The challenging role of researchers coping with tensions, dilemmas and paradoxes in transdisciplinary settings
Bibliographic Data
| ID | 12307507 |
|---|---|
| Authors | Marlen Gabriele Arnold (0000-0002-6536-0301, Faculty of Economics and Business Administration, Corporate Environmental Management and Sustainability Technische Universität Chemnitz Chemnitz Germany, corresponding author) |
| Year | 2021 |
| Volume | 30 |
| Issue | 2 |
| Pages | 326-342 |
| Publication date | 2021-12-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sustainable Development (JOURNAL) |
| Journal identifiers | ISSN: 0968-0802 • E-ISSN: 1099-1719 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sd.2277 |
| OpenAlex | W4200616446 |
| Language | EN |
| Citations received | 9 |
| References cited | 49 |
Transdisciplinary learning is a response to address the comprehensive sustainability competencies for implementing the 17 sustainability goals of the Agenda 2030. Transdisciplinary contexts include socially distributed knowledge beyond scientific boundaries. This impacts the whole design process and specific tasks and roles of the researchers. Addressing the questions, “Which typical tensions, dilemmas and paradoxes need to be faced by researches in transdisciplinary settings?”, and “How does the role of the researchers change and goes beyond traditional research settings when operating in transdisciplinary settings surrounded by tensions, dilemmas and paradoxes?”, answers will be provided following existing analytical frameworks of transdisciplinary research design. Based on own experiences with and including observations of transdisciplinary settings at academia, transdisciplinary research and lecture settings will be analysed and compared by transdisciplinary criteria. Results show, in transdisciplinary settings, researchers or lecturers are more engaged with addressing poly‐contextuality, the consciousness of the innovation paradoxes and the side‐effects of ongoing interdependences. They take up multiple roles and have to deal with role ambiguity. Transdisciplinary lecture settings are even more demanding as they also have to meet the mentor role or maintain the students' learning progress
Ambiguity · Consciousness · Engineering ethics · Epistemology · Management science · Social science · Sociology · Sustainability · Transdisciplinarity · Computer Science · Engineering · Innovation, Technology, and Society · Interdisciplinary Research and Collaboration · Sustainability in Higher Education
Breaking through the ivory ceiling
Introducing listening as a weak method for advancing sustainability and interdisciplinary scholarship
Roles of researchers in inter- and transdisciplinary sustainability research
Research−implementation organisations and their role for sustainable development
Academics for sustainable development
Bridging Worlds, not Blurring Lines
The diversity of researchers’ roles in sustainability science
Doing epistemic justice in sustainable development
Making process work visible
Toward a Theory of Paradox
Collaborative Learning Enhances Critical Thinking
Evaluation of Interdisciplinary and Transdisciplinary Research
Why are institutions the ‘carriers of history’?
Defining and assessing research quality in a transdisciplinary context
Sustainability Science
Menon
Embracing Tensions in Corporate Sustainability
Structure Matters
Tracing power in transdisciplinary sustainability research
Labs in the Real World
From niche to mainstream
Transdisciplinarity
Foundations of transdisciplinarity
Action, research and participation
Transdisciplinary research in sustainability science
Transdisciplinarity as a real-world challenge
Achieving the promise of transdisciplinarity
Conflicting roles of researchers in sustainability transitions
Stakeholder involvement in strategic adaptation planning
Walking in Another’s Shoes
Gauging the Transdisciplinary Qualities and Outcomes of Doctoral Training Programs
Supradisciplinary research practices
Possibility spaces
"The Market for "Lemons
Dilemmas in a general theory of planning
Einleitung
| Unique citing works | 9 |
|---|---|
| Citations per year | 1.8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |