Browsing by Author "Van Breda, John"

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    Experiences from establishing structured inter- and transdisciplinary doctoral programs in sustainability : a comparison of two cases in South Africa and Austria
    (Elsevier, 2013-12) Muhar, Andreas; Visser, Jan; Van Breda, John
    Inter- and transdisciplinarity is an essential research approach to address complex sustainability problems from a "science with socieity" perspective instead of the traditional approach of "science for society". We describe the specific challenges of integrating the principles of inter- and transdisciplinarity into doctoral studies using the example of two structured doctoral programs on sustainability in Europe (Austria) and Africa (South Africa). We compare the institutional setup, the management structure, the definition of the thematic focus areas and the student selection process. An important aspect is the design of a study program to introduce students to the core concepts and principles of inter- and transdisciplinarity research and to prepare them for the empirical practice. Regular exchange between students and supervisors forms the basis of development of a share research culture. We conclude that critical issues for success are support by the university leadership, safeguarding of long-term funding, development of appropriate supervisory capacity and integration into existing academic structures and administrative support.
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    The guiding logics and principles for designing emergent transdisciplinary research processes : learning experiences and reflections from a transdisciplinary urban case study in Enkanini informal settlement, South Africa
    (Springer Verlag, 2018) Van Breda, John; Swilling, Mark
    Transdisciplinarity is not a new science per se, but a new methodology for doing science with society. A particular challenge in doing science with society is the engagement with non-academic actors to enable joint problem formulation, analysis and transformation. How this is achieved differs between contexts. The premise of this paper is that transdisciplinary research (TDR) methodologies designed for developed world contexts cannot merely be replicated and transferred to developing world contexts. Thus a new approach is needed for conducting TDR in contexts characterised by high levels of complexity, conflict and social fluidity. To that end, this paper introduces a new approach to TDR titled emergent transdisciplinary design research (ETDR). A core element of this approach is that the research process is designed as it unfolds, that is, it transforms as it emerges from and within the fluid context. The ETDR outlined in this paper emerged through a case study in the informal settlement (slum) of Enkanini in Stellenbosch, South Africa. This case study demonstrates the context from and within which the ETDR approach and identifies a set of guiding logics that can be used to guide ETDR approaches in other contexts. The study demonstrates that the new logics and guiding principles were not simply derived from the TDR literature, but rather emerged from constant interacting dynamics between theory and practice. Learning how to co-design the research process through co-producing transformative knowledge and then implementing strategic interventions to bring about incremental social change is key to theory development in ways that are informed by local contextual dynamics. There are, however, risks when undertaking such TDR processes such as under-valuing disciplinary knowledge, transferring risks onto a society, and suppressing ‘truth-to-power’.
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    Undertaking individual transdisciplinary PhD research for sustainable development : case studies from South Africa
    (Emerald, 2016) Van Breda, John; Musango, Josephine K.; Brent, Alan C.
    Purpose: This paper aims at improving the understanding of individual transdisciplinary PhD research in a developing country context, focusing on three individual PhD case studies in South Africa. Design/methodology/approach: The multiple-case method was used, and three completed transdisciplinary PhD research efforts undertaken at Stellenbosch University were selected. They were coordinated through the TsamaHub1, an inter-faculty platform at the University which organises educational modules for transdisciplinary research. Using actual research experiences and reflections of the three individual PhDs, the paper evaluates their work in terms of ontological, epistemological, methodological and methodical/methods aspects. Findings: The central challenge to individual PhD researchers is engagement with non-academic actors to enable joint problem formulation, analysis and transformation. To overcome this, the paper suggests that developing individual epistemic relationships to build ‘transdisciplinary epistemic communities’ should be considered for inclusion as an intentional aspect of transdisciplinary research design. Research limitations/implications: ‘Transdisciplinary epistemic communities’ is still a concept in its infancy and needs more work before it may be theoretically and practically useful. Practical implications: Continuously guiding the individual transdisciplinary research process in a reflexive, recursive, transparent and equal manner is absolutely critical, because transdisciplinary research cannot be done successfully if dominated by overly methods-driven approaches. Originality/value: The discourse around transdisciplinary methodology has major implications for the design of individual PhD research. The paper provides recommendations to enhance the theory and practice of individual transdisciplinary PhD research.