The Early Career Handbook for Inter- and Transdisicplinarity Research

ITD Alliance ECRs Working Group Handbook - Interdisciplinary and transdisciplinary research Version March 2024 Main authors: BinBin J. Pearce, Irina Dallo, Hammond Sarpong Antwi Contributing authors: Erika Angarita, Ana Isabel Garcia Ambrosy, Nadine Brühwiler, Lisa Deutsch, Ancois De Villers, Dena Fam, Jan Freihardt, Stefan Hilser, Lorena Daphna Kuratle, Rebecca Laycock, Jenny Lieu, Philipp Lischer, Nelly Mokay, Stefan Markus Müller, Varvara Nikulina, Pfungwa Nyamukachi, Rea Pärli, Abigail Poeske, Juanita von Rothkirch, Ariane Wenger Are you conducting or interested in applying or incorporating aspects of interdisciplinary (ITD) and transdisciplinary (TD) approaches into your research projects? If yes, this Handbook provides you answers to common ITD/TD challenges and questions, which should help you to design your project. It should also help you identify with the ITD/TD community, a vital part of the scientific landscape. The Handbook is a list of frequently asked questions about ITD/TD research. The list was compiled based on over fifteen coffee hours with ECSs discussing their challenges and concerns. Some of the answers were jointly elaborated with ECSs and extended with the expertise of the main authors (ITD Alliance ECSs Working group). The Handbook is a living document, thus further questions that emerge can be added and answers can be expanded with additional insights. We categorized the current questions into eight overarching topics: 1) Research identity; 2) Ethical considerations; 3) Methods; 4) Theoretical, conceptual, and thematic frameworks; 5) Actors and stakeholders; 6) PhD process; 7) Networking; and 8) Funding and career opportunities. Overview of the questions RESEARCHER IDENTITY................................................................................................................................... 3 How do I know that I carry out ITD/TD research, and what are the feelings and diverse scopes associated with this type of work?.................................................................................................................................... 3 Why might I want to deepen my knowledge about ITD/TD research?............................................................ 8 ETHICAL CONSIDERATIONS............................................................................................................................. 9 What are the ethical considerations when conducting TD/ ITD research?......................................................9 METHODS.....................................................................................................................................................10 What ITD/TD methods are available, how can they be applied, and what criteria should be considered when selecting a method that aligns with my specific context?....................................................................10 What challenges do we face when implementing ITD/TD methods and how can we tackle them?............. 11 How can we determine what is a legitimate approach, while doing ITD/TD research?.................................12 THEORETICAL, CONCEPTUAL, AND THEMATIC FRAMEWORKS....................................................................... 12 What is the difference between transdisciplinary research and participatory action research?...................12 ACTORS AND STAKEHOLDERS........................................................................................................................13 What is our role as a researcher in TD/ITD projects when involving actors and stakeholders?.....................13 How do you handle situations where your collaborator or supervisor has a different perspective on the definition of "science" compared to yours?...................................................................................................15 PhD PROCESS................................................................................................................................................15 What should I consider in the first year of my PhD?......................................................................................15 What should I keep in mind in the final year of my PhD?..............................................................................16 NETWORKING...............................................................................................................................................18 What are relevant conferences for ITD/TD researchers?...............................................................................18 What are other relevant activities and events for ITD/TD researchers?........................................................18 What are relevant journals for ITD/TD researchers?..................................................................................... 18 FUNDING AND PROPOSAL WRITING (CAREER OPPORTUNITIES)....................................................................19 What are funding opportunities for ECRSs specific to ITD/TD research?.......................................................19 2 RESEARCHER IDENTITY How do I know that I carry out ITD/TD research, and what are the feelings and diverse scopes associated with this type of work? A distinctive challenge for ITD/TD researchers is that they often have to self-identify as ITD/TD researchers before they can start to find the community which addresses their specific concerns about carrying out ITD research. If you are here reading this piece, in some sense, you have already done the hard part. Welcome! Interdisciplinary researchers are those who engage in work that requires crossing disciplinary boundaries - you may be here if your supervisors are based in different departments or sections of your institution, for example. You may also be here if you regularly make use of frameworks and theories that span different disciplines. However, this term is applied to researchers who engage in different areas of the natural sciences, as well as those who work between the interfaces of humanities and natural sciences. Julie Thompson Klein and Catherine Lyall have both written extensively about interdisciplinary scholarship. For interdisciplinary scholars, please follow up on their work. For the rest of this section, we will focus on the specific challenge of those who consider themselves to be transdisciplinary researchers. Transdisciplinary researchers usually work interdisciplinarily and engage with extra-academic actors in the process of their work as well. How this engagement with actors outside of the academic environment is carried out can vary a lot. This is because