Transdisciplinary research can generate positive effects not only for society, but also added value for science by contributing to a better understanding of the scientific problem, improving the quality of scientific insight, and increasing the reflexivity of the researchers involved (Marg; Theiler 2023). Levering this potential, however, requires specific knowledge, skills, and not least mindsets. While a wide range of tools, methods, and other resources is already available for the design and implementation of inter- and transdisciplinary research processes (see e.g. ITD Toolkits Inventory by ITD Alliance or Open Online Course on Transdisciplinary Research by td-net | Network for Transdisciplinary Research), these resources yet have to reach the researchers and practitioners (to be) involved. Likewise, inter- and transdisciplinary mindsets, skills and attitudes do not arise on their own. Finally, there is great scope for shared learning from the practical experience of researchers and practitioners working in inter- and transdisciplinary settings, not least concerning the handling of challenges associated with the transdisciplinary research mode. In the course of the “InNoWest”-project, the authors of this abstract have taken on the task to tackle the above-named challenges.

“InNoWest – Just do it! Sustainable and Digital together in North-West Brandenburg” (2023 – 2027) is a German inter- and transdisciplinary joint project of Brandenburg University of Technology (THB), Eberswalde University for Sustainable Development (HNEE), and Potsdam University of Applied Sciences (FHP). Together with regional actors from politics, administration, municipalities, small and medium-sized enterprises (SMEs) and civil society, the network partners develop solutions for specific problems in the North-West Brandenburg region, Germany. The development and implementation of these projects is carried out by so-called innovation teams, which comprise scientists from different disciplines, levels of experience, and hierarchies. As part of the strategic-structural sub-project “Knowledge transfer for regional learning processes”, the authors provide the innovation teams and their practice partners with support for inter- and transdisciplinary competence development along all phases of transdisciplinary project work. To this end, the current repertoire comprises collegial advice and (external) coaching, the provision of spaces for resonance, reflection and the exchange of experiences, as well as formats such as “ttt – testing transdisciplinary tools”, where the innovation teams are invited to try out and discuss transdisciplinary tools for specific issues and project phases. The repertoire is continually developed, extended and adapted, depending on emerging or anticipated needs. In a second strand, the authors use the example of “InNoWest” to enrich the body of knowledge on success factors for transdisciplinary research projects. The findings made are then fed back into the joint project´s ongoing work in the sense of a continuous learning and improvement process. In the context of the activities described, the authors continuously develop further not only the expertise of their fellow researchers and practitioners, but also significantly broaden their own stock of knowledge and experiences. Thus, in this process, the authors consider themselves as coaches and learners at the same time. In the proposed workshop, we would like to share and discuss our experiences along these blurred lines between teaching and learning in capacity building in transdisciplinarity, and invite the participants to share their experiences and ideas on specific questions in this context.

The workshop is scheduled for 90 minutes and up to 18 participants, and designed as follows: The workshop starts with a 20 minutes report on our structural sub-project “Knowledge transfer for regional learning processes“, its role, objectives and so-far activities in the joint project “InNoWest“, as well as our findings, experiences made and lessons learned in the then nearly two-year project work. We would then invite the participants to an interactive part, which follows the logic of a World Café (Brown & Isaacs 2005).

• Explaining the procedure and its ettiquette (5 minutes)

• Three discussion rounds (total 50 minutes with 15 minutes for each round and buffer time to change the tables) with up to six persons per table. Each table will be moderated by one of the authors. Based on our so-far experiences in the course of the “InNoWest”-project, we suggest the follwing three topics. However, topics may still be subject to change according to the authors experiences in the following months as well as potential suggestions by the conference committee:

Table 1: Why? – How to create motivation for capacity building in transdisciplinarity? Capacity building requires the investment of time and other resources, and not least the openness towards learning processes and new approaches, even among experienced researchers and practitioners. As the authors´ so-far experience has shown, the readiness to engage in such learning processes may vary considerably. At this table, we will discuss the question of how motivation for capacity building and continuous learning in transdisciplinarity can be created.

Table 2: How? – What features should resources for transdisciplinary research comprise to make them easily applicable? Even though there are plenty of transdisciplinary tools and other resources available, the material is provided in different forms and formats. As the authors´ experiences have shown, details do matter in this context, and potential pitfalls only become apparent at second sight or in the actual application. At this table, we will discuss how resources on transdisciplinary research may be prepared and shared in such way, that they can smoothly be imparted or applied even by inexperienced users.

Table 3: Who? How to provide impetus for and guidance in capacity building in transdisciplinarity? As already written above: resources for inter- and transdisciplinary research do not automatically reach researchers and practitioners, nor do inter- and transdisciplinary mindsets, skills and attitudes arise on their own. As the authors´ experiences have shown, their offers and formats for capacity building and reflection are increasingly requested and appreciated, and indeed have triggered processes of learning and reflection, which otherwise would not have found their space in daily business. At this table, we will therefore discuss formats of by whom and how impetus for and guidance in capacity building in/reflection on transdisciplinary research may be provided.

• Summary of ideas and results from all three tables and discussion rounds (15 minutes), closure of the workshop. The workshop´s results (fotolog) may lateron be shared with the workshop´s participants.

Key Readings

Brown, J. and Isaacs. D. (2005). The World Café: Shaping our futures through conversations that matter. San Francisco: Berrett-Koehler

Marg, O.; Theiler, L. (2023). Effects of transdisciplinary research on scientific knowledge and reflexivity. In: Research Evaluation, 2023, 32, pp. 635-647