Co-production of knowledge in transdisciplinary doctoral theses on landscape development鈥擜n analysis of actor roles and knowledge types in different research phases

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• 作者：Barbara Enengel^a ; ^{barbara.enengel@boku.ac.at} ; Andreas Muhar^b ; ^{andreas.muhar@boku.ac.at} ; Marianne Penker^c ; ^{marianne.penker@boku.ac.at} ; Bernhard Freyer^d ; ^{bernhard.freyer@boku.ac.at} ; Stephanie Drlik^e ; ^{stephanie.drlik@boku.ac.at} ; Florian Ritter^e ; ^{florian.ritter@boku.ac.at}
• 关键词：Co-production of knowledge ; Knowledge types ; Doctoral studies ; Transdisciplinarity
• 刊名：Landscape and Urban Planning
• 出版年：2012
• 期刊代码：78_01692046
• 类别：soc
• 出版时间：30 March, 2012
• 卷：105
• 期：1-2
• 页码：106-117
• 文件大小：1152 K

摘要

Transdisciplinarity as a new paradigm in research on societal, landscape and environmental change is characterised by the integration of scientific and non-academic knowledge for complex problem solving. Less information has been published on the specific challenges for implementing coproduction of knowledge in doctoral studies. Based on a structured ex-post reflection of PhD-students and their advisors and on the comparison of four transdisciplinary doctoral projects completed in the 鈥淒octoral School Sustainable Development鈥?at BOKU University of Natural Resources and Life Sciences Vienna, Austria, this article analyses what types of actors contributed what kind of knowledge in which research phase. The results indicate certain patterns which could form the basis for further research but also for the planning of transdisciplinary projects. Professional practice experts, for example, had a key role in structuring the problem and the selection of case study areas in early project phases. Strategic case actors had an essential role as gatekeepers to local case actors, whereas local case actors contributed mostly context-specific, phenomenological and experiential knowledge. Furthermore, we identified the following challenges of transdisciplinary doctoral projects: shared responsibilities, originality versus continuity as well as dependence on commitment and schedules of actors. Actor integration, however, provides opportunities and learning effects going far beyond a traditional doctoral project, due to social competences gained and knowledge accumulated by interacting with different groups inside and outside academia.