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2020 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 12, no 17, article id 6995Article in journal (Refereed) Published
Abstract [en]
While transdisciplinary (TD) research is desired in order to solve real world sustainability issues, this may be challenging for both academic and non-academic participants. Supporting learning through evaluation, we analyzed a project aiming at sustainable transport infrastructures. After developing a TD research framework as a benchmark, two external independent evaluators interviewed all project researchers, representatives for end-users, and donors. The evaluators compared results with the framework, and evaluators and participants critically reflected on the results together. There were three inconsistencies relative to the framework: (1) limited understanding of TD research among project management, end-users, and most of the researchers; (2) no structured learning process among end-users; instead, they expressed very diverse opinions about what they expected from the project; (3) project leaders had limited understanding of the special challenges of TD research, did not fully understand the status of the project's social system, and thus did not act as facilitators of the required collaborative learning process. Non-academic participants saw themselves as customers and not as partners in the knowledge production process. We conclude that TD problem-solving research requires much time and needs facilitation and training. A preparatory phase with a lower level of funding would be helpful in preparing for TD processes.
Place, publisher, year, edition, pages
MDPI, 2020
Keywords
learning through evaluation, research design, researcher-stakeholder collaboration, sustainability, transdisciplinary, sustainable development, transport infrastructure
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:vti:diva-15581 (URN)10.3390/su12176995 (DOI)000571200200001 ()
2021-03-032021-03-032025-03-21Bibliographically approved