transdisciplinarity is not just manifested in tools and methods, even though that is the aspect of transdisciplinarity that is often mentioned and implicitly assumed. Rather, transdisciplinarity can be thought of as the combination of any of the following: Transdisciplinary… - Settings - Mindsets - Processes and practices - Outputs Transdisciplinary settings Figure 1: Transdisciplinary setting [adapted from Jahn et. al 2012, Lang et. al 2012, Pohl et. al 2017] One setting for transdisciplinary work exists in the intersection between academic objectives that exist for both learning and research, as well as societal objectives originating from the needs of those who are outside of 3 academia. This means that transdisciplinary work is not only motivated by the identification of knowledge gaps within certain fields of academic knowledge, but are also motivated by real-world challenges. Transdisciplinary research from this perspective could be thought of as an interdisciplinary approach to scientific inquiry that deals with complex, realworld problems and places an emphasis on joint problem framing between people inside and outside of academia with the aim of developing possible solutions. A complex or illdefined problem is a problem that has: 1) an unclear goal definition, 2) unclear goal states, where it is possible that there is no “right” solution at all, 3) unclear means by which to arrive at the goal state and 4) unclear criteria by which to judge whether the goal state has been reached (Rittel and Hortel 1973, Dörner 2017). Joint problem framing (JPF) is a process by which a group with diverging interests, backgrounds and world views comes together in order to make explicit the particular aspect of a complex, realworld problems they would like to solve and to clarify the goal definition, in the context of a research project, where both scientific and practical needs exist. The integration of knowledge and values from different scientific and societal perspectives are needed during the process of problem framing (Pearce and Ejderyan, 2019). This may be the setting in which transdisciplinary research projects are most often embedded in, but it is not the only setting. In another settting, the focus may be primarily on academic objectives, in which the goal would be to co-produce knowledge that is grounded in a broader set of perspectives and experiences than otherwise would be possible, but the aim of the setting is still to produce academic work. In yet another setting, the focus may primarily be reaching societal goals, with researchers or students as facilitators or reflection partners in the background. The aim here may be that researchers or students learn through accompanying a real-world setting, but the primary goal is not necessarily to produce research based on this involvement or to study the partners they are working with, but as a form of enrichment for specific transdisciplinary capacities that the researchers/students themselves are trying to develop or gain experiences about, while at the same time providing support in a form and manner intended to be helpful to the real-world process itself. Another setting for transdisciplinary work is when the main focus is set on engaging different ways of knowing (e.g., see Max-Neef, 2005). This means to consider the various ways in which we know the world, how we know it, and what we value within the world. This includes, for example, ways of knowing that are indigenous, spiritual, and artistic, as well as knowledge that comes from experiencing the real world. The goal of such a setting may not be a "solution" to a particular solution, but the process itself helps to create new approaches to creating knowledge, carrying out research, or other types of work that need to be done. The distinctions between these settings have also been articulated by Pohl (2011). The USYS TdLab website also has a FAQs page that could provide additional perspective (https://tdlab.usys.ethz.ch/news/faq.html). Transdisciplinary mindsets There are a number of papers and websites which have delineated the attitudes, skills and competencies that are related to transdisciplinary research. ●The Transdisciplinary Field Guide from Utrecht University recognizes that "an open, curious an adaptive approach to research", questioning personal assumptions, biases and triggers and a capacity to navigate them, and valuing diverse forms of knowledge are important. ●Claremont Graduate University has created a helpful blogpost that points to boundary crossing, ontological flexibility, focus on interconnectivity and reflective practice as being a part of a transdisciplinary mindset. ●Guimarães et al 2019 provides an empirical study of the motivation, attutdes/skills of individuals and teams who undertake transdisciplinarity. ●Pearce et al 2018 name the ability to frame complex problems and the ability to empathize with diverse points of view as being key skills for transdisciplinary learning and research. 4 ●This collection of articles in the Humanities and Social Sciences Communications journal all explore aspects of the type of expertise that is needed for integration and implementation for transformative research. ●Stokols et al 2014 discusses the TD intellectual orientation that consists of five categories of personal attributes: TD values for understanding and apply solutions for societal problems, a set of attitudes for integrative scholarship, beliefs that integrating knowledge from diverse fields is important to make academic and practical advances for society, conceptual skills and knowledge for traversing multiple scales and disciplinary perspectives to develop novel ideas, and collaboration skills to work as a part of a team. Transdisciplinary processes and practices Some seminal works on transdisciplinary processes include the following texts: -Jahn et al. 2012 identifies the main features of a conceptual framework for transdiscipllinary research for science/science policy. -Lang et al. 2012 presents a conceptual model of an 'ideal-typical' transdisciplinary process -Brandt et al. 2013 identifies the main challenges to carrying out transdisciplinary research based on a literature review of case studies in the field. - Other importanat publications that are representative of the field can be found here. In addition to this idealized version of transdisciplinary research process, the following are some concepts that may be be linked to transdisciplinary processes and practices. 