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Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.
The Global South is facing severe challenges in ensuring livelihood security due to climate change impacts, environmental degradation and population growth as well as changing lifestyles. These complex problems cannot be solely solved by single scientific disciplines – they require transdisciplinary research (TDR). Stakeholders from civil society, the corporate sector, government and science need to pool their knowledge to find solutions for sustainable transformations. In Namibia, we have been involved in TDR projects on water supply, and sanitation services as well as livestock management in rangeland systems. In this paper, we review two TDR projects that differ in multiple ways and hence allow us to carve out structural differences and critically discuss research outcomes, lessons learned and the challenge of North–South collaborations. Our review builds upon published and unpublished project documents as well as expert interviews with Namibian and German researchers who were involved in the projects. Our results show that TDR can be put into practice in different ways, depending on the research focus and the period available. The TDR phases of problem framing, inter- and transdisciplinary integration were implemented with different tools and foci points. We discuss the role of project length and funding conditions for project success and outcome generation. In addition, we critically consider the role of Namibian and German researchers in these international collaborations. The conclusions we draw touch upon the points of preparatory research funding, the equal acknowledgement of Global South contributions to joint research projects and the explicit handling of TDR components in project work. Significance: • The current social-ecological challenges are complex and require TDR as a mode of knowledge coproduction, particularly in a development context. • Inter- and transdisciplinary integration are critical processes for a project to be successful and require the allocation of adequate time and monetary resources. • Longer-term projects with a funded preparatory research phase constitute a structural model for TDR as project outcomes can evolve over time. • Global South researchers carry a hidden burden in international collaborations that has to be adequately acknowledged upfront in project planning and final products.
The article presents in its first part approaches to the concept of text genres and some milestones in the evolution of text linguistics. The aim of this linguistics consists in the research of different ways of constructing texts, regardles of style and genre. Starting from the premise that some textual elements are indices for the text genres, the article exposes some observations regarding delimitations between text genres and research approaches from the intercultural and interdisciplinary perspective.
O presente estudo teórico tem como objetivo relacionar uma discussão sobre o trabalho em equipe interdisciplinar nos serviços públicos de saúde com os principais conceitos do filósofo contemporâneo Axel Honneth, dentre eles aquele que denominou Luta por Reconhecimento. Para tanto, partimos da revisão da noção de sujeito na teoria honnethiana, sobretudo a partir do diálogo que faz com a psicanálise de Donald Winnicott. Destacamos que se trata de um sujeito eminentemente social, cuja constituição depende do reconhecimento do outro em relação a sua alteridade e da legitimação do seu pertencimento a um grupo social. Mostramos que esse reconhecimento se dá através de um processo de luta, essencial para o desenvolvimento da capacidade de amar e se relacionar com o outro. Em seguida, defendemos que o trabalho em equipes interdisciplinares pode ser um espaço para o reconhecimento dos profissionais, tal como discutido por Honneth. Consequentemente, as equipes podem facilitar o desenvolvimento de trabalhos criativos e inovações na organização da assistência oferecida aos pacientes.