TDRI802 – Transdisciplinary Research Problem Framing

Module code
Module title
Transdisciplinary Research Problem Framing
The student will develop their research project plan based on the decisions made in Module TDRI801 utilising the transdisciplinary framework: The research project plan will incorporate the three phases of a transdisciplinary research project, namely 1. A diagnostic phase where the issue and its context are identified and structured. 2. An analysis phase where appropriate and collaborative approaches are used to analyse the issue from both a real-world and theoretical perspective and define/develop a proposed solution/results. 3. A synthesis phase where the results of the research and solutions are capable of being able to be brought to fruition collaboratively in the real-world (implemented in the context) to achieve the agreed goals and outcomes (guided by the "common good" principle to diffuse contradiction and merge perceptions where necessary, focused on end user preferences) The research project plan also needs to show how the three axioms of transdisciplinary research will be incorporated in the study, and how the balance will be kept so as to provide a theoretically sound and practically useful solution.
  • RI1601
  • RI1602
NZQA Level
Level 8
NZQA Credits
Delivery method
  • Web-Based
Learning hours
Directed hours
Self directed hours
Total learning hours
Resources required
Learning Outcomes
On the successful completion of this module students will be able to:

Understand the principles and processes underlying effective business operation they will be doing the research in, and they will have the skills required to acquire knowledge of the context and operation of a specific business or organisation through relevant business documentation, observation and conversation.

- They will understand the principles and processes underlying relevant business operation.
- They will demonstrate the situated cognition skills required to acquire knowledge of the
context and operation of a specific business or organisation through relevant business
documentation, observation and conversation. They will be capable of identifying key
stakeholders and the means by which a working relationship could be initiated and

Apply a transdisciplinary approach to the problem and execute and evaluate a research plan appropriate to the context. This will be supported by the operational documentation required for the project to be undertaken and an academic rationale of the research planning approach selected.

- Articulate research problems as defined by a client and explore them through a process of
outcome specification and design thinking approaches to conceptualise effective solutions
for the context.
- Demonstrate the capacity to deal with internal contradictions and multiple definitions of
quality outcomes.
What needs to be included in a research project plan:

a. A clear outline of how it will meet learning objectives
b. A clear outline of expected research project outputs and outcomes
c. A timeline which must include an 12 months completion timeframe and must detail project
activities and milestones based on all the choices made above
d. Clear indication of how the principles of transdisciplinary research will be implemented
throughout the research project
i. As a research approach
ii. As a mechanism for customer (end user) engagement
iii. As a mechanism to ensure quality outcome
e. Research Limitations: A description of the limitations of the research project outcomes of
the research based on the chosen research approaches, and the nature of the research
theme and its context
f. Risk Management: Anticipated risks and possible variables need to be articulated in the
research project plan
g. Costs: Clear documented projection of costs to research project completion, especially
where there is a need to engage with disciplinary specialists that are not part of the
supervisory team (which may incur additional cost to be covered by the industry partner).
Teaching and Learning Strategy
Students will have access to an industry mentor and an academic lead supervisor. It is expected that the student and the academic lead supervisor will have regular supervision meetings and interactions totalling 6 hours. The student will also have access to an industry mentor (minimum 3 hours, maximum 6 hours) and will be encouraged to negotiate additional resources and time with the relevant industry partner as required, to complete the research project plan

Project-based learning (PBL) organising learning around an authentic project.

The student will be part of a group of fellow students with monthly discussion forums either at Wintec if geographically feasible or through methods such as video conferencing and social media. In this way students are embedded in a community of practice and get exposure to a variety of transdisciplinary research activities currently active in the Centre for Transdisciplinary Research and Innovation. Both staff and students participate in the community of practice in an ongoing way.

The module will be delivered through an integrated online resource centre, technology applications and synchronous and asynchronous activities. Learning activities will be delivered in ways appropriate to the content and/or capability to be investigated and will be situated in authentic learning environments, which lend themselves to mentoring and supervision.

Synchronous and asynchronous activities will include seminars, presentations and workshops and may employ digital technologies such as web/videoconferencing.

Wintec currently uses the Moodle e-learning platform to support synchronous, asynchronous and online modes. It is anticipated the student will have all necessary access to the technologies required for successful completion of this module.
Assessment Criteria
Project Plan: The project plan must provide all relevant information as outlined above, be realistic and provide a schedule of how the work will progress. It must also be comprehensive enough to demonstrate that the research will take into account all important aspects to develop a quality and fit for purpose outcome.

Portfolio: In this transdisciplinary environment portfolios will be web-based and built upon a collection of individual pieces of work that provide evidence to demonstrate completion of identified tasks, including reflection, selection of processes / procedures of evaluation and the final artefact.

Assessment rubrics will be used to detail a set of criteria and performance descriptors illustrating the performance being measured.
Learning and Teaching Resource
An extended reading list will be supplied by the tutor at commencement of the course. This will be updated annually.