1. Indigenous knowledge systems (IKS) – Especially noteworthy is their "communitarian" and integrative approach or ethic, which aligns with the foundational principles of transdisciplinary research. African epistemologies, deeply rooted in history, share similarities with transdisciplinary research by emphasising holistic and inclusive methodologies. They underscore the significance of embracing diverse perspectives and various forms of knowledge. Chilisa (2017) emphasises that methodologies rooted in African philosophies challenge academic and methodological imperialism, bringing alternative approaches to research that prioritise problem-solving and inclusive research agendas. These methodologies highlight indigenous and local knowledge (ILK) as a comprehensive body of thought that encompasses all knowledge systems, legitimising ILK holders, practitioners, and communities as scholars and authors of their knowledge and its acquisition. Chilisa (2017) further outlines three guiding philosophies in African epistemologies—ethnophilosophy, sagacity, and nationalistic ideology—and illustrates their application in research processes: The evolution of African epistemologies faced significant obstacles due to the impacts of colonialism and slavery. Firstly, these oppressive forces sought to erase or diminish their existence, relegating them to non-existence or deeming them inferior. Secondly, the exploitative practices of scientific institutions towards the Global South and indigenous communities exacerbated these challenges. As Held (2019) notes, natural scientists exploited Indigenous territories for profit, while social scientists studied indigenous peoples from a colonial perspective, often conducting research that was exploitative and disregarded the needs and perspectives of the Indigenous communities. Instances of invasive and unethical research, such as the skin grafting experiments on Inuit in the early 1970s without continuous consent, further exemplify these problematic practices. Similarly, du Plessis (2020) underscores the importance of transdisciplinarity in addressing the socio-pathology of oppression, particularly in post-1994 South Africa, where colonial legacies must be reshaped to meet present challenges. The politics of knowledge production play a crucial role in rebuilding a society disrupted by structural inequality and political disempowerment. Du Plessis emphasizes the need to scrutinize knowledge production histories and institutions to adapt their parameters for change, considering that the global evolution of knowledge shapes the paradigms of local knowledge. 5 2. Citizen science – According to the Green Paper on Citizen Science from the European Commission's Digital Science Unit and Society, citizen science is described as the active involvement of the general public in scientific research activities. This involvement includes citizens contributing to science through intellectual effort, sharing their knowledge, or providing tools and resources. Participants play a crucial role by supplying experimental data and facilities for researchers, posing new questions, and contributing to the co-creation of a new scientific culture (European Commission's Digital Science Unit and Society, 2013). 3. Systems design and systems thinking – The systems approach involves a comprehensive analysis of an ecosystem, necessitating the involvement of diverse stakeholders, multiple perspectives, and a range of disciplines to address a problem effectively. 4. Mode 2 Science – In the early 1990s, Gibbons introduced the concept of Mode 2 Science, emphasising the idea of "socially robust knowledge." This concept, akin to transdisciplinary research, acknowledges that knowledge is generated for practical application and problem-solving within specific contexts, involving diverse participants. Gibbons advocates: ‘A new contract must now ensure that scientific knowledge is ‘socially robust’ and that its production is seen by society to be both transparent and participative’, distinguishing between science and expertise. While mechanisms like peer review maintain the purity of knowledge claims, policy-making requires additional elements such as wisdom, judgement, and expertise. According to Blair (2011), the contemporary challenge lies not in the scarcity of information but in evaluating its validity and usefulness amid the abundance of available data. Gibbons and colleagues argue that the utility of science may be limited without practical application or use as its outcome, questioning the effectiveness of linear/disciplinary or even transdisciplinary approaches. Mode 2 Science promotes decentralised knowledge production beyond traditional university laboratories, involving a multitude of participants in the research process. This approach allows for diverse and interdisciplinary perspectives, departing from a linear methodology (Gibbons et al., 1994, 1999; Hessels, 2008). 5. Responsible Research Innovation – Responsible Research Innovation (RRI) is a relatively new framework that was introduced in the Horizon 2020 European Union funding framework in 2014 which also exhibits transdisciplinary research traits. RRI is defined as: “a process where all societal actors (researchers, citizens, policy makers, business, third sector organisations etc.) work together during the whole R&I process in order to better align R&I outcomes to the values, needs and expectations of European society” (Meijer et al, 2016). RRI thus seeks to incorporate multi-disciplinary and multi-stakeholder approaches to research. Further, RRI encompasses six values that resonate closely with the principles of transdisciplinary thinking: societal engagement, gender mainstreaming in the process, education, open access, ethics and governance. Further reading: ●Chilisa, B. 2017. Decolonising transdisciplinary research approaches: an African perspective for enhancing knowledge integration in sustainability science. Sustain Sci 12, 813–827. https://doi.org/10.1007/s11625-017-0461-1 ●Du Plessis, H. 2020. Linking transdisciplinary practice to South Africa science, technology and innovation policy. MISTRA. https://mistra.org.za/wp-content/uploads/2020/05/Working-Paper-Linking-Transdisciplinarity-Practice-to-SouthAfrican-Science-Technology-and-Innovation-Policy-Final-Final-280420.pdf ●European Commission’s Digital Science Unit. 2013. Green Paper on Citizen Science. ●Gibbons Michael, Limoges Camille, Nowotny Helga, Schwartzman Simon, Scott Peter and Trow Martin (1994). The New Production of Knowledge: the dynamics of science and research in contemporary societies. Sage. ●Gibbons Michael, Limoges Camille, Nowotny Helga, Schwartzman Simon, Scott Peter and Trow Martin (1994). The New Production of Knowledge: the dynamics of science and research in contemporary societies. Sage. ●Meijer I, Mejlgaard N, Woolley R, Rafols I, Wroblewsky A. 2016. Monitoring the evolution and benefits of responsible research