Transdisciplinarity
Transdisciplinarity refers to a research approach that integrates knowledge and expertise from academic and non-academic actors to address complex real-world problems. In sustainability science, transdisciplinarity (TD) forms a well-established research mode given the need to resolve pressing social, economic and environmental challenges at local to global scales (Pohl and Hirsch Hadorn, 2007).
TD has been shown to influence the decision-making capacity of stakeholders by building social networks and generating knowledge relevant for action (Hoffmann et al., 2017; Walter et al., 2007). This means that TD can help stakeholders make informed decisions based on a sound understanding of the complex, societally-relevant problems being addressed. The involvement of non-academic actors such as policymakers, practitioners and community members in the research process can also help to ensure that the knowledge generated is relevant and applicable in real-world situations.
For early career researchers, TD research offers several advantages. First, transdisciplinary (TD) research fosters the development of key skills—such as co-management and communication with stakeholders beyond academia—that are essential for a successful research career. Second, it enables researchers to generate real-time societal impact, which can be both rewarding and motivating. Finally, TD research expands access to professional networks that can support future career opportunities.
The Dresden Leibniz Graduate School encourages and supports the development of PhD theses based on TD research. For practical reasons, however, two key conditions must be met for transdisciplinary (TD) proposals at DLGS:
The proposal needs to be linked to an ongoing IOER research project in the Dresden/Saxony region – thus enabling future fellows to draw on an already established network of practice actors and working relations.
Applicants should demonstrate German language proficiency (C1 level) – which is required to communicate and interact with diverse local stakeholders, including non-English speakers.
Further references:
Hoffmann, S., Pohl, C., Hering, J.G., 2017. Methods and procedures of transdisciplinary knowledge integration: empirical insights from four thematic synthesis processes. Ecol. Soc. 22, art27. doi.org/10.5751/ES-08955-220127
Pohl, C., Hirsch Hadorn, G., 2007. Principles for designing transdisciplinary research. Oekom Verlag, Munich.
Walter, A.I., Helgenberger, S., Wiek, A., Scholz, R.W., 2007. Measuring societal effects of transdisciplinary research projects: design and application of an evaluation method. Evaluation and Program Planning 30(4):325–338
Lang, D.J., Wiek, A., Bergmann, M., Stauffacher, M., Martens, P., Moll, P., Swilling, M., Thomas, C.J., 2012. Transdisciplinary research in sustainability science: practice, principles, and challenges. Sustainability Science 7(1):25–43
Rogga, S. and Zscheischler, J., 2021. Opportunities, balancing acts, and challenges - doing PhDs in transdisciplinary research projects. Environmental Science & Policy 120:138-144
