Concepts and principles of Trans-
disciplinarity, Systems Thinking and
Innovation in African Universities
Prof. Kevin Chika Urama
Executive Director,
African Technology Policy Studies Network (ATPS)
Presented at ATPS-OSF-TRECAFRICA TD Training
workshop, University of Nigeria, Nsukka, 05 March 2012
A multi-disciplinary network
of researchers, private sector actors, policy
makers and civil society actors promoting the
generation, dissemination, use and mastery of
science, technology and innovation (STI) for
African development, environmental sustainability
and global inclusion.
Who is ATPS?
ATPS Overall Objective
To develop Africa’s STI capacity (knowledge
basis & infrastructure, knowledge circulation &
networks, knowledge conditions & policies)
today for sustainable African development
tomorrow.
Co-production of knowledge in the
Quadruple Helix
Research teams must be trasndisciplinary: Policymakers, Private sector Actors, Civil
Society, and Science Experts,
(Universities/Research
Institutions).
Innovation does not occur in the mainstream but in the interaction of actors in the innovation system (Source: Urama et al. 2010, The African Manifesto for STI) Quadruple Helix: the DNA for Innovation Incubation (Urama, 2009)
Coverage of ATPS CSP Program
Countries covered under the ATPS
Climate Sense Program (ASP)
Some Reflections
Knowledge is at the heart of development and qualified researchers are necessary to produce a broad base of knowledge relevant to the solution of current and future practical problems. … It is argued that it is very unlikely that LDC’s will be able to build the research capacity they need simply by adopting the research training schemes developed in the advanced countries and offered by development cooperation agencies”. (Velho, 2006)
We need to move from… Disciplinarity to Transdisciplinarity
Science and technology generation, dissemination and
N_S technology transfer to responsible innovations for development.
Silo thinking (sector based approaches) to systems thinking (holistic approaches).
Science publications to proper valorization of science and technology (including codified and tacit knowledge) – embedding S&T in African contexts
1. Disciplinarity to Transdisciplinarity
Disciplinarity
Multidisciplinarity
Interdisciplinarity
Transdisciplinary
What is Disciplinarity?
Disciplinarity is the specialized examination of homogeneous subject matter through teaching and research.
Disciplinary research concerns, at most, one and the same level of reality. In most cases, it only concerns fragments of one level of reality, e.g. physics, chemistry, biology, economics, law, etc.
What is Inter-disciplinarity?
Interdisciplinarity is the interaction between two or more disciplines related or unrelated, for the purpose of integrating or coordinating concepts, methods, and conclusions, through teaching or research programs.
The interaction is reciprocal, so that one
discipline is never subjugated to another.
What is Multidisciplinarity?
Multidisciplinarity is the bringing together of two or more disciplines, or modules within disciplines, into a single curriculum or program, i.e. studying a research topic in not just one discipline only, but in several disciplines at the same time by incorporating the perspectives of several disciplines.
The added value is always in the exclusive
service of the home discipline.
Interdisciplinarity concerns the transfer of methods from one discipline to another.
Like multidisciplinarity, interdisciplinarity
overflows the disciplines, but its goal still remains within the framework of disciplinary research.
Interdisciplinarity has the capacity of generating new disciplines, chaos theory, envionmental economics, etc.
What is Transdisciplinarity?
Transdisciplinarity – the principle of integrating forms of research comprising a family of methods for relating scientific knowledge and extra-scientific experience and practice in problem-solving.
A form of joint problem solving among
Science, Technology and Society – an effective way for managing complexity
Why Transdisciplinarity?
Often knowledge about issues in the knowledge society is uncertain, the nature of the problems is under dispute, and stakes of actors involved are high (Funtowicz & Ravetz 1993).
Such situations calls for transdisciplinary
research. It is not obvious what the most relevant problems are and how they can be structured and transformed into fruitful research questions.
Disciplinarity & Transdisciplinarity
simplicity
singularity
Insulation
linearity
unity
consensus
fragmentation
universality
complexity
heterogeneity
hybridity
non-linearity
unifying approaches
Agreement
coherence
dialogue of the local-regional-global
Rel. between science & practice
Role of scientific knowledge
Type of knowledge
Mode 0
SEPARATE: science and society separated, 2 domains
AUTONOMOUS: more scientific knowledge leads to more progress
Monodisciplinary knowledge; emphasis on the sciences
Mode 1
CO-OPERATION: Sci & Soc cooperate, but working methods don’t change
INSTRUMENTAL: policy-relevant knowledge leads to resolution of socio-econ problems
Mono-, multi- & inter-disciplinary knowledge; natural and social sciences working together
Mode 2
CO-PRODUCTION: active joint work to manage complex change processes
TRANSDISCI-PLINARY: scientific knowledge is part of the social process, and vice versa
Mono-, multi- & interdisciplinary knowledge; but also non-academic knowledge, i.e. experience
“The application of knowledge, including the skills necessary to deploy principles, procedures, and processes that can be used to modify, manipulate and otherwise produce changes in the specific features of the physical world to serve human or social purposes” (Banjo, 1988).
Knowledge used to solve a problem
“Making science relevant for development”
Systems Thinking
• The NIS approach reflects the rise of system approaches to the study of technology development as opposed to the ‘linear model of innovation”. In the later, knowledge flows are modeled quite simply:
• “the initiator of innovation is science and increase in scientific inputs into the pipeline will directly increase the number of new innovations and technologies flowing out the downstream end.”
• “technical change does not occur in a perfectly linear sequence, but through feedback loops within the system.” (OECD, 1997, p. 12).