and Innovation: RRI dimensions and indicators. OECD Blue Sky III. 6 Transdisciplinary outputs The outputs and effects of transdisciplinary research processes are diverse and go beyond the traditional scientific outputs i.e. journal/peer-review publications. This is because of the diversity of stakeholders involved as well as the real-life problem that TD projects are seeking to solve. TD outputs are often focused on "transformation knowledge", or knowledge of how society can get from where it is to where it wants to be, rather than "target knowledge" (knowledge to set goals) or "systems knowledge" (knowledge of what is there). TD outputs are therefore focused on helping to create change in the real world and can thus be a varied mix that include the following: ●Academic outputs such as scientific journal article, peer-reviewed papers, or presentations at scientific conferences ●Society-directed outreach outputs such as policy briefs, articles in popular media multi-media outputs, presentations at societal conferences/convenings to build awareness around the problem or proposed solutions ●Uptake of knowledge in practice, policy, and science ●Learning: problem awareness and capacity building ●Societal effects: trust building, networks and relationships, inclusion Further reading: ●Pärli, R., Fischer, M., & Lieberherr, E. (2022). What are the effects of transdisciplinary research projects in the global North and South? A comparative analysis. Current Research in Environmental Sustainability, 4, 100180. ●Proclim. (1997). Research on Sustainability and Global Change—Visions in Science Policy by Swiss Researchers. Forum for Climate and Global Change, Swiss Academy of Sciences. How transdisciplinarity shows up in institutional form In most places in the world (although this is beginning to change), there is not one department or faculty dedicated to the transdisciplinary approach to research. Instead, specific research groups within various departments may be working with stakeholders or working interdisciplinarity, but they often do not communicate with each other regarding the specific interor transdisciplinary aspect of their research. Rather, the academic community within an institution is organized around traditional bodies of expertise shared by specialists in established disciplines. At TUD, for example, there is a Department of Multi-Actors Systems within a faculty called "Technology, Policy and Management" (established in 1993). Many people in this department have carried out ITD research for years, but would not, until recently, have labeled the research as such. In this institutional context, people take it as a matter of course that stakeholders are involved in the research and that a variety of disciplines must be included in order to address societally relevant issues. The societal relevance of research, by the way, is also assumed to be an important priority. The concept of transdisciplinarity was never, until recently, used to describe its work, however, and therefore, even though much thinking and analysis has been carried out in relation to the design of stakeholder processes,. , The role of institutions in technological design, and the importance of having a multi-stakeholder perspective in developing policy and engineering solutions, transdisciplinarity as such has never been studied as a separate category of research. At ETH Zurich, on the other hand, there is the Transdisciplinarity Lab. In this relatively newly established research group (established 2013), transdisciplinarity as a concept is the focus of research projects, alongside projects that apply transdisciplinarity methods and approaches. The Lab itself distinguishes its work into TD application and TD development (e.g., TD research and study of ITD/TD). 7 So, depending on where you are working, transdisciplinarity may be an explicit or implicit mode of thinking and doing research, or somewhere in between. No matter where you are, it is helpful to become aware of in what way and for what reason you are considering your own research to be interand transdisciplinary. Reflection from an ECR: “I realized that the research I had carried out during my PhD could be considered to be transdisciplinary only after a few chapters of my dissertation were already written. I felt both relief and regret that the orientation of my research, which had never seemed to ‘fit’ any discipline, is actually shared by a group of researchers who have experience doing the same type of research that I care about.” Further reading: ●Jahn, T., Bergmann, M., & Keil, F. (2012). Transdisciplinarity: Between mainstreaming and marginalization. Ecological Economics, 79, 1–10. https://doi.org/10.1016/j.ecolecon.2012.04.017 ●Lang et. al 2012. ●Lieu, J., Martinez-Reyes, A., Groome, P., Mangalagiu, D., Pearce, B. J., Witajewska-Baltvilka, B., & Møller, R.-E. D. (2023). Inclusive stakeholder engagement for equitable knowledge co-production: Insights from the EU’s Horizon 2020 programme in climate change research. GAIA - Ecological Perspectives for Science and Society, 32(1), 138–143. https://doi.org/10.14512/gaia.32.1.11 ●Max-Neef, M. A. (2005). Foundations of transdisciplinarity. Ecological Economics, 53(1), 5–16. https://doi.org/10.1016/j.ecolecon.2005.01.014 ●Pearce, B. J., & Ejderyan, O. (2020). Joint problem framing as reflexive practice: Honing a transdisciplinary skill. Sustainability Science, 15(3), 683–698. https://doi.org/10.1007/s11625-019-00744-2 ●Pohl, C. (2011). What is progress in transdisciplinary research? Futures, 43(6), 618–626. https://doi.org/10.1016/j.futures.2011.03.001 ●Pohl, C., Krütli, P., & Stauffacher, M. (2017). Ten Reflective Steps for Rendering Research Societally Relevant. GAIA - Ecological Perspectives for Science and Society, 26(1), 43–51. https://doi.org/10.14512/gaia.26.1.10 ●Misra, S., Stokols, D., & Cheng, L. (2015). The Transdisciplinary Orientation Scale: Factor Structure and Relation to the Integrative Quality and Scope of Scientific Publications. Journal of Translational Medicine and Epidemiology, 3(2), 1042. https://escholarship.org/uc/item/3mq652fp Why might I want to deepen my knowledge about ITD/TD research? The list of reasons here highlights why it can be vital to enhance one’s knowledge about ITD/TD research in order to solve societally relevant, wicked problems: ●You want to learn from other researchers who also work with stakeholders on a regular basis in order to facilitate workshops and research processes such that the outcomes are satisfying for both those who are societal actors and researchers. ●You want to know about (validated) tools and methods to use for carrying out research that actively involve stakeholders and are both scientifically robust and empowering for all those who participate. ●You would like research processes and outcomes you are a part of to contribute to solving complex problems in society. ●I like to apply the knowledge I gain during the PhD/course of study to a problem that I can help to solve. ●I have a problem I really want to solve for a community I am a part of or have a connection to and research offers me the means and freedom to explore out-of-the box approaches. ●I like working both within and outside of academic settings to develop a more well-rounded view of the problem at hand. ●I am interested in creating new perspectives in research by learning from people whose views may not yet be included in research. 