What does it take to be a transdisciplinary scholar? Exploring competencies for the ‘transdisciplinary triple jump’

This is the third post in the series on ‘Transdisciplinary PhD Journeys’.

My name is Jessica Cockburn. I recently completed my PhD in Environmental Science at Rhodes University (Grahamstown, South Africa). I am now a Postdoctoral Fellow at the Environmental Learning Research Centre. My PhD research was a transdisciplinary enquiry on stewardship and collaboration in multifunctional landscapes. Taking a transdisciplinary (TD) research approach in my PhD was a means for me to legitimise a personal commitment to conducting research that is relevant and of value to practitioners working on environmental stewardship in South Africa. It was a way for me to do ‘science with society’1.

The first post in this blog series presented the challenge of the ‘transdisciplinary triple jump’, where PhD students have to simultaneously pay attention to scientific rigor and excellence, societal relevance and engagement, and self-respect and care. In this post, I will share my reflections on the kinds of competencies which PhD scholars might need to be able to manage this triple challenge, responding to one of the questions we posed in our introductory post: “What skills and competencies should ‘specialist TD scholars’ develop?” First I give a brief introduction to how I applied transdisciplinary research in my PhD, and then I consider what particular competencies I had to develop in order to conduct my research according to principles of transdisciplinarity.

I used principles for ‘Transdisciplinary research in sustainability science’ proposed by Lang et al (2012)to guide my research. According to these principles, TD research is a collaborative learning process which happens in the space between ‘science and society’. The TD process was a means of bridging the gap between context, knowledge systems, and problems faced by society (in my case represented by environmental stewardship practitioners) and science (in my case the theory and questions in the emerging field of social-ecological stewardship). I sought to bridge this gap in order to address questions about stewardship and collaboration in the context of multifunctional landscapes. I worked towards putting the ideals of transdisciplinary (TD) research into practice in my PhD by building relationships with practitioner partners, and by drawing on a diversity of social and ecological disciplines (both methodologically and theoretically). I partnered with NGOs who are working in rural landscapes to bring together multiple stakeholders for landscape stewardship. They became knowledge partners in the research process, and I worked with their projects as case studies in my research (See here for a blog piece on some of the knowledge co-production work which I conducted in partnership with NGOs).  

In working across disciplines and in partnering with practitioner partners for my PhD research, it became apparent to me that I needed to develop competencies and practices which a conventional postgraduate research project may not require. Figuring out the ‘transdisciplinary triple jump’ is all about learning-by-doing. This is based on my own experiences, and of course each scholar will have different ideas about what kind of competencies mattered in the context of their research.

table of copmetencies for the triple jump

Exploring competencies for scholars learning to do the ‘transdisciplinary triple jump’. These competencies range from intellectual, to relational, to emotional competencies, and can be developed through particular habits of mind and practices.

In order to conduct research with scientific rigour and excellence, scholars need to develop intellectual and technical competencies. These include, for example, systems thinking. I applied systems thinking in my work to bring together insights from different disciplines. I drew on a wide range of theories from across the fields of biodiversity conservation, political and economic sciences, rural development, and sociology. I framed my research through the notion of social-ecological systems, and used critical realism as an enabling philosophical and methodological framework to embed systems thinking, and bring together these different theories. Others have pointed out the importance of balancing methodological groundedness and epistemological agilityin interdisciplinary work to ensure rigour.

For my research to be societally relevant and for me to engage meaningfully with societal actors or practitioners, I had to develop relational and translational competencies. This meant taking the time to build trust and manage interpersonal relationships with practitioner partners (as reflected on in more detail by My Sellberg in the previous post in this blog series). This often meant spending time on “non-research” activities such as social events in order to get to know people. It also meant managing expectations to ensure that both parties understand each others needs and interests, and communicating in an on-going and effective manner with diverse groups of stakeholders. I had to learn translational competencies by being a broker between academic and practical knowledge systems, and by co-creating research questions with practitioner partners that were of relevance to them and would also lead to novel academic contributions.

I had to take research ethics into consideration whilst building relationships with practitioners. I gathered important insights (or ‘data’) through informal interactions with practitioner partners for which I did not get ‘ethical clearance’ in the strict technical sense. Thus, since I was conducting research beyond the bounds of institutional research ethics procedures, I had to take responsibility for the relationships with so-called ‘human subjects’. I had to constantly reflect on the principles of research ethics in my interactions with the research partners, and practice ‘everyday ethics’. Together with my PhD supervisor, I reflect further on these research ethics challenges in this book chapter4.

To practice self-respect and care, transdisciplinary scholars need to develop emotional and psychological competencies. This is particularly relevant considering the diverse demands on our time and our personal capacities which the first two ‘steps’ of the triple jump described above require. In my experience, to balance all the demands of TD research, it became very important to become more self-aware. This meant ‘taking stock’ of my own feelings, sense of health and well-being, and being aware of how I reacted to different situations and pressures. This included monitoring my own stress levels. I realised early on in my TD PhD experience that I had to be very self-disciplined and learn to ‘say no’ when I had too many demands and opportunities coming my way. I had to learn good time management skills so that I could work ‘smarter’ rather than working harder or longer hours. I learnt to do this for example, by using the Pomodoro Technique to manage my productivity. I also became aware of the importance of recognising the integration between body, heart and mind. I realised that overly focusing on my intellectual productivity (mind) compromised my well-being (body-heart) and at times put pressure on my personal relationships and sense of happiness (heart). I was inspired by an article on ‘dual-thinking’ for scientistswhich encourages creative arts, unstructured social time, and other leisure-time activities as a complement to formal intellectual tasks such as reading, writing and data analysis. I learnt how important it was to spend quality time with family and friends, spend time in nature, and to keep healthy and happy through activities such as creative cooking, yoga and jogging.

Finally, and this is one of my biggest lessons from the TD PhD, finding ways to embed reflexive practices and habits of mind into the research process in an ongoing manner was crucial. Developing reflexive competency is something which I feel can enable us to conduct all three aspects of the transdisciplinary triple jump: scientific excellence and rigour, societal relevance and engagement, and self-respect and care. Reflexivity can also help us in managing the balance between these very different demands, and to practice ethical research. To me reflexivity means not only reflecting (i.e. ‘looking into the mirror’ and thinking about what happened), but considering the underlying assumptions and conditions which underpin events and experiences (i.e. looking ‘through the mirror’5, and reflecting on the nature of society and on our own value systems and beliefs), and responding to these reflections, adapting our thoughts and actions.

Reflexive habits of mind include a constant questioning of why things are the way they are, and an openness to the discomfort of questioning ones positionality and deeply-held beliefs. The practices which helped me to embed these habits include journalling, connecting with others e.g. through ‘communities of practice’, and identifying allies and supporters (e.g. supervisors, or fellow postgrads) with whom I could collectively reflect and critically discuss the challenges of conducting TD research.  

Operationalising TD required me to develop a variety of new competencies, ranging from intellectual, to relational and emotional. To me, this was a somewhat unexpected outcome from the PhD process. I appreciate and gratefully acknowledge my supervisors’ support in this process of personal growth. Developing these competencies and practices is a work in progress and I am still working on balancing the multiple demands which engaged, transdisciplinary research place on me as a person. It is an exciting and stimulating space to be exploring, both personally and professionally.

Author of this post:

Jess pic

Jessica Cockburn

Postdoctoral Scholar in the Environmental Learning Research Centre, Rhodes University, South Africa.

Connect with Jessica on social media

Learn more about Jessica at this website

Jessica’s email address

 

Key references to the literature:

1Seidl, R., Brand, F. S., Stauffacher, M., Krütli, P., Le, Q. B., Spörri, A., . . . Scholz, R. W. (2013). Science with Society in the Anthropocene. AMBIO, 42(1), 5-12. Online here.

2Lang, D. J., Wiek, A., Bergmann, M., Stauffacher, M., Martens, P., Moll, P., . . . Thomas, C. J. (2012). Transdisciplinary research in sustainability science: practice, principles, and challenges. Sustainability Science, 7(1), 25-43. Online here.

3Haider, L. J., Hentati-Sundberg, J., Giusti, M., Goodness, J., Hamann, M., Masterson, V. A., . . . & Sinare, H. (2018). The undisciplinary journey: early-career perspectives in sustainability science. Sustainability Science, 13(1), 191-204. Online here.

4Cockburn, J., Cundill, G., Shackleton, C., & Rouget, M. 2018. Towards place-based research to support social-ecological stewardship. Sustainability 10(5): 1434. Online here.

5Bolton, G. (2010). Reflective practice: Writing and professional development. London, United Kingdom: Sage Publications Ltd. Chapter 1 online here.

6Scheffer, M., Bascompte, J., Bjordam, T. K., Carpenter, S. R., Clarke, L. B., Folke, C., . . . & Westley, F. R. (2015). Dual thinking for scientists. Ecology and Society, 20(2), 3. Online here.

 

 

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Creating meaningful transdisciplinary collaborations during the limited time of a PhD

This is the second post in the series on ‘Transdisciplinary PhD Journeys’.

Hi there, I am My Sellberg and I am doing a PhD in Sustainability Science at Stockholm Resilience Centre in Sweden. The possibility of doing transdisciplinary research was one of the main reasons for why I decided to do a PhD. The exciting and uncomfortable space between science and practice is where I want to be. I want to contribute to the solutions, and not ‘only’ observe and describe the problems at hand.

Trained in social-ecological resilience thinking, I got interested in whether these quite theoretical ideas could be of any practical relevance. My research focuses on a method for resilience assessment, which is a co-production process of jointly defining and learning about an issue from a systems perspective, analyzing its dynamics and resilience, and coming up with suggested actions. In my work, I have been exploring how resilience assessment can be used in the strategic planning of municipalities and regional organizations. During my PhD, I have collaborated with two different organizations located in different parts of Sweden, a municipality and a rural development organization. Both cases involved co-designing the resilience assessment process together with individual partners in the organizations, and I was the lead (or only) researcher taking part in the collaborations.

The first post in this blog series presented the challenge of the ‘transdisciplinary triple jump’, where PhD students have to simultaneously pay attention to scientific rigor and excellence, societal relevance and engagement, and self-respect and care. In this post, I will share my reflections on one aspect of this challenge: namely, how to find time during your PhD to engage meaningfully with actors outside of academia? It takes a lot of time to build trust and establish collaborations – time that could be spent writing your thesis and producing scientific papers. This relates to the challenge of achieving both academic and practical relevance. Here, I will share some of my reflections of what made the two cases I have been involved in work.

First of all, there have been certain enabling conditions related to my partners, myself as the PhD student, and our respective organizational contexts.

Enabling context

Enabling context for the transdisciplinary collaborations, at the level of individuals, their projects, and the organizations they were embedded in.

At the research center where I am working:

  • I could build on connections and collaborations already established by senior researchers.
  • There is a supporting environment, including other transdisciplinary researchers and an in-house communications team.
  • I benefited from the good reputation of my organization, since both partners contacted us and wanted a collaboration.
  • I also have a five-year employment, which I think is quite a luxury. 20 % of that is departmental service, but I have not had to do a lot of teaching, which otherwise can absorb quite a lot of time. Part of the 20 % I could even work as a consultant with one of the partner organizations.

At the project level, stakeholder engagement was included in the project objectives and is something that my supervisors are specifically interested in. At the individual level, I think there definitely could have been more training in how to do this type of research, both providing practical engagement advice, as well as theoretical framings. In the end, it was up to me to find suitable process facilitation courses, for example, and sometimes I have felt like a minority among the other PhD students.

There were also conditions facilitating the partners to collaborate with us. For example, both partners and their project or organization were at the forefront – they wanted to learn and try new methods and approaches to develop their work with sustainability. They were familiar with research and actively sought research collaborations. They also had an own interest and drive, which meant they could be the project managers, or hire someone who could help managing the process, which spared my time so that I could concentrate on managing my PhD project.

Apart from these enabling conditions, there were a few other things that I think were key success factors:

  • We were small teams with only 1–2 researchers, 1–2 practitioners, and in one case also a process facilitator, which made the internal communication more manageable.
  • We had a similar interest in local-level transitions towards sustainable development, and a common view of the need to transform parts of our societies and economies in order to build resilience of our life-support systems. Having more similar views from the beginning meant it took less time to establish a collaboration.
  • That said, we still spent time in the beginning to find a common question or project that had double purposes – that was both relevant for practice and research. It is really important in the beginning to be transparent with, and make sure you are comfortable with, each other’s agendas. Be open to that you might not come up with anything to collaborate around.
  • We also made learning an explicit objective of the projects. Being upfront from the start with the exploratory nature of the project, and that you do not know what will come out of it, puts less pressure on producing great outputs and gives more space for reflections.

Now it might seem like it was always a smooth journey, but there have also been some frustrations. In both cases, there has been times with not enough support or resources from the partner organization, which meant that the project was not prioritized, moved forward slowly, and that it became more of a side-project that was not really embedded in the organization. There was little I could do about this, at the same time as I really wanted the project to lead somewhere, which could make it very frustrating. A clear communication beforehand about resources and expectations would have been useful, as well as asking the partners how we could help them in creating support in their own organization.

Some concluding reflections

Looking back at my so far four and a half years of being a PhD student, I think there have been some trade-offs between publishing papers and engaging with societal actors. Focusing on building partner networks made me less productive in writing collaborative papers with other researchers. I have prioritized finishing my own thesis, and engaging with the partners – not writing any “extra” research papers. And has there been any benefits from that prioritization? For me, yes. I have made many more connections outside academia, I have become familiar with different workplaces, it has informed my research questions, and so forth. Of course, this depends on what you want to get out of your PhD, and what you would like to do after. For me it fits well, since I either would like to make a career as a transdisciplinary researcher and become skilled in that, or continue outside of academia. But, I think it is good to recognize that there are trade-offs and that it is a choice you make – you cannot do everything, and that is fine (at least that is what I am telling myself).

Another reflection is that even if you are in a supportive context, as I have been, you might still want to focus on easier type of collaborations. Even though the difficult issues that demand many more actors involved and with much more disparate views probably are more important. In my view, building trust and establishing collaborations in such more complex settings should not be the sole responsibility of a PhD student, but the student could definitely make valuable contributions as part of a bigger transdisciplinary project.

Looking forward to continuing the discussion with you!

Author of this post:

My pic

My Sellberg

PhD Scholar at Stockholm Resilience Centre, Stockholm University, Sweden.

Connect with My on social media

Learn more about My on this website

My’s email address

Transdisciplinary PhD Journeys: Reflecting on the challenge of the ‘transdisciplinary triple jump’

This is the first post in a series on ‘Transdisciplinary PhD Journeys’ which will run for the next six months. 

Have you ever watched a triple-jump athlete? It is incredible to see how the athlete executes this three-part movement. It requires excellent technical competencies, rhythm, and the ability to manage each of the three movements in concert. “Every aspect of the jump must be perfect: the run up, the hop, step and the jump”. And each of the movements requires focused attention to specific skills, training and preparation.

jess-tripple-jump-illustration-6.jpg

The transdisciplinary triple jump: A three-part movement in which PhD scholars must learn about paying attention to scientific rigour and excellence, societal relevance and engagement, and self-respect and care (Graphic by Caydn Barker).

In our reflections on the challenges of applying principles of transdisciplinary (TD) research in our PhDs, we have come to realise that there are three critical aspects which we have had to pay attention to simultaneously. These are: scientific rigour and excellence, societal relevance and engagement, and self-respect and care. Like the athlete training for the triple jump, the TD PhD student must learn to afford equal attention to these three aspects, and manage them concurrently. The metaphor is not perfect though. We live and work in complex systems, which are characterised by uncertainty, non-linearity, values, emotions, spirituality, power, and context-dependence. We therefore humble ourselves, knowing that what is an appropriate balance between these three aspects will change over time and depend on us as individuals and the context in which we work. In learning how to conduct TD research, we will not execute these three aspects with perfection, and we don’t do them in a straight line as in the triple jump. However, in the context of a PhD, which is a carefully defined slice of complex reality and unfolds as a linear-time process, we find the ‘transdisciplinary triple jump’ a useful metaphor to guide reflection and build reflexivity.

We are a small group of scholars at various stages of our PhD journeys. We briefly got to know each other through summer schools, conferences, and workshops in a field of research which we broadly define as ‘sustainability science’. Each of us works at a different institution across the global north and south, we have different research topics, and approach our TD PhD research from different perspectives. We recognise that people may ‘come at’ TD from different vantage points. The value in the unfolding conversation between us lies in celebrating those different viewpoints whilst finding common ground. We share an interest in connecting with others working in this way, and the need to reflect and learn together.

We’ve decided to do this through a blog series which will hopefully also encourage and inspire others, promote critical discussion, and through which we can get to know each other better. We have been surprised by how little discussion there is in the literature about the particular challenges of operationalizing TD in PhD research, and have been inspired by fellow early career researchers who have begun sharing their experiences of conducting research in novel ways to address the complex challenges of TD sustainability science. We therefore wanted to create a focused means of sharing the lessons we’ve learnt in each of our individual TD PhD journeys with the broader community of scholars in sustainability science and related fields.

We are drawn to transdisciplinarity as a means of conducting ‘science with society’1. We understand transdisciplinary research as a reflexive research approach which seeks to address societal problems through, and beyond, interdisciplinary collaboration. This is done through simultaneous collaboration between researchers and societal actors to transcend the boundary between science and society, to enable mutual learning processes and knowledge co-production2,3. We recognise that the label of ‘transdisciplinarity’ is just one of many labels for this kind of research, and appreciate that approaches such as participatory action research and community-based participatory research also seek to conduct science with society. Much can be learnt from and with academics working in these allied fields of research, and from exploring what makes TD research unique.

Responding to calls to ‘be transdisciplinary4’, we have committed to applying and critically reflecting on the principles of TD in our PhD research. However, in current institutional structures and cultures of academia, this adds an additional challenge to the existing demands of PhD research5,6. Not only are we expected to navigate the terrain of interdisciplinarity described as an ‘undisciplinary journey’6 which requires ‘epistemological agility’, but we are also confronted with the task of engaging meaningfully with societal actors beyond our academic comfort zones. All of this means we are constantly trying to ‘be everything to everyone’ and risk burning ourselves out in the process.