We may fixate on part of the system, …..and miss the whole
Adapted from Pound, 2008.
Systems thinking
Systems Thinking - the process of
estimating or inferring how local policies,
actions, or changes influences the state of
the neighboring universe.
“Problems" are seen as parts of an
overall system, rather than reacting to
present outcomes or events and
potentially contributing to further
development of the undesired effects or
new problems.
We may act to produce short-term benefit….. at long-term cost
Systems thinking attempts to illustrate that events are
separated by distance and time and that small catalytic
events can cause large changes in complex systems
Transdisciplinarity, Systems Thinking, Innovation and ESD: Coping with Climate
Change
A “system”is a dynamic and complex whole, interacting as a structured functional unit;
Energy, material and informaation flow among the different elements that compose the system;
Systems are often composed of entities seeking equilibrium but can exhibit oscilating, chaotic, or exponential behavior.
Global Financial Crisis
Current Global Crisis & The Nexus
Biodiversity Loss Water Scarcity
In-equitable
distribution of ROI
A Can of Worms?
• “Correcting the unsustainability of development is not simply a matter of choosing different technologies for intervening in the environment. The mechanisms of perceiving, choosing, and using technologies are embedded in social structures which are themselves products of modern technologies.”
(Richard Norgaard, 1994, p.29)
Interdependencies
? Uncertainty
Controversy
Complexity
Multiple perspectives
Where Are We Now? Most of the university systems are closed, with no
interdependencies between the faculties and schools due to competition. There is little inter-faculty collaboration in research, teaching and sharing of resources.
As a cost cutting measure, most universities employ passive approaches to teaching… creativity and flexibility are seldom encouraged
Higher education (in Kenya) is a product of history and politics as opposed to being driven by the real needs for these institutions (Abagi, 1999).
Regional instruments such as the Inter-University Council for East Africa (IUCEA), RUFORUM, ATPS, AERC, ACTS, FARA, etc are encouraging developments
Challenges to Universities
Relevant curricula Quality and composition of academic staff Program specialization / Centers of excellence Linkage with industry and the private sector Physical Infrastructure and Science Equipment Current RAE encourages unidisciplinarity Mindsets Lack of information and knowledge circulation Immobility of labour
Challenges to Universities
Funding –
General organizations and managerial deficiencies
Misalignments with international science community
Lack of engagement with local stakeholders
Absence of culture of mutual accountability and responsibility
• The current language of science – disciplinary jargons
General Challenges
1. The Nature of Innovation Diffusion
Moore, G. A. (1991) Crossing the Chasm, HarperBusiness, New
York.
Recommendations Encourage a transformative approach to
capacity development and curriculum design
Commit to collective to performance assessment;
Change of mindset;
Long-term investment in trans-disciplinary science and innovation studies
Clear agenda as to where the continent is heading
Pedagogical reform
Create enabling environment:
(A) Institutional Collaborative Activities –
– Research cooperation correlates with improved innovative performance in most sectors (e.g. Germany, Norway, Finland)
– Evaluation of cooperative research
programs in the EU find that it leads to behavioural additionalities, e.g. increased competencies and skills that lead to innovative capacity, networking capabilities and ability to identify and adapt useful technology.
(B). Public/Private Interactions: - Knowledge flows b/w public and private sectors can be measured in a number of ways:
– Joint research activities – Co-patents and co-publications – Citation analysis – Firm surveys – Number of specialized knowledge centers near
leading Universities Need to establish necessary structures for bridging institutions to link public R&D institutions more closely to industry.
Identify and enhance leverage points for enhancing innovative performance and overall competitiveness
Identify and share best practices and establish regional centers of excellence
Enhance fluidity of knowledge flows within the system (both tacit and codified knowledge).
Utilize African potentials, skill, resources for development (incentives & reward systems to encourage, retain & attract African brains and capacity
Conclusions Move from doing different things to doing
things differently
Build a Critical Mass of trans-disciplinary programs that fosters innovation and systems thinking in teaching and research is necessary
Science programs need to be holistic, proactive, flexible, sustainable and responsive to priorities and needs of the continent, e.g. food insecurity, water scarcity, biodiversity loss, climate change, etc
Such a critical mass need to be able to regenerate itself and maintain the momentum of progressive, substantive change as it responds to Africa’s changing realities
All actors in the value chain must be engaged proactively at all stages, from agenda setting, program implementation to valorisation of science and technology.
The NIS are heterogeneous. Each country must therefore find its own starting point, relevant actors, scales of analyses, development trajectory, etc.
Recommendations Support and recognize innovations that respond to
Africa's most pressing economic, social and environmental challenges and opportunities in the context of ESD
Contextualize Africa’s local knowledge, experience and wise practices in responding to new challenges, and
Promote regional and sub-regional networks on ESD
Change is all around us
whether we like it or not, even
in the everyday things we do.
Transitioning
Graph Theory Transition Systems
Existing System
Future System
Based on Old System
Semi-Clustered System
M
39
The way ahead Failing to change and act, carries the risk
ADAPT
or DIE
Recommended Reading
The Blue Print for Africa
Further reading
• Regeer, B.J. & Bunders, J.F.G. 2009. Knowledge and co-creation: interaction between science and society. Amsterdam: Athena Institute.
• Pohl, C. & Hirsch-Hadorn, G. 2007. Principles for Designing Transdisciplinary Research. Munich: Oekom.
Thank you for Listening!
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P. O. Box 10081-00100
Nairobi, Kenya
Tel: +254-20-271 4098/ 168/ 498
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Website: www.atpsnet.org
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