Transdisciplinary Case Study Research Articles

Challenges of Transdisciplinary Research as Interactive Knowledge Generation – Experiences from Transdisciplinary Case Study Research

There are already a variety of contributions focusing on the aspect of knowledge generation in transdisciplinary research. Along the same lines, this article analyses the features of knowledge generation in transdisciplinary case studies initiated at the Swiss Federal Institute of Technology (ETH) Zurich and conducted in Switzerland, Austria, Germany, and Sweden. The article starts with the description of what kind of knowledge is generated when and how in transdisciplinary case studies. On this basis, the quality of the underlying social interactions in terms of challenges, pitfalls and good practices is critically reflected against normative guidelines derived from the literature. Promoting the concept of transdisciplinary research as a "third epistemic way" – demarcated from involving laypersons in scientific research ("the primacy of science") as well as from classical decision support ("the primacy of practice") – four challenges of joint knowledge generation are discussed: "confounded agendas", "separate data philosophies", "reluctance to face exposure", and "co-existing values". A new type of mediated negotiation, so-called "epistemediation", is proposed at the transdisciplinary interface between scientists and local experts, incorporating a new type of multi-layered peer review of expertise.

The Polarity Field Concept – A New Approach for Integrated Regional Planning and Sustainability Processes

Regional planning processes are traditionally structured along administrative sectors, where development issues are mostly discussed in disciplinary groups. This often inhibits innovations beyond sectoral limits. In the polarity field approach, the development challenges of a region are identified in a participatory process and grouped according to underlying polarities that form the thematic focus of workgroups. In this process seemingly isolated topics can be placed into a common viewing frame.In Leben 2014, a comprehensive transdisciplinary case study conducted in the Austrian region of Oberpinzgau, Salzburg, six polarity fields (i. e., "wilderness and culture", "single and together", "inside and outside", "tradition and innovation", "fast and slow", "young and old") were identified as thematic frames for structuring the planning process. Working on polarity fields rather than sectoral topics stimulated innovative outcomes, as it brought together actors who had not communicated much before. The polarity field concept seems to be a promising framework in particular for informal planning and sustainability processes at a regional level.

Transdisciplinary case studies as a means of sustainability learning

PurposeThis paper aims at presenting the theoretical concepts of the transdisciplinary case study approach (TCS), which is a research and teaching approach developed and elaborated at the Swiss Federal Institute of Technology (ETH), as a means of transition support.Design/methodology/approachThe paper reveals the historical roots of case studies, transdisciplinarity and sustainable development as teaching and research paradigms. The TCS approach is presented, which has been developed at ETH for supporting transition management of regional, urban, and organizational systems. This approach is entrenched by an ontology that reveals the basic characteristics of ill‐defined transition problems, an epistemology that refers to Probabilistic Functionalism and distinguishes between multi‐layered systemic and normative epistemics, a methodology that includes a set of methods for case representation (including modelling and projection), assessment, and strategy building, and a project management model that refers to more than a dozen TCSs in the field of sustainable development. Problems of validity of TCSs as a research methodology are discussed.FindingsThree major strengths of the TCS approach presented in the paper are: that it is based on three sound paradigms, which focus on different, relevant characteristics of complex, human‐environment systems; i.e. the case study approach, transdisciplinarity and sustainable development, that it is strictly organized according to an elaborated and consistent theoretical framework that includes ontological, epistemological, methodological, and organizational considerations, and that it is itself subject to an ongoing inquiry and adaptation process. All theoretical considerations of the paper are clarified be elaborated examples from the more than 10 years experience with TCS of the authors.Practical implicationsThe paper gives a comprehensive overview of the theoretical foundation of TCS that might assist other scientists engaged in case study research and teaching to further develop their approaches. Additionally, relevant topics for further research in the field of TCS are presented which hopefully induce an inspiring discussion among case study researchers.Originality/valueAs far we know, this paper is one of the first that presents a comprehensive and theoretically sound overview of applying transdisciplinary case studies as means of sustainability learning. Thus, it can be seen as a first, crucial step for establishing the new research field of TCS research and a sound research community of complex, transdisciplinary problem solving towards sustainability learning.