There is growing debate and concern in academic circles about the personal costs of an academic career, and as early-career researchers we are particularly aware of the pressure to successfully launch our careers. We would like to build a career in which we conduct academically excellent research which engages society meaningfully, but are not willing to sacrifice our own personal health and happiness in the process. We recognise that creating a work-life balance in academia is a challenge faced particularly by young researchers, by women, and by parents. We hope that our reflections provide a space to think creatively about how we can shift our academic institutions to become places in which we can thrive whilst serving society through our work.  

This is the introductory blog post for the series, which we envisage will run over the next six months. During this time, each of us will share reflections on our individual TD PhD journeys, and describe how we are navigating/balancing/managing the demands of the ‘transdisciplinary triple jump’. We will also share our thoughts on some of the questions being posed at the forefront of transdisciplinary research practice, including for example:

  • How do we manage the dual challenge of academic and practical relevance and rigour?
  • How do we learn and generalize across multiple TD and place-based research cases?
  • How can place-based TD research support efforts towards global sustainability?
  • What skills and competencies should ‘specialist TD scholars’ develop, and what are the different roles for ‘specialist TD scholars’ in sustainability science research teams?
  • How do we navigate issues of agency, responsibility and ethics in TD research?
  • How do we think about TD research in the global south?

We look forward to sharing our experiences, insights and further questions with you to deliberate the exciting opportunities and challenges we face in conducting transdisciplinary research. Please join the conversation!

You can subscribe to updates on this blog hosted by the ‘Social-Ecological Systems Scholars’ network, or follow the blog series via the FutureEarth Blog. You can also connect with us individually below.

Authors of this post:

Jess pic

Jessica Cockburn

Postdoctoral Scholar in the Environmental Learning Research Centre, Rhodes University, South Africa.

Connect with Jessica on social media

Learn more about Jessica at this website

Jessica’s email address

 

My pic

My Sellberg

PhD Scholar at Stockholm Resilience Centre, Stockholm University, Sweden.

Connect with My on social media

Learn more about My on this website

My’s email address

 

David pic

David P. M. Lam

PhD Scholar at the Institute for Ethics and Transdisciplinary Sustainability Research

Connect with David on social media

Learn more about David on this website

David’s email address

 

Megan pic

Megan Davies

PhD scholar at the Centre for Complex Systems in Transition, Stellenbosch University, South Africa.

Connect with Megan on social media

Learn more about Megan on this website

Megan’s email address

 

Petra pic

Petra Holden

PhD scholar at the Plant Conservation Unit and the African Climate and Development Initiative, University of Cape Town.

Learn more about Petra on this website

Petra’s email address

 

Key references to the literature:

1Seidl, R., Brand, F. S., Stauffacher, M., Krütli, P., Le, Q. B., Spörri, A., . . . Scholz, R. W. (2013). Science with Society in the Anthropocene. AMBIO, 42(1), 5-12. Online here.

2Lang, D. J., Wiek, A., Bergmann, M., Stauffacher, M., Martens, P., Moll, P., . . . Thomas, C. J. (2012). Transdisciplinary research in sustainability science: practice, principles, and challenges. Sustainability Science, 7(1), 25-43. Online here.

3Jahn, T., Bergmann, M., & Keil, F. (2012). Transdisciplinarity: Between mainstreaming and marginalization. Ecological Economics, 79, 1-10. Online here.

4van Kerkhoff, L. (2014). Developing integrative research for sustainability science through a complexity principles-based approach. Sustainability Science, 9(2), 143-155. Online here.

5Roux, D. J., Nel, J. L., Cundill, G., O’Farrell, P., & Fabricius, C. (2017). Transdisciplinary research for systemic change: who to learn with, what to learn about and how to learn. Sustainability Science, 12(5), 711-726. Online here.

6Haider, L. J., Hentati-Sundberg, J., Giusti, M., Goodness, J., Hamann, M., Masterson, V. A., … & Sinare, H. (2018). The undisciplinary journey: early-career perspectives in sustainability science. Sustainability Science, 13(1), 191-204. Online here.

‘Learning for Landscapes’ – reflections and insights from a knowledge co-production workshop in South Africa

This article reflects on a recent workshop held with practitioners working on collaborative landscape-scale stewardship initiatives across South Africa.

Banner - connected landscapes research & learning + subtitle

We came from all different corners of South Africa to find common ground: …all the way from the West Coast: fynbos vegetation, commercial potato farmers and precious estuaries… all the way from the Marico Bosveld: thorny country with precious water resources, fiercely proud locals and the ever-present threat of mining… all the way from the Midlands of KwaZulu-Natal:  hard-working farmers and agricultural landscapes covered in plantation forestry and dairy … all the way from pastoral grasslands: herders care for cattle which provide livelihoods and socio-cultural identity… and all the way from many other diverse contexts and projects, with a variety of stewardship objectives and practices.

