Collaboration and Sustainability: Making Science Useful, Making Useful Science

Hackett, Edward J.

doi:10.3390/su12229361

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…A catch-22 sort of situation emerges; complex problems often require inter-and transdisciplinary teams (that is why they are complex), but such teams tend to find it hard to agree on problem definitions and problem-solving approaches. This is because they tend to bring different modes of thought, values, interests and ways of working into the programme [16,17]. The question of how to overcome such difficulties has been frequently raised in both the transdisciplinary (TD) and broader project management literature, still a satisfactory solution has yet to be found.…”

Section: The Problemmentioning

confidence: 99%

Managing and Governing Integrated Research Programmes: Lessons from Theory and Practice

et al. 2023

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Researchers are increasingly working in large, integrated science programmes. This is supposed to lead to several benefits, including creating and enhancing synergies amongst projects, improving collaboration and knowledge exchanges amongst researchers from different disciplines, and generating a higher return on investments in R&D. In practice, though, these benefits are often not fully realised, and large-scale integrated programmes can become frustrating for researchers. Additionally, they can result in insufficient integration and collaboration, and incur high overhead costs. In the present paper, the authors share their experience and insights on how to structure, manage and govern integrated programmes more competently. They do so by reflecting on their own practical experience in designing an integrated programme, and by drawing valuable insights from the literature on governance, management studies and organisational economics. The authors suggest that many problems can be linked to the implementation of programme management systems and coordination mechanisms that are poorly aligned with the unique characteristics of integrated programmes. They provide guidelines for programme managers to use systems that are a better fit, which can help researchers collaborate in a more engaging and productive manner while reducing the overhead costs associated with programme administration.

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Section: The Problemmentioning

confidence: 99%

Managing and Governing Integrated Research Programmes: Lessons from Theory and Practice

et al. 2023

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“…However, the digital divide exists in the differences in access and use (consumption and production) of the digital and is deeply linked to the cultural, economic and social conditions of individuals, as well as their gender and age [79,[106][107][108], which hinders sustainable development [21,104] in a post-COVID-19 context [103,109]. For example, the "COVID-19 Infodemic" with fake news focusing on COVID-19 [35,36,110] created situations of misinformation that science communication found difficult to clarify [111][112][113][114][115][116][117].…”

Section: Digital Literacy and Inclusionmentioning

confidence: 99%

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

Sá¹,

Santos

Serpa

et al. 2021

Sustainability

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The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.

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“…Collaboration among persons and the configuration of teams with diverse expertise seem crucial to solve the nested social, scientific or technical problems of our society, and especially those related with sustainable development [4] to encourage individuals to find new directions for active participation and societal cooperation [5,6]. Education is the more powerful means to foster critical thinking, develop sustainability values and prepare individuals for working cooperatively to achieve common goals.…”

Section: Introductionmentioning

confidence: 99%

Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings

et al. 2021

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Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) changes the understanding of the teaching/learning process and the traditional roles assigned to each agent. Under such an understanding, the design and co-design of challenging and meaningful learning environments is a key aspect to promote the spontaneous emergence of multiscale functional synergies and teams (of students, students and teachers, teachers, institutions, etc.). According to coordination dynamics, cooperative and competitive processes (within and between systems and their environments) are seen not as opposites but as complementary pairs, needed to develop collaborative creativity and increase the functional diversity potential of teams. Adequate manipulation of environmental and personal constraints, nested in different level and time scales, and the knowledge of their critical (tipping) points are key aspects for an adequate design of learning environments to develop synergistic creativity.

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Collaboration and Sustainability: Making Science Useful, Making Useful Science

Cited by 3 publications

References 18 publications

Managing and Governing Integrated Research Programmes: Lessons from Theory and Practice

Managing and Governing Integrated Research Programmes: Lessons from Theory and Practice

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings

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