in its crucial stabilisation phase, b) to generate valuable transdisciplinary learning outcomes for the students (and other people involved) and c) to produce new insights into the potential for sustainability transitions regarding the repaircafe approach. Evaluating the transformative potential of sustainability entrepreneurship: the dynamics of small business participation in urban experiments. Sarah BurchThe alluring yet nebulous concept of transformative change is increasingly gaining traction in conversations about pathways to more sustainable futures and responses to climate change. This shift in focus from incremental change to potentially radical experiments in sustainability at multiple levels of government suggests that new conceptual tools are needed to illuminate new types of actors, interests, and cap...
PurposeThe purpose of this paper is to describe experiences with the initiation of transdisciplinarity in academic case study teaching with special reference to regional planning, based on the case study “Leben 2014 (Life 2014) – perspectives for regional development in the national park region Ober‐pinz‐gau, Salzburg”.Design/methodology/approachThe methodology used, was the evaluation of process steps of the project, based on the general project concept, protocols and questionnaires.FindingsA key for successful transdisciplinary cooperation is the integration of non‐academic actors at an early stage of the project. Important principles are the implementation of a structure of communication and networking in the case study region and the definition of rules of collaboration. The establishment of personal relations and network building is indispensable in order to guarantee a constant and broad exchange between all participants. Joint decision‐making processes are essential for stable cooperation, which includes a joint problem definition process at the outset of the case‐study phase as well as joint responsibility for decisions and joint ownership of ideas during and after the case‐study phase.Practical implicationsTransdisciplinarity in case‐study teaching also requires thorough preparation of academics. A constant discussion of different approaches to inter‐ and transdisciplinarity, the adaptation of existing conceptual frameworks to the specific requirements of the current case, the building of a committed teaching team and joint teaching of classes are all important. The careful selection of students and their specific preparation with respect to methodology and content are prerequisites for a successful outcome of a transdisciplinary case study.Originality/valueThe paper describes the experience of initiating transdisciplinarity in academic case study teaching.
The International Transdisciplinarity Conference 2017 brought together representatives of different world regions, institutions, cultures, and communities. It was co-organized by the td-net of the Swiss Academies of Arts and Sciences and Leuphana University of Lüneburg, Germany.
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