Transdisciplinarity in coaching process research – new forms of collaboration

Abstract

ZusammenfassungDer vorliegende theoretische Beitrag erläutert Zweck, Anwendungsbereiche und Charakteristika von Transdisziplinarität und skizziert diese als einen vielversprechenden Weg um verschiedene akademische Disziplinen und Coaching-Praxis im Kontext von Coaching-Prozessforschung zusammenzubringen. Ausgehend von einer Bestandsaufnahme zum Verhältnis von Coaching-Forschung und Coaching-Praxis stellt der Beitrag interdisziplinäre und transdisziplinäre Settings als Möglichkeiten vor, existierende Widersprüche und Differenzen zu überwinden. Anhand der Beschreibung eines aktuellen Forschungsprojekts (bzw. seiner Genese), an dem Linguistik, Psychologie und Coaching-Praxis beteiligt sind, zeigt der Beitrag exemplarisch auf, wie Mitglieder unterschiedlicher disziplinärer Herkunft und mit unterschiedlicher Expertise zusammenfinden um sich einem gemeinsamen Forschungsziel im Bereich der Coaching-Prozessforschung zu widmen. Obwohl das Projekt noch nicht im eigentlichen Sinne transdisziplinär ist, erlaubt die Darstellung seiner Entwicklung und seiner Morphologie die besonderen (kommunikativen und epistemischen) Herausforderungen zu reflektieren, die für eine erfolgreiche Kooperation aller beteiligten Stakeholder, d. h. Forscher*innen und Praktiker*innen, zu bewältigen sind. Der Beitrag möchte eine theoretische Diskussion darüber anstoßen, was Transdisziplinarität für Coaching und seine Beteiligten bedeuten kann und vor allem wie insbesondere Coaching Prozessforschung von solchen Arrangements profitieren kann.

The challenging role of researchers coping with tensions, dilemmas and paradoxes in transdisciplinary settings

“…Here, the researchers have ongoing negotiations and communications. Graf and Ukowitz (2020) stress that transdisciplinary researchers operate on two ongoing levels of activity: “a content level, where the focus is on generating knowledge, and a social‐communicative level, where the focus is on the processes of knowledge generation, but also on the dimension of practice transfer”. In lecture contexts, there is a third level, too: the researchers must manage the collegiate learning as well as competence process.…”

“…Graf and Ukowitz (2020) point to the fact that it is crucial which persons from academia and/or practice are involved in project development. They (Graf & Ukowitz, 2020) further state: “The larger and more heterogeneous the project group, the less predictable it is how the participants will settle into a joint project, and trust must first be developed or it must first be proven in the process that the leap of faith, with which the participants enter into a project, is justified”. This kind of responsibility of the researchers goes beyond traditional research projects often having clear goals and functional cooperation.…”

“…Although according to Gadamer (1992) a teacher is always a learner, and all learners always have vital stories and thrilling lessons to tell, transdisciplinary researchers need a bit more. Graf and Ukowitz (2020) point to the fact, that the attitude and a certain degree of social competence of the researchers involved are essential for the success of transdisciplinary research. Moreover, they state, researchers have to like the form of research, need to have a “certain openness to others, enjoy contact with people, and have a certain robustness and frustration tolerance” Graf and Ukowitz (2020).…”

“…They (Graf & Ukowitz, 2020) further state: "The larger and more heterogeneous the project group, the less predictable it is how the participants will settle into a joint project, and trust must first be developed or it must first be proven in the process that the leap of faith, with which the participants enter into a project, is justified". This kind of responsibility of the Finally, although Phase A (see Tables 1 and 2) is emphasising frames of common, joint, concerted, collaborative, and so forth, it needs to be kept in mind that it is more or less about physical interaction.…”

“…a teacher is always a learner, and all learners always have vital stories and thrilling lessons to tell, transdisciplinary researchers need a bit more Graf and Ukowitz (2020). point to the fact, that the attitude and a certain degree of social competence of the researchers involved are essential for the success of transdisciplinary research.…”