We came from all different walks of life and work: local NGOs working with farming communities, leaders in large national NGOs asking questions about how they do the work they do, academics asking questions about how to do transdisciplinary research with landscape-scale stewardship initiatives, international NGOs piloting innovative facilitation and knowledge co-production processes for collaborative restoration of landscapes.

And we converged on ‘The Knoll’, on a small farm outside the village of Hilton in KwaZulu-Natal (South Africa), to learn and connect with one another!

It was surprisingly easy to find common ground: It turns out we were all committed to ‘Research and Learning for Connected Landscapes’, and we worked together to ponder these questions:

  1. What are the enablers and barriers of stewardship at the local level?
  2. What are the processes that support collaboration for stewardship in multifunctional landscapes?


Blog piece photo panel 1 - tribe.png

These are the key research questions which I am exploring in my PhD at Rhodes University (Department of Environmental Science). My research is taking a transdisciplinary approach, by working across social and ecological disciplines, and co-producing knowledge in partnership between academics and practitioners. This convergence of ‘the young tribe’ of practitioners working in collaborative, landscape-scale stewardship initiatives across South Africa was the result of on-going engagements with these practitioners which culminated in a learning exchange workshop held in February 2017 as part of the knowledge co-production activities in my PhD. The pre-workshop activities included a broad survey across the country to identify suitable case studies for the more focused work. This was followed by a string of site visits to each of the six selected projects where I got to know the diverse social-ecological contexts in which the projects are embedded, and began gathering stories of their work in a ‘Learning Jar’ (see Panel 2). The six projects selected as case studies are:

  1. Baviaanskloof-Kouga-Krom Landscapes Project (Living Lands)
  2. Marico River Catchment Conservation Project (Endangered Wildlife Trust)
  3. uMzimvubu Catchment Restoration Project of UCPP (uMzimvubu Catchment Partnership Programme)
  4. Verlorenvlei Protected Areas Project (BirdLife South Africa & Wildlife and Environment Society of SA)
  5. WWF Grasslands Programme (WWF-South Africa)
  6. WWF Mondi Wetlands Programme (WWF-South Africa)

Blog piece photo panel 2 - stories

The workshop was designed with two primary objectives in mind:

  • Through innovative facilitation methodologies, to create an inspiring opportunity for participants to share lessons for building collaboration for stewardship, and build new networks
  • To collect insights and co-generate knowledge on collaboration and stewardship in landscape initiatives

The approach was based on U-Tools (developed by the Presencing Institute, based on ‘Theory U’ principles) and included activities such as dialogue walks, learning journeys, case clinics, and guided u-journaling. The intention of using these activities was to build a team spirit among participants through deep listening and sharing of personal experiences, and provide opportunity for self-reflection. These tools were complemented by knowledge-production activities such as the development of a ‘Map of Stories’ to set the scene and represent the diversity of contexts of the 6 case studies, and a ‘Map of Learning’ on which to capture and interrogate insights, lessons and findings throughout the workshop (See Panel 3).

Blog piece photo panel 3 - learning

So by now you’re hopefully wondering… what lessons did the tribe share and what now?

First and foremost, we learnt that we were glad to have found the other members of the tribe: Each project leader, in their local context or organisation is pushing the boundaries and innovating, working against a multitude of barriers to bring about change on the ground for improved stewardship. It can be lonely out there: there was a palpable sense of comfort, relief, renewed energy, in finding like-minded people, feeling free to express and share without having to explain too much, and feeling part of ‘a tribe’.

What lessons did we learn about building collaboration?

… that it takes time (at least 10 years), is resource intensive, requires particular skills and tools,

…that it may not always be necessary: localised, tangible stewardship actions and successes with individual farmers may be as important,

… that it can be extremely difficult and require personal sacrifices and that facilitators at the coal face need support systems,

… and that NGOs need to be catalysts and orchestrators of collaboration, but without the community and landscape taking ownership of stewardship, success will not be sustainable.

What lessons did we learn about enabling stewardship and overcoming barriers to stewardship?

… that identifying ways of ensuring tangible benefits of stewardship practices to farmers is important but difficult,

… that making links to market enablers and economic incentives can drive behaviour change and enable stewardship,

… that re-focusing stewardship on stewards, recognising their needs and priorities, and creating an enabling environment for them to become good stewards is an important starting point. This might mean doing things what do not seem directly related to the overall conservation outcomes we are striving for.

… that embedding stewardship facilitators in a landscape, for the long-term, and building meaningful relationships based on trust and mutual understanding is key to bringing about sustainable shifts to collaborative stewardship in multifunctional landscapes.

What did I, as a young scholar, exploring transdisciplinary research methodologies for place-based social-ecological research, learn from the experience?

