Contemporary societal issues, such as those related to health care or sustainable development, are often very complex. They can be rooted in deep organizational, political and social issues that involvemany different actors, all with their own perspectives. For this reason, contemporary societal problems are often called ‘wicked’ or ‘persistent’ problems. Increasingly, the fields of global health and sustainable development research are recognizing the importance of defining these problems through the eyes of all actors involved. This implies that multiple approaches, fields of science and frames of reference are integrated to build specific, practical, experiential and scientific knowledge about the problem with those directly confronted with it. An interdisciplinary research approach, that aims for integrated knowledge generation is essential to do justice to the multi- faceted nature of persistent problems. Moreover, transdisciplinary research is rapidly becoming a key paradigm inresponding to wicked problems.
Transdisciplinary research is distinct from mono-, multi- and interdisciplinary research. It integratesknowledge from different scientific actors with the experiential knowledge of societal actors (e.g. patients, health professionals, NGOs, government, industry, and international organizations), jointlyinvolving scientists and societal actors in defining problems and identifying and implementing interventions through mutual learning and co-creation. This new approach to research does come with some challenges. Among the challenges, transdisciplinary researchers must integrate various different knowledge cultures, incorporate actors needs and feedback, all while ensuring a safe and open venue for mutual learning and co-creation.
In this course, PhD candidates will be exposed to, and will practice key skills within the design and implementation of inter- and transdisciplinary research. They will acquire a grounded understanding of epistemological cultures and how knowledge-value systems can challenge mutual learning. During the course, PhD candidates will use a case study format to redesign a mono- or multidisciplinary research project into an inter- or transdisciplinary research project. This will ensure practical exposure to stakeholder analysis, critical stakeholder feedback, and careful stakeholder communication skills before participants design and build their own PhD research proposal.
The whole course consists of two parts. The first part (part I) concerns the preparatory reading prior to the start of the lecture series. The second part (part II) will be held remotely and includes lectures, workshops on 5 days spread out across May and June. This part also involves a group and individual assignment which students can work on between the scheduled sessions (except for PhD students in the final 6 months of their PhD trajectory, who will complete an additional individual assignment as an alternative to the group assignment).