8 ETHICAL CONSIDERATIONS What are the ethical considerations when conducting TD/ ITD research? Ethics in ITD/TD research is crucial in terms of data collection, processing, and sharing, as well as the translation into societally relevant information that enables evidence-based decision-making. Thereby, a distinction is made between internal and external (research) ethics (ALLEA, 2013). Internal ethics refer to good research practices. In particular, in interand transdisciplinary research efforts, open science is key to ensuring the co-production and sharing of both scientific and societal knowledge. In simple words, this means that science should be transparent and accessible (UNESCO, 2022), following the FAIR principles: Findability, Accessibility, Interoperability, and Reuse (Wilkinson et al., 2016). Repositories allowing to make data open are for instance: GitHub,Zenodo,OSF, and institutional repositories (e.g., ETH research collection). Moreover, to reduce reporting and publication bias, it is recommended to pre-register your planned studies, which is possible here: https://doi.org/10.24449/FG-2020-00009; a distinction between confirmatory and exploratory research is possible. Further, when assessing data from stakeholders including professionals and the general public, it is important to comply with the General Data Protection Regulations (GDPR; EU’s data privacy and security law). It is therefore recommended that ethical approval be obtained when conducting focus groups, surveys, or workshops, for example. This ethical approval should contain clarifications regarding informed consent and debriefing, data protection and publication, possible risks and countermeasures, and intended compensation. External ethics refer to the relations between science and society, which has a long history. In particular, after World War II, several ethical standards have been implemented especially to avoid misuse of scientific findings and inventions (Evers, 2001). Further, when communicating scientific information to specific target audiences, it is important to make sure that they correctly understand it and can take appropriate actions (Marti et al., 2022). Thus, the responsibility of institutions does not end with simply providing some kind of information but also supporting stakeholders in using it in their decision-making. Thereby, it is important to consider that “..., scientific evidence competes in democratic decision-making processes with other kinds of considerations, including societal values, strategic goals, and social norms” (Freiling et al., 2023, p. 230). As an ITD/TD researcher, one should thus critically reflect on his/her responsibility towards society, legal boundaries and consequences, the potential misuse of data, and his/her role as a scientist in societal developments (ALLEA, 2013). Since in TD research societal stakeholders are actively involved, the expectation is there to give something back to them, which is also an ethical question (i.e., principles that people who are/ will be affected by the impacts should be involved in scientific processes). Sometimes compromises have to be made, for example, by not tolerating the spread of misinformation (measures to remove it from platforms) while at the same time having to restrict freedom of expression. Links to practical ethics guidelines: ●Ethics Education in Science ●Code of Conduct for Scientific Integrity ●Ethics of AI ●What is ethics in research & why is it important? For further reading ●Dallo, I., Herrmann, M., Supino, M., Bayona, J. A., Khawaja, A. M., & Scaini, C. (2023). The need for open, transdisciplinary, and ethical science in seismology. Seismica, 2(2).https://doi.org/10.26443/seismica.v2i2.470 ●Evers, K. (2001). Standards for ethics and responsibility in science. The Standing Committee on Responsibility and Ethics in Science (SCRES), 149. ●Marti, M., Haslinger, F., Peppoloni, S., Capua, G. D., Glaves, H., & Dallo, I. (2022b). Addressing the challenges of making data, products, and services accessible: An EPOS perspective. Annals of Geophysics, 65(2), 2. https://doi.org/10.4401/ag-8746 9 ●Interdisciplinary skills: Identify the key skills and knowledge fields from the disciplines relevant to your ITD/TD research and then acquire these skills through coursework, workshops, summer/winter schools, or self-study. ●Research proposal: Develop a research proposal that clearly outlines the TD nature of your project, including the involved disciplines and impact of your research (e.g., 10 reflective steps to render your research societally relevant, see references below). ●Advisor selection: Often you have the chance to choose a second advisor (besides your main supervisor). Choose an advisor who has experience in transdisciplinary research or a discipline relevant to your project where you have less knowledge. ●Networking: Build a network within and beyond your institute by attending ITD/TD seminars, conferences, and workshops. ●Follow your peers (on social media): Follow leading scientists in your field on social media (e.g., LinkedIn, X (formerly Twitter) to follow their research and projects and learn about webinars, workshops, and summer schools, for example. ●Seek guidance: Seek guidance and tips and tricks from peers who are already further along in their PhD journey. A suggestion is to build a doctorate support group among you, PhD students, and meet once a month to update each other, share struggles, and discuss challenges you face. ●Flexibility and adaptability: Be prepared to adapt your research approach as you encounter new opportunities to involve societal stakeholders or some stakeholders may not have the time and resources to contribute to the project. ●Take and Keep Note: Taking notes from literature is invaluable as your work evolves. Taking notes is one thing, and keeping them is another. Investing significant time in reading literature is disheartening, only to lose it, especially in your third or final year. Creating a repository of