… that facilitating knowledge co-production processes which emphasise both trust-building and knowledge building is a tricky tight-rope to walk: in this instance, I think we were more successful in building relationships, and did not have sufficient time to dig more deeply into the research questions,

… that the u-tools are a powerful means of bringing people together and creating ‘safe spaces’ for people to share personal experiences and self-reflect,

… that good food and drink, and beautiful outdoor settings are powerful enabling conditions for collaborative learning processes! (as provided at The Knoll!)

What now? The knowledge co-generated during this process will be incorporated into my PhD research, and I am in the process of analysing and writing it up. Furthermore, sparks of connection have been created through this learning exchange, and we hope that the various members of the tribe will keep in contact with one another. We have developed an online platform to share further lessons, resources, and information with the rest of the group in the future.

We all diverged back to our different landscapes, fields of work and research, and homes again after the two days. Keeping connected can be difficult, but this may just be the start of a new community of practice. I believe that the inspiration, energy and new connections that were made during this first gathering of this young tribe may have unexpected outcomes far into the future, and will be a positive force for good in the community of practitioners and researchers working on collaborative landscape stewardship initiatives in South Africa.

How are you building collaboration for stewardship? How are you using innovative methodologies for knowledge co-production? Connect with me on Twitter @jess_cockburn or drop me an email… let’s start a conversation to keep learning for landscapes: jessicacockburn@gmail.com

I would like to acknowledge the support and collaboration of my supervisors: Georgina Cundill, Mathieu Rouget,and Sheona Shackleton; fellow workshop facilitators: Catherine Andersson, Dieter Van Den Broeck, and Daan van Diepen, and workshop participants: Vaughan Koopman, David Lindley, Sue Viljoen, Ayanda Cele, Samantha Schroder, Marijn Zwinkels, Ancia Cornelius, Ian Little, JP Le Roux, Joyce Loza, and Nicky McLeod.

Jessica Cockburn is a PhD student in the Department of Environmental Science at Rhodes University, in Grahamstown, South Africa. This research is part of the PECS Working Group on Collaborative Governance and Management and was cross-posted from the SAPECS Website – Southern African Program on Ecosystem Change and Society.

New paper: Lessons on transdisciplinary research from a local science-action partnership

A team of researchers and practitioners working in the eThekwini Municipal Area (Durban, South Africa), recently published a paper on bridging the science-action gap in the journal Ecology and Society. Through presenting empirical insights and lessons learnt from a local collaboration between a university (University of KwaZulu-Natal) and a municipality (eThekwini Municipality), the paper contributes to a growing body of research on the role of transdisciplinary research in bridging the gap between science and society.

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Participants in the Durban Research Action Partnership on a field trip to the Giba Gorge Environmental Precinct on the outskirts of the city of Durban, South Africa. 

The paper uses the Durban Research Action Partnership (D’RAP) as a case study to test and operationalise a model of transdisciplinary research proposed by Lang et al. Through its eleven-year journey, the partnership has built a strong foundation for long-term collaboration. The lessons learned through this process have been synthesized into a framework of recommendations for successful implementation of science-action partnerships. The framework consists of four broad enabling actions, each one based on a number of specific factors, as shown in the figure below.

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The paper proposes that initiatives and institutions seeking to contribute to solving complex, interlinked social-ecological problems of societal relevance must recognize the importance of explicitly bridging the science-action gap. This means paying particular attention to bridging traditional disciplinary and institutional boundaries and building collaborative capacity of individuals and teams. By documenting and reflecting on such a process, the D’RAP case study provides conceptual and practical guidance on bridging the science-action gap through partnerships.

Through a process of on-going evaluation and reflection on successes and failures, the partnerships is on a successful trajectory based on the following aspects: 1. strong working relationships growing over time; 2. trust and social capital developed; 3. human capacity built; and 4. implementation-driven knowledge generated.

In publishing this paper, the D’RAP partnership is responding to increasing calls in the literature for empirical insights and lessons from scientists and practitioners working together to bridge the gap between science and society, in the hopes to grow understanding of the enablers and barriers to collaborative research endeavours.

Citation and link:

Cockburn, J., M. Rouget, R. Slotow, D. Roberts, R. Boon, E. Douwes, S. O’Donoghue, C. T. Downs, S. Mukherjee, W. Musakwa, O. Mutanga, T. Mwabvu, J. Odindi, A. Odindo, &. Proches, S. Ramdhani, J. Ray-Mukherjee, Sershen, M. Schoeman, A. J. Smit, E. Wale and S. Willows-Munro. 2016. How to build science-action partnerships for local land-use planning and management: lessons from Durban, South Africa. Ecology and Society 21 (1):28. [online] URL:
http://www.ecologyandsociety.org/vol21/iss1/art28/

Note: The lead authors (Jessica Cockburn and Mathieu Rouget) are affiliated to SAPECS (South African Programme on Ecosystem Change and Society), and this text was also posted on the SAPECS Website.

