Principles for Leading, Learning, and Synthesizing in Inter- and Transdisciplinary Research

Hoffmann, S; Weber, C; Mitchell, C

Principles for Leading, Learning, and Synthesizing in Inter- and Transdisciplinary Research

Hoffmann, S Weber, C Mitchell, C

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Publisher:: OXFORD UNIV PRESS
Publication Type:: Journal Article
Citation:: BIOSCIENCE, 2022, 72, (10), pp. 963-977
Issue Date:: 2022-09-01

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Field	Value	Language
dc.contributor.author	Hoffmann, S
dc.contributor.author	Weber, C
dc.contributor.author	Mitchell, C https://orcid.org/0000-0001-9842-540X
dc.date.accessioned	2023-07-05T06:29:27Z
dc.date.available	2023-07-05T06:29:27Z
dc.date.issued	2022-09-01
dc.identifier.citation	BIOSCIENCE, 2022, 72, (10), pp. 963-977
dc.identifier.issn	0006-3568
dc.identifier.issn	1525-3244
dc.identifier.uri	http://hdl.handle.net/10453/171198
dc.description.abstract	Synthesizing heterogeneous findings from different scientific disciplines, thematic fields, and professional sectors is considered to be a critical component of inter- and transdisciplinary research endeavors. However, little is known about the complex interplay between synthesizing heterogeneous findings, leading creative synthesis, and learning about leading and synthesizing. In the present article, we therefore focus on the key interactions between leading and synthesizing, between synthesizing and learning, and between learning and leading in inter- and transdisciplinary contexts and compile a set of 21 principles that guide the interactions between these components. We use these principles to reflect ex post on the benefits and challenges we encountered in developing a nationwide monitoring program for river restoration in Switzerland and draw lessons learned for future inter- and transdisciplinary research endeavors. We conclude that learning and synthesizing do not happen on their own but need to be designed as intentional and purposeful processes.
dc.language	en
dc.publisher	OXFORD UNIV PRESS
dc.relation.ispartof	BIOSCIENCE
dc.relation.isbasedon	10.1093/biosci/biac057
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	05 Environmental Sciences, 06 Biological Sciences
dc.subject.classification	Ecology
dc.subject.classification	31 Biological sciences
dc.subject.classification	41 Environmental sciences
dc.title	Principles for Leading, Learning, and Synthesizing in Inter- and Transdisciplinary Research
dc.type	Journal Article
utslib.citation.volume	72
utslib.for	05 Environmental Sciences
utslib.for	06 Biological Sciences
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	*
dc.date.updated	2023-07-05T06:29:26Z
pubs.issue	10
pubs.publication-status	Published
pubs.volume	72
utslib.citation.issue	10

Abstract:

Synthesizing heterogeneous findings from different scientific disciplines, thematic fields, and professional sectors is considered to be a critical component of inter- and transdisciplinary research endeavors. However, little is known about the complex interplay between synthesizing heterogeneous findings, leading creative synthesis, and learning about leading and synthesizing. In the present article, we therefore focus on the key interactions between leading and synthesizing, between synthesizing and learning, and between learning and leading in inter- and transdisciplinary contexts and compile a set of 21 principles that guide the interactions between these components. We use these principles to reflect ex post on the benefits and challenges we encountered in developing a nationwide monitoring program for river restoration in Switzerland and draw lessons learned for future inter- and transdisciplinary research endeavors. We conclude that learning and synthesizing do not happen on their own but need to be designed as intentional and purposeful processes.

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http://hdl.handle.net/10453/171198