self-generated materials to consistently refer back to is what will ultimately shape your final output. ●Time Management and Planning: Develop effective time management and project planning skills. Create a research timeline, set milestones, and establish a daily or weekly routine that allows for consistent progress in your work. ●Reflection and integration: Regularly reflect on the integration of knowledge from different disciplines in your research and how it shapes your outcomes. ●Develop strong communication skills: A strong skill will be needed to bridge gaps between disciplines. You'll need to explain your research to audiences with varying levels of familiarity with your subject matter. Tailor your communication to be accessible to both experts and non-experts, using clear language and visual aids when necessary. Effective communication will be key in conveying the significance of your transdisciplinary research to a broader audience. Embrace the opportunity to work at the interface of different disciplines and stay open to new ideas and perspectives that shape your research efforts. Your first year is a foundation-building phase that will set the stage for your PhD journey. For further reading ●Do the Ten Reflective Steps for Rendering Research Societally Relevant developed by Christian Pohl, Pius Krütli, and Michael Stauffacher to identify the societal relevance of your work and reflect about the stakeholders’ perspectives.https://www.ingentaconnect.com/content/oekom/gaia/2017/00000026/00000001/art00011;jsessio nid=f6ap3c83nf8tj.x-ic-live-01 What should I keep in mind in the final year of my PhD? The last year of a Ph.D. program is typically characterized by a combination of intense work, a focus on completing the dissertation, and insecurities about future steps. Here are some key things to keep in mind during this phase to help you successfully navigate it: 16 ●Stay focused on your dissertation: Your primary focus should be on completing and polishing your dissertation. Dedicate a significant portion of your time to writing, revising, and editing. ●Set clear goals and milestones: Create a detailed timeline with specific milestones for each chapter or section of your dissertation. This will help you stay organized and make steady progress. ●Prepare for your dissertation defense: Understand the requirements and expectations for your defense. Practice your presentation and anticipate questions from your committee. ●Review graduation requirements: Ensure you understand and fulfill all the graduation requirements set by your university. Address any administrative tasks or paperwork promptly. ●Maintain regular communication with your advisor: Keep your advisor updated on your progress and seek their guidance when needed. They can provide valuable feedback and support, you are not alone. ●Seek support: Do not hesitate to seek support from your peers, mentors, or counseling services if you are feeling overwhelmed or stressed. ●Publish and present your research: Think about publishing your research in academic journals or presenting it at conferences in your field. This not only contributes to your field and enhances your academic profile but also fosters the growth of interdisciplinary research output. ●Network and collaborate: Attend conferences and seminars to network with peers and potential collaborators, where you could imagine to continue working. Collaborations can lead to research opportunities and job prospects. ●Consider career plans: Start planning for your post-Ph.D. career. Explore different career paths, update your CV, and attend job fairs or workshops on career development. ●Balance work and life: While the final year can be intense, make sure to take breaks, maintain a healthy work-life balance, and prioritize your well-being. It's crucial for both productivity and overall well-being. ●Manage stress and self-care: PhD completion can be stressful. Practice self-care strategies such as exercise, mindfulness, and seeking support from colleagues, friends, and family. ●Be flexible: Research may not always go as planned. Be prepared to adapt to unexpected challenges and changes in your project. ●Reflect on your journey: Take time to reflect on your academic journey, the skills you have acquired, and your personal and professional growth. ●Make a decision and go with it: Sometimes we are undecided and do not know which path to take (e.g., to stay in academia or not). Dare to take a path, there is always the possibility to change again. ●Celebrate achievements: Acknowledge and celebrate your accomplishments along the way, whether it's completing a chapter or receiving positive feedback. The final year of your Ph.D. is both a demanding and rewarding period. By staying organized, seeking support when needed, and keeping your long-term goals in mind, you can navigate this phase successfully and set the stage for your future career. Reflections from an ECR: “Finishing a PhD is like starting—there are "fears" and uncertainty, but in my last year, the fear of uncertainty motivated me to apply for grants, employment, and other opportunities. I wanted to graduate with something immediately available to do, and it worked out as I followed most of the steps presented here.” 17 NETWORKING What are relevant conferences for ITD/TD researchers? In the following, is a list of some ITD/TD conferences in 2024. However, discipline-specific conferences are starting to also offer interdisciplinary sessions, where you can promote your work in your scientific community. These sessions are often well attended by the discipline-specific researchers. ●Annual conferences organized by the Association for Interdisciplinary Studies ●2024, 6-8th, May - STS Conference Graz - Critical Issues in Science, Technology and Society Studies. ●2024, 4-7th, June - University of Twente, Netherlands - EU SPRI - European Forum for Studies of Policies for Research and Innovation ●2024, 24-27 July, Bethesda, MD, USA, Science of Team Science conference ●2024, November 4th–8th, Utrecht, Netherlands: ITD24 (Interand Transdisciplinarity Conference). ●For a list of journals see the ITD Alliance website: https://itd-alliance.org/resources/journals/ ●For a list of conferences also see the ITD Alliance website : https://itd-alliance.org/resources/conferences/ What are other relevant activities and events for ITD/TD researchers? In the following is a list of summer and winter schools and other activities to enhance one’s ITD/TD skills. Provided are links to former executions: ●Sustainability Science Forum, Switzerland, organized by the Swiss Academies’ Sustainability Initiative ●Summer School in Social Science Methods, Lugano, Switzerland (e.g., 2023) ●Autumn School