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For further information, please contact the corresponding authors: Jessica Cockburn: jessicacockburn@gmail.com and Mathieu Rouget: rouget@ukzn.ac.za

This research was supported by eThekwini Municipality through the Durban Research-Action Partnership (D’RAP): KwaZulu-Natal Sandstone Sourveld Research Programme.

Challenges of a change agent: Transformative methods or transformative process?

transformative methods or transformative process

Figure 1: Thought process of a reflective PhD Student-wannabe-change agent

Herewith a personal reflection: comments very much welcome!

I’ve recently been grappling with the question of methods in engaged, transdisciplinary research. I am about to embark on the field work for one of the in-depth case studies in my PhD and have been developing the research plan. In a nutshell, my research seeks to understand what kind of collaborative processes underpin shifts to stewardship (read: sustainable resource use) in agricultural landscapes. I’m taking a social-ecological systems approach in the research.

But let me go back few steps. Upon embarking on this PhD journey a year ago I made a commitment to myself (and the world at large…) that I wanted to do a ‘transdisciplinary PhD’ and that I wanted my PhD  to make a difference. Nice idea. Which I managed to write about quite nicely in my research proposal, and which I could find a lot of nice literature to back up.

Skip forward 6 months to the present: Reality check: I am about to head out into the field and need a plan. here it is:  I am planning to conduct a Social-Ecological Inventory and do lots and lots of qualitative interviews with diverse stakeholders in my study area to develop a detailed case study to answer my research questions. I will also be participating in workshops hosted by a local NGO where I will be doing participant observation and running post-workshop reflection sessions . All in all, a pretty standard set of field work methods.

So much for my engaged, transformative research methods which I committed to in my proposal.

What is a transformative method? What examples are there , out there, of transformative research methods? Anyone? (I’m starting to wonder where I got this idea in the first place…)

I’m not sure of the answer to those questions.

What I am sure of, for now, is that the methods which my supervisor and I have agreed on are scientifically sound, defensible, reliable ways of collecting the empirical data I need for my PhD in order to make a meaningful, novel contribution to science. Maybe now is not the time to flirt with ideas about transformative methods which we don’t really seem to know much about in social-ecological systems research (yet!).

Another thing I am sure of is that my overall research process is potentially more transformative than most conventional research approaches. I am engaging closely with a local NGO in developing the research questions and conducting the research, we’re endeavouring to co-generate the new knowledge through this process. I have also developed a small network of local practitioners in the field of sustainable resource use who have an interest in the research and with whom I am sharing the journey – whilst learning about the work they do in their projects.

So, I hope to have convinced myself by now, that I am okay and haven’t let myself down too much, because:

Even if my specific research methods are ‘standard’ or ‘conventional’, the fact that they are embedded in a interdisciplinary, engaged research process with tight linkages between theory in practice, means that my research does still have some potential to be transformative.

And, secondly, even if my specific research methods are ‘standard’ or ‘conventional’ they are scientifically robust and reliable, and will generate quality empirical data which I can analyse and write up to hopefully complete my PhD successfully. Which as my supervisor points out is my ‘licence to research’.

After that I can play with transformative methods and try to change the world…

 

Beyond Divides: Prospects for Synergy Between Resilience and Pathways Approaches to Sustainability

In the context of rapid social, ecological and technological change,there is rising global demand from private, public and civic interests for trans-disciplinary sustainability research. This demand is fuelled by an increasing recognition that transitions toward sustainability require new modes of knowledge production that incorporate social and natural sciences and the humanities.

The STEPS Centre’s ‘pathways approach’ and the Stockholm Resilience Centre’s (SRC) ‘resilience approach’ are two distinct trans-disciplinary frameworks for understanding and responding to sustainability challenges. However, the varieties of trans-disciplinarity pursued by the SRC and STEPS each have distinct origins and implications. Therefore, by selecting either the ‘resilience’ or ‘pathways’ approach, or indeed any distinct approach to sustainability, the researcher must contend with a range of foundational ontological and epistemological commitments that profoundly affect the definition of problems, generation of knowledge and prescriptions for action. What does an (un)sustainable world look like? How might we ‘know’ and research (un)sustainability? How should sustainability researchers position themselves in relation to civil society, policy, business and academic communities?

In this paper we explore how resilience and pathways address these questions, identifying points of overlap and friction with the aim of generating new research questions and illuminating areas of potential synergy.

Read the full article, written by a group of young SES scholars, here.