Learning to research environmental problems from a functional socio‐cultural constructivism perspective

PurposeThe purpose of this paper is to present the transdisciplinary case study (TCS) as a learning framework based on what we call functional socio‐cultural constructivism and project‐based learning (PBL). In doing so, the paper attempts to illustrate the applicability of TCS to learn competencies and skills necessary to research problems of sustainable development.Design/methodology/approachTCS is considered a learning framework based on the principle of self‐regulated learning; i.e. students must actively deal with the requirements as well as plan and execute their project work within their own worldviews and goals. TCS methods are essential as we tackle complex real‐world problems.FindingsThe paper discusses challenges and obstacles of such an approach and present lessons learned since 1994, on both the viewpoints of students and of teachers. It conclude that case study learning is a demanding task, especially in a transdisciplinary context where more challenges emerge than in PBL, since goals of teachers, case agents, and students have to be balanced.Practical implicationsTCS or courses like it are important for universities at the present time. Under present budget restrictions and a wide‐ranging mistrust of society toward universities, there is a necessity for a new contract between society and research: students should learn to take over responsibility in societal contexts and be able to communicate beyond the “ivory tower”.Originality/valueThe learning goals of TCS differ from the goals of most university courses. They are more comprehensive and include complex problem solving, societal context, and group processes. The ambitious goal is that students become enabled to tackle complex, real‐world problems.

System experts and decision making experts in transdisciplinary projects

PurposeThis paper aims at a better understanding of expert roles in transdisciplinary projects. Thus, the main purpose is the analysis of the roles of experts in transdisciplinary projects.Design/methodology/approachThe analysis of the ETH‐UNS case studies from the point of view of the psychology of expertise and the sociology of professions is based on findings and considerations from the psychology of expertise and the sociology of professions – as both lines of research are concerned with experts and the use of expertise. This paper focuses on projects in the framework of the so‐called transdisciplinary case study approach that has been developed at the Swiss Federal Institute of Technology Zurich in the 1990s.FindingsIt is claimed that, firstly, system experts provide important information on the local human‐environmental system and have to be regarded as serious experts, that is knowledge specialists with a certain responsibility for information. Secondly, decision‐making experts run into problems integrating other professionals into transdisciplinary projects and should, therefore, professionalize themselves.Practical implicationsThe paper encourages the use of residents, etc. as system experts in transdisciplinary projects.Originality/valueThe roles of experts in transdisciplinary project are clarified.

Transdisciplinary case studies for sustainability learning

Transdisciplinary case studies for sustainability learning

Higher education for sustainability by means of transdisciplinary case studies: an innovative approach for solving complex, real-world problems

Sustainable development and the interplay between its ecological, social, and economic dimensions can be regarded as a highly complex task. As a logical consequence, educating for sustainable development also has a complex character. Traditional unidirectional educational processes are only of very limited use when educating for sustainable development: Firstly, the initial state of the considered system (case) cannot be described precisely; secondly, the target state of the system is also not sufficiently known; and thirdly, the process between initial state and target state and potential barriers that might have to be passed are also not exactly known. Pure analytically based solutions are therefore, not available; a dynamic mutual learning process is required instead. Mutual learning based on real-world cases requires an interdisciplinary point of view, transdisciplinary problem-solving processes, and self-regulated and self-responsible learning. Consequently, besides analytical capabilities and deterministic process planning, dealing with the complex problem of sustainable development requires creativity, social competencies and specific communication skills in order to cope with the dynamic change that characterizes the developments in most facets of society and nature. A “vassal” that puts together all these requirements towards an educational process for sustainable development can be a transdisciplinary case study approach: In Austria this was first applied by the University of Graz within the “Erzherzog Johann case study”. In order to educate for sustainable development, the students had to work on a “real-world problem”, the development of possible ways to achieve ecologically, economically and socially sustainable development of the abandoned iron ore mining region of Eisenerz in the middle of Austria. As a core characteristic of this “real-world” case study, besides the cooperation among students, teachers and researchers of the university, the interaction with stakeholders of the region was of outstanding importance. Within transdisciplinary case studies students, teachers and researchers have to abandon the role paradigm of the teacher as provider of information and the students as “consumers” of the provided information. Knowledge and competences imparted in university classes need to be applied simultaneously within the real-world case to allow a demand-driven process of mutual learning in which students are self-responsible and decide which tools to apply in the process of attaining sustainable development. Because of the dynamics of this process, students experience the process of sustainable development instead of purely memorizing its characteristics. The process of educating for sustainable development and practical applied sustainability therefore, becomes sustainable.