Future Earth France Hub (e.g., Sustainability science framings and practices in Europe: How do we leverage transformative research? in 2023) ●tdAcademy Summer and Winter Schools (e.g., International Summer School - Transdisciplinarity methods and tools for dealing with sustainability and land use conflicts in 2023) ●International Program on Ecosystem Change and Society (PECS) ●World Food System Summer School [annually] ●Citizen Science Summer School [anually] What are relevant journals for ITD/TD researchers? In the following is a list with journals where ITD/TD research has high value. Sometimes, there are also special issues within discipline-specific journals fostering ITD/TD research, thus it is worth checking these special issues regularly. ●Cities ●Climate action ●Current Opinion in Environmental Sustainability ●Energy Research and Social Science ●Environmental Science & Policy ●Environmental Innovation and Societal Transitions ●Ecology and Society ●European Journal of Futures Research ●GAIA - Ecological Perspectives for Science and Society ●Global Environmental Change ●Humanities and social sciences communications ●International Journal of Diaster Risk Reduction ●Policy Sciences ●Research Evaluation Research Policy ●Transportation Research Interdisciplinary Perspectives 18 FUNDING AND PROPOSAL WRITING (CAREER OPPORTUNITIES) What are funding opportunities for ECRSs specific to ITD/TD research? Applying for funding after completing a PhD or Postdoc involves a strategic and well-organized approach. Also, remember that the competition for funding can be intense, so one must be persistent and resilient. You should not be discouraged when the response is negative, but rather build on what you have learned in each round to refine and tailor your proposals. While for some, it may seem that they easily get funded, it may take others several tries before "making" it. Try not to compare yourself to others and focus on the work that you want to do. From our experience, although this may be slowly changing, talent-focused funding schemes are a good match for those who can carry out work that does not need collaboration across institutions or various societal actors. The nature of these proposals are not set up for transdisciplinary research. On the other hand, Horizon Europe proposals require transdisciplinary collaboration, including the involvement of SMEs and government agencies in the proposal stage, as well as stakeholder engagement as a part of the project itself. Be aware of the type of work you want to spend time doing. If it is really transdisciplinary work that interests you, then go for those schemes that allow you to do that. If what is most important for you is to "deep dive" into a topic with one or two other researchers whom you can handpick to work with, the talent funding schemes would be a better fit. Consider what kind of research appeals to you more. Another note - please do not take a rejection to mean that your ideas are not worth pursuing. Though it is always wise to do so, read through the feedback with a grain of salt. Reviewers are often time-pressed, but also some times have insightful perspectives to offer you. Pick what is constructive for you from this feedback and leave behind the rest that does not serve you. However, resilience to sometimes negative feedback is something that would greatly help you in persistiting with an academic career, though this is never easy. The proposal writing and winning process is one in which there are many elements not within your control. If you enjoy the proposal writing, keep doing it. It is worth it to invest so much time in each attempt if you get something out of the process itself. Each application is a learning opportunity that contributes to your growth as a researcher. If you do not enjoy it after trying it, and you find yourself doing it only because of a positive outcome, then perhaps ask if this is something you want to keep doing. Here are some general steps to guide you through the process: 1) Identify funding opportunities 2) Understand application requirements 3) Develop a clear research proposal *Note: If you are writing a Horizon proposal or a collaborative research grant, it is crucial to gather a consortium of people whom you can trust and know you can work with. If you have never worked with people before, it may be a good idea to have a couple of conversations with them first to make sure you are on the same page. You may also want to lean on more experienced colleagues for tips about who to involve. In collaborative projects, it is not only about winning the proposal, but making sure that you have a good chance of enjoying the work once you win the proposal so that it adds to your life rather than become a burden. The outward "shine" and appeal of winning is only meaningful if the people you must work with are behind one another. 4) Request letters of recommendation (if needed) 19 5) Prepare budget 6) Seek feedback from your peers/professors 7) Engage with your network to grasp the pulse of the scientific debates In the subsequent table, a list of possible funding sources and grants are listed. Please consider that it is not an exhaustive list. Proposals Location Eligibility Amount Note Contact Horizon Europe EU (with possibilities for Associated country participation) Open Various, but able to fund both salary and research funds, usually lasting 3-4 years. "Research and Innovation Actions" (RIA) are especially good for providing opportunities for both basic and applied research topics. There is a big difference in being involved in one of these large cross-EU proposals as the coordinator, work package leader or a researcher carrying out the work within a work package. Becoming a coordinator takes a lot of work, but can be a way of stepping from a post-doctoral role into a group leader or PI role. If you do not have a permanent position in a university, you may also need the support of professor to underwrite the budget even if they are not themselves involved in the writing of the proposal. These schemes are especially suitable to the skill set of ITD researchers because of increasing calls for stakeholder engagement and transdisciplinary research methods. To get started, the best way is perhaps to find a colleague who has already had experience as a part of such a project. Even though the process seems opaque and daunting, it is a very good match for ITD researchers. https://research-and-in novation.ec.europa.eu/ events/horizon-europeinfo-days_en European Research Council grants (starter, consolidator, advanced) Different time limits from PhD graduation Varies funds salaries of PhD, post-docs and PI Though challenging for ITD researchers because