Sabine Hoffmann: Katalogdaten im Frühjahrssemester 2023 |
| Name | Frau Dr. Sabine Hoffmann |
| Adresse | EAWAG Überlandstrasse 133 8600 Dübendorf SWITZERLAND |
| Telefon | 0587656818 |
| sabine.hoffmann@usys.ethz.ch | |
| Departement | Umweltsystemwissenschaften |
| Beziehung | Dozentin |
| Nummer | Titel | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-1571-00L | Integration in Science, Policy and Practice: Inter- and Transdisciplinary Concepts, Methods, Tools  The course is especially recommended for, but not restricted to, students considering to enroll in the Transdisciplinary case study (tdCS) (701-1502-00L). | 3 KP | 2S | B. Vienni Baptista, S. Hoffmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Meeting environmental and societal challenges requires responses that integrate a wide range of perspectives from different disciplines (i.e. interdisciplinary integration), and from policy and practice (i.e. transdisciplinary integration). Drawing on case studies, students will explore concepts, methods and tools of inter- and transdisciplinary integration in a hands-on experiential setting. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Aligned to the aims of the Master’s degree in Environmental Sciences, the course advances students subject- and method-specific competencies to analyse complex environmental and societal problems in order to design effective research and policies to address them. Integration, in this course, is a integral part of inter- and transdisciplinary research. It implies the co-production and synthesis of different knowledges, perspectives, insights, interests, expectations and collaborative approaches towards a problem and its potential solutions. It is a fundamental process in research when collaborating across scientific disciplines (e.g., natural and social sciences) and working at the interface between science, policy and practice. The course offers a hands-on experiental setting together with empirical cases situated at that interface. At the end of the course students are able to: • Understand and apply concepts of interdisciplinary and transdisciplinary integration, distinguish different dimensions and explain basic principles. • Apply different methods and tools of integration to complex environmental and societal problems and discuss their strengths and weaknesses, potentials and limitations on the basis of topical examples. • Reflect on researchers’ diverse roles in integration processes and discuss personal competencies and expertises needed to fulfill these roles. • Assess challenges and opportunities in designing, planning and implementing an integration process and generating an integrated output. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course focuses on: • Concepts of interdisciplinary and transdisciplinary integration (i.e. process, output, one-sided, mutual) across different scientific communities (science of team science, integration, and implementation science, science and technology studies, transformative research). • Dimensions (i.e. strategic, cognitive, social, emotional, spatial, temporal) and principles of integration (i.e. design an integrative process, form diverse groups, forge robust social bonds, create boundary objects, etc.). • Indicators (i.e. qualitative and quantitative) for assessing integration processes and integrated outputs. • Methods and tools of integration (e.g., Theory of Change, Nomadic concepts, Rich picture, etc.). • Researchers’ roles in integration processes at the interface between science, policy, and practice. • Personal competencies (e.g. flexibility, creativity, humility, persistence, patience, etc.) and expertise in integration (i.e. contributory expertise, interactional expertise, referred expertise). To approach these topics students will work on specific tasks within a diversity of case studies to gain hands-on experience on inter- and transdisciplinary integration. Cases lie at the interface between science, policy and practice targeting interdisciplinary and transdisciplinary integration (including humanities and social sciences). Experts from different research projects will be invited to share insights from selected case studies, for example: innovative resource-oriented water and sanitation systems (Wings), sustainable water management (NRP 61), transformation of pesticide governance (TRAPEGO), integrated assessment models for sustainable development (DIAMOND), design and discovery of novel materials for energy harvesting (INTERSECTIONS), sustainability transformations in Swiss alpine watersheds (TREBRIDGE), etc. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Mandatory reading Concepts and theories - Pohl, C., Klein, J.T., Hoffmann, S., Mitchell, C., Fam, D. (2021) Conceptualising transdisciplinary integration as a multidimensional interactive process, Environmental Science & Policy, Volume 118, Pages 18-26, https://doi.org/10.1016/j.envsci.2020.12.005 - Vienni-Baptista, B., Fletcher, I., Lyall, C. Pohl, C. (2022) Embracing heterogeneity: Why plural understandings strengthen interdisciplinarity and transdisciplinarity, Science and Public Policy, 2022;, scac034, https://doi.org/10.1093/scipol/scac034 Dimensions and principles - Fazey, I., Schäpke, N., Caniglia, G., Patterson, J., Hultman, J., van Mierlo, B., et al. (2018). Ten essentials for action-oriented and second order energy transitions, transformations and climate change research, Energy Research & Social Science, Volume 40, 2018, Pages 54-70, https://doi.org/10.1016/j.erss.2017.11.026. Methods and tools - O’Rourke, M (2017) Comparing Methods for Cross-Disciplinary Research. In R. Frodeman et al. (eds.), The Oxford Handbook of Interdisciplinarity, 2nd ed., Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198733522.013.23 Researchers roles, competencies and expertise - Bulten E, Hessels LK, Hordijk M, Segrave AJ (2021) Conflicting roles of researchers in sustainability transitions: balancing action and reflection. Sustain Sci 16 (4):1269-1283. http://doi:10.1007/s11625-021-00938-7 - Hoffmann, S., Deutsch, L., Klein, J.T. et al. (2022) Integrate the integrators! A call for establishing academic careers for integration experts. Humanit Soc Sci Commun 9, 147 (2022). https://doi.org/10.1057/s41599-022-01138-z Complementary readings and resources Students will be offered complementary readings and online resources to use in the group work. The list will be provided in Moodle. Some examples of those resources are: - Guides and Case studies, SHAPE-ID toolkit (https://www.shapeidtoolkit.eu/downloadable-guides/) - Methods factsheets for transdisciplinary research, td-net toolbox (https://naturalsciences.ch/co-producing-knowledge-explained/methods/method_factsheets) - Selected posts, Integration and Implementation Insights Blog (https://i2insights.org) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Assignments The lessons offer conceptual and/or methodological inputs presented by the lecturers, case studies introduced by invited experts as well as enough time for group and individual activities carried out by students. Each lesson will be structured in a different way, allowing students to understand and apply different concepts, methods and tools, explore different dimensions and principles of inter- and transdisciplinary integration. The mandatory readings provide the basis for fulfilling the two mandatory assignments: 1. Group assignment: Apply one integration method/tool to a particular case study and prepare an oral presentation in groups of 3-4 students (groups will be decided by the students). 2. Individual assignment: Write a personal diary with reflections on the group work and the challenges and opportunities experienced in bringing different perspectives together when preparing assignment 1 (using the guidelines provided by the lecturers and assessing the integration process and the integrated output of the group work). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Kompetenzen |
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