Von implizitem Know-how zu expliziten Thesen Inter- und transdisziplinärer Wissensaustausch

Fry, Patricia; Bachmann, Felicitas; Bose, Lisa; Flury, Manuel; Förster, Ruth; Kläy, Andreas; Küffer, Christoph; Zingerli, Claudia

doi:10.14512/gaia.17.3.17

Cited by 8 publications

(9 citation statements)

References 2 publications

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“…This form of collaboration is often described as transdisciplinary (Klein et al 2001), but we use the term partnership here to emphasize that sustainability research benefits greatly from enduring relationships among complementary partners (Cash et al 2003, Kueffer 2006, Roux et al 2006, Dietz and Stern 2008, Fry et al 2008, Barreteau et al 2010). …”

Section: Partnershipsmentioning

confidence: 99%

“…Thus, outreach is essentially a unidirectional transfer of information. The idea of partnership implies a reciprocal exchange of knowledge and an engagement of universities in civic life (Peters et al 2008), which has been variously described as mutual learning (Scholz and Tietje 2002), knowledge interfacing and sharing (Roux et al 2006), knowledge exchange (Fry et al 2008), and situated and social learning (Checkland 2000, Blackmore 2007, Krasny et al 2009). It is important to understand that knowledge exchange related to sustainability is more than a simple transfer of information or facts.…”

Section: Redefine Outreachmentioning

confidence: 99%

“…It is important to understand that knowledge exchange related to sustainability is more than a simple transfer of information or facts. Such information is underlain by tacit knowledge, a complex mix of theory, experience, assumptions, and values, which is best http://www.ecologyandsociety.org/vol17/iss4/art8/ communicated through personal encounters of scientists and practitioners based on mutual trust and transparency (Cash et al 2003, van Kerkhoff and Lebel 2006, Collins and Evans 2007, Fry et al 2008, van der Sluijs et al 2008, Wibeck 2009). Establishing forums or communities of practice that enable regular interactions of scientists and practitioners can be a powerful means of achieving outreach (Wenger 2000, Kueffer 2006, Roux et al 2006Fig.…”

Section: Redefine Outreachmentioning

confidence: 99%

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Enabling Effective Problem-oriented Research for Sustainable Development

Kueffer¹,

Underwood²,

Hadorn³

et al. 2012

E&S

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ABSTRACT. Environmental problems caused by human activities are increasing; biodiversity is disappearing at an unprecedented rate, soils are being irreversibly damaged, freshwater is increasingly in short supply, and the climate is changing.To reverse or even to reduce these trends will require a radical transformation in the relationship between humans and the natural environment. Just how this can be achieved within, at most, a few decades is unknown, but it is clear that academia must play a crucial role. Many believe, however, that academic institutions need to become more effective in helping societies move toward sustainability. We first synthesize current thinking about this crisis of research effectiveness. We argue that those involved in producing knowledge to solve societal problems face three particular challenges: the complexity of real-world sustainability problems, maintaining impartiality when expert knowledge is used in decision making, and ensuring the salience of the scientific knowledge for decision makers. We discuss three strategies to meet these challenges: conducting research in interdisciplinary teams, forming research partnerships with actors and experts from outside academia, and framing research questions with the aim of solving specific problems (problem orientation). However, we argue that implementing these strategies within academia will require both cultural and institutional change. We then use concepts from transition management to suggest how academic institutions can make the necessary changes. At the level of system optimization, we call for: quality criteria, career incentives, and funding schemes that reward not only disciplinary excellence but also achievements in inter-/transdisciplinary work; professional services and training through specialized centers that facilitate problem-oriented research and reciprocal knowledge exchange with society; and the integration of sustainability and inter-/transdisciplinary research practices into all teaching curricula. At the level of system innovation, we propose radical changes in institutional structures, research and career incentives, teaching programs, and research partnerships. We see much value in a view of change that emphasizes the complementarity of system innovation and system optimization. The goal must be a process of change that preserves the traditional strengths of academic research, with its emphasis on disciplinary excellence and scientific rigor, while ensuring that institutional environments and the skills, worldviews, and experiences of the involved actors adapt to the rapidly changing needs of society.

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Section: Partnershipsmentioning

confidence: 99%

Section: Redefine Outreachmentioning

confidence: 99%

Section: Redefine Outreachmentioning

confidence: 99%

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Enabling Effective Problem-oriented Research for Sustainable Development

Kueffer¹,

Underwood²,

Hadorn³

et al. 2012

E&S

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show abstract

“…The saguf working group Knowledge Exchange, in which I participate, has developed five principles for successful knowledge exchange (Fry et al 2008, AGWissensaustausch 2012. First: Allowing suffic ient time resources enables openness towards different ways of knowledge exchange and for building trust in the collaboration.…”

Section: Effectively Organising Transdisciplinary Projectsmentioning

confidence: 99%

From Project Management to Process Management Effectively Organising Transdisciplinary Projects

Moschitz¹

2013

GAIA - Ecological Perspectives for Science and Society

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“…Damit fasst dieser Beitrag die Ergebnisse der mehr als zehnjährigen Arbeit der saguf-Arbeitsgruppe Wissensaustausch zwischen Forschung und Praxis zusammen (Fry et al 2008, 2011, Zingerli et al 2009, Moschitz 2013 (Fry et al 2008). Diese Reflexion kann zum Beispiel durch eine Metaphernanalyse gefördert werden (Kueffer und Larson 2014).…”

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