its focus is still on fundamental or basic research, there are still possibilities for ITD research. https://erc.europa.eu/ homepage Marie-Curie Post doctoral fellowships EU and Global No later than 8 years after PhD completion / European citizen Covers living and mobility allowance, as well as research, training, and networking activities The Postdoctoral Fellowships action targets researchers holding a PhD who wish to carry out their research activities abroad, acquire new skills, and develop their careers. PFs help researchers gain experience in other countries, disciplines, and non-academic sectors. https://marie-sklodows ka-curie-actions.ec.eur opa.eu/actions/postdo ctoral-fellowships European Research Council Synergy grants Europe and Global Can be up to a maximum of €10 million for a period of 6 years A group of two to maximum of four Principal Investigators (PIs) working together and bringing different skills and resources to tackle ambitious research problems. One will be designated as the corresponding PI (cPI). https://erc.europa.eu/a pply-grant/synergy-gra nt 20 Pan African University Institute Africa Open for Masters and PhDs Covers tuition and Funds living expenses for masters and PhD researchers from Africa The funding covers masters and PhD students from Africa at one of the Pan African University (PAU) institutes under various thematic areas, as follows: ➔Water and Energy Sciences (including Climate Change) (PAUWES, Algeria); ➔Basic Science, Technology and Innovation (PAUSTI, Kenya); ➔Life and Earth Sciences (PAULESI, Nigeria); ➔Governance, Humanities and Social Sciences (PAUGHSS, Cameroon); ➔Space Sciences (PAUSS, South Africa) https://pau-au.africa/a dmissions/scholarships Mastercard Foundation Scholars Program Indigenous communities in Canada and African Countries: Ethiopia, Ghana, Kenya, Nigeria, Rwanda, Senegal, Uganda Bachelors and Masters degree Covers tuition and basic living expenses. The Mastercard Foundation Scholars Program envisions a transformative network of young people and institutions driving inclusive and equitable socio-economic change. It offers mentoring, leadership skills development, tutoring, internship opportunities, and career services in addition to covering tuition and basic living expenses https://mastercardfdn. org/all/scholars/ Country specific talent programmes NWO - Veni, Vidi, Vici The Netherlands Different time limits from PhD graduation (similar to the ERC) Researchers can apply for a maximum amount of 320,000 euros for Veni, 850,000 euros for Vidi, and 1.5 million euros for Vici. Veni is part of the NWO Talent Programme. It allows researchers who have recently obtained their PhD to conduct independent research and develop their ideas for a period of three years. Vidi is for researchers who have carried out several years of postdoctoral research after their Phd and have demonstrated the ability to independently generate and effect innovative ideas. Vici is for senior researchers who have demonstrated an ability to develop their own line of research. https://www.nwo.nl/en /calls/nwo-talent-progr amme SNSF - Ambizione Switzerland No later than 4 years after PhD completion Covers the grantee's salary and the funds needed to carry out the project. An Ambizione project grant, however, comprises only project Ambizione grants are aimed at young researchers who wish to conduct, manage and lead an independent project at a Swiss higher education institution. The scheme supports young researchers both from Switzerland and abroad. https://www.snf.ch/en/ N18L3oGWomTSSGkF/f unding/careers/ambizi one 21 funds. The grants are awarded for a maximum of four years. SNSF - Starting, Postdoctoral fellowships, Consolidator grants Switzerland No later than 8 years after PhD completion Covers project budget and salary (if needed) Due to Switzerland’s status as a non-associated third country in the Horizon Europe programme, the federal government mandated the SNSF to launch the funding scheme "SNSF Starting Grants 2024". This integrative call is a transitional measure covering the ERC Starting Grants 2024 as well as the former SNSF funding schemes Eccellenza and PRIMA. https://www.snf.ch/en/ A7fep1IPxz1XezVS/pag e/find-funding-scheme ?category=iZo7lDPLP4 MgslLF%3B&page=0 Country specific collaborative research schemes NWO - Collaboration in research calls The Netherlands Various - - https://www.nwo.nl/ca lls?f%5B0%5D=calls_pr ogram_financing%3A47 48 SNSF - Sinergia Switzerland Need backing of professor max. CHF 3.2 million Sinergia promotes the interdisciplinary collaboration of two to four research groups that propose breakthrough research. https://www.snf.ch/en/ HzVMPWm96mz69ZJ8/ funding/programmes/s inergia Irish Research Council The Republic of Ireland Open Varies, funds salaries of Masters, PhD and post-docs The Irish Research Council (IRC) is an associate agency of the Department of Further and Higher Education, Research, Innovation and Science, under the aegis of the Higher Education Authority (HEA). The mission of the IRC is to support excellence in research talent, knowledge, and engagement. The Irish Research Council (IRC) is an associate agency of the Department of Further and Higher Education, Research, Innovation and Science, under the aegis of the Higher Education Authority (HEA). The mission of the IRC is to support excellence in research talent, knowledge, and engagement https://research.ie/abo ut-us/ UKRI United Kingdom - - - Ulrike Kuchner for more information University/Institute specific fellowships Delft Technology Fellowship The Netherlands Various (application for Assistant, Associate or Full professorship) - Each Fellow gets the unique opportunity to shape her own research programme at the top international level, including a start-up grant. Fellowships are awarded at Full Professor, Associate Professor and Assistant Professor level. https://www.tudelft.nl/ over-tu-delft/werken-bi j-tu-delft/campagnes/d elft-technology-fellows hip/more-about-the-de lft-technology-fellowshi p 22 ETH Zurich Postdoctoral Fellowships Switzerland Applicants must hold a doctorate (PhD) or will complete their doctorate within the next six months. Applicants with the doctorate (PhD) must have obtained it a maximum of two years prior to the submission deadline. The duration of an ETH Fellowship is two years The programme is intended to foster young researchers who have already demonstrated scientific excellence in the early stages of their careers. This prestigious early career programme is geared towards high potential academics with 4050% of the fellows securing a professorship within a few years after the fellowship. https://ethz.ch/en/rese arch/research-promoti on/eth-fellowships.htm l 23