Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’

Fam, D; Clarke, E; Freeth, R; Derwort, P; Klaniecki, K; Kater-Wettstädt, L; Juarez-Bourke, S; Hilser, S; Peukert, D; Meyer, E; Horcea-Milcu, AI

Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’

Clarke, E Freeth, R Derwort, P Klaniecki, K Kater-Wettstädt, L Juarez-Bourke, S Hilser, S Peukert, D Meyer, E Horcea-Milcu, AI

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Publication Type:: Journal Article
Citation:: Higher Education Quarterly, 2020, 74 (1), pp. 19 - 34
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Fam, D https://orcid.org/0000-0002-5549-5034	en_US
dc.contributor.author	Clarke, E	en_US
dc.contributor.author	Freeth, R	en_US
dc.contributor.author	Derwort, P	en_US
dc.contributor.author	Klaniecki, K	en_US
dc.contributor.author	Kater-Wettstädt, L	en_US
dc.contributor.author	Juarez-Bourke, S	en_US
dc.contributor.author	Hilser, S	en_US
dc.contributor.author	Peukert, D	en_US
dc.contributor.author	Meyer, E	en_US
dc.contributor.author	Horcea-Milcu, AI	en_US
dc.date.issued	2020-01-01	en_US
dc.identifier.citation	Higher Education Quarterly, 2020, 74 (1), pp. 19 - 34	en_US
dc.identifier.issn	0951-5224	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137655
dc.description.abstract	© 2019 John Wiley & Sons Ltd Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice-based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ - individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter-/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice-oriented learning opportunities and curricula across faculties was also identified.	en_US
dc.relation.ispartof	Higher Education Quarterly	en_US
dc.relation.isbasedon	10.1111/hequ.12225	en_US
dc.title	Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	74	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Institute For Sustainable Futures
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	74	en_US

Abstract:

© 2019 John Wiley & Sons Ltd Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice-based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ - individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter-/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice-oriented learning opportunities and curricula across faculties was also identified.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/137655