Scientist and stakeholder perspectives of transdisciplinary research: Early attitudes, expectations, and tensions

Abstract

Transdisciplinary approaches are becoming increasingly adopted as a way to research complex socio-environmental problems. Conceptually, transdisciplinarity aims to foster meaningful knowledge co-production through integrative and participatory processes that bring together diverse actors, disciplines, and knowledge bases. In practice, transdisciplinarity is more ambiguous. While there is a growing body of literature on such approaches, there remains no widely-accepted definition, concrete framework, or empirical strategy for how to carry out a transdisciplinary project. We propose that this lack of explicit structure and entrenched meaning leaves space for transdisciplinary approaches to be shaped by the evolving network of participating scientists and stakeholders, according to their perspectives of the approach and what it embodies. Here, we examine the perspectives of a diverse group of actors (n=42) embarking on a 10-year transdisciplinary research project focused on building resilience to natural hazards and disasters in New Zealand. We present the findings of qualitative surveys and group interviews that investigate stakeholders’ and scientists’ early perspectives of transdisciplinary, or co-created, research. The study represents the first stage of longitudinal research that will continue over the course of the project. Results show that early actors in the project share an overall consistent understanding of co-created research. Participants described a process that integrated diverse people and knowledge; created benefits on both a social and personal level; fostered clear, two-way dialogue; and overcame pragmatic and intrinsic challenges. Collectively, participants agreed with adopting transdisciplinary approaches to natural hazard, risk, and resilience research, with stakeholders showing a stronger degree of agreement than scientists. While attitudes towards transdisciplinarity were overall positive, a number of underlying conflicts emerged in regards to carrying out new modes of knowledge production within traditional social and institutional structures. These conflicts result in a tension that is felt by actors involved in transdisciplinary projects early on, and in some cases, influences perception of their ability to fully participate in such an approach. Evaluating actor perspectives and expectations early in the transdisciplinary process can give insight into how attitudes, expectations, and conflicts might shape transdisciplinary efforts, and can provide relevant parameters for assessing change over time.