Inter- and Transdisciplinarity in Bioeconomy

Abstract

In this chapter, characteristics and definitions of inter-and transdisciplinary research are presented and discussed with specific attention to bioeconomyrelated policy discourses, concepts and production examples. Inter-and transdisciplinary research approaches have the potential to positively contribute to solving complex societal problems and to advance the generation of knowledge relevant for innovative solutions. As a key concept for integrating different disciplines across social and natural sciences within a common research project, we present principles, models and examples of system research and highlight systems practice with the help of the farming systems and the socioecological systems approaches. Next, we concretise inter-and transdisciplinary research practice as a three-phase process and operationalise cooperation of scientists and stakeholders in bioeconomy contexts. Specific attention is given to a differentiated understanding of knowledge. The chapter is closed with a reflection on the role researchers play in inter-and transdisciplinary research and the impacts created by norms and values emanating from science. Keywords

Six Collective Challenges for Sustainability of Almería Greenhouse Horticulture

“…In addition, stakeholder identification of unintended benefits or disadvantages are needed to avoid the risks of simplifying complexities and to fully clarify and include plural value dimensions, transparently identify trade-offs, and address the real drivers and barriers to future developments of Almeria’s agriculture sector. Therefore, an inclusive approach should take into account the development of common conceptual grounds through understanding and cooperation [48] in order to address divergence of values in the analysis of complex systems, where disagreements in definition or solutions of a societal problem often exist.…”

Exploring the Dedicated Knowledge Base of a Transformation towards a Sustainable Bioeconomy

“…Additional types of knowledge particularly relevant for addressing wicked problems have been proposed by sustainability science in general and transformational sustainability research in particular [36]. Solution options for the puzzle of reconciling economic development with sustainability goals have been found to require three kinds of knowledge: First, systems knowledge, which relates to the understanding of the dynamics and processes of ecological and social systems (including IS); second, normative knowledge, which determines the desired (target) states of a system; and third, transformative knowledge, which builds on systems and normative knowledge to inform the development of strategies for changing systems towards the desired state [34][35][36][37][38]. Although there are alternative terms for these three types of knowledge (such as explanatory knowledge, orientation knowledge, and action-guiding knowledge, as used in [93]), for the sake of terminological consistency with most recent publications, we adopt the terms systems knowledge, normative knowledge, and transformative knowledge.…”

“…From the sustainability literature, we know that at least three types of knowledge are relevant for tackling (wicked) problems related to transformations towards sustainability: Systems knowledge, normative knowledge, and transformative knowledge [34][35][36][37][38]. Undoubtedly, these knowledge types need to be centrally considered and fostered for a transformation towards an SKBBE.…”

Measuring undergraduate students’ beliefs about and career interest in bioproducts and bioenergy

“…In the United States (US), social and economic norms, consumer education and preferences, current technologies, and the existing infrastructure need to be addressed to support the transition from a fossil fuelbased society to a renewable resource-based society (Smith and Diggans 2020). This transition requires wide-ranging and interdisciplinary knowledge and skills (Knierim et al 2018) and the development of a competent workforce of science, technology, engineering, and mathematics (STEM) professionals (Sissine 2007).…”