TDRI908 – Transdisciplinary Research and Innovation in Practice

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Module code
TDRI908
Module title
Transdisciplinary Research and Innovation in Practice
Prescription
The student will apply academic rigour in a diverse and changing real-world environment, while executing and evaluating a research plan acceptable to all stakeholders. As the research project progresses to an outcome, all stakeholders will be kept involved and engaged to work towards an outcome which takes into account the various perceptions of quality as outlined in the research plan.
Programmes
  • RI1602
NZQA Level
Level 9
NZQA Credits
120
Delivery method
  • Web-Based
Learning hours
Directed hours
120
Self directed hours
1080
Total learning hours
1200
Resources required
Learning Outcomes
On the successful completion of this module the student will be able to:

- Articulate research problems as defined by a client and explore them through a process of outcome specification and relevant thinking skills and approaches to conceptualise effective solutions for the context. They will have the capacity to communicate and to deal with internal contradictions and multiple definitions of quality outcomes.

- Apply the skills of critical reframing to examine real-world problems which are likely to be complex, with multiple perspectives and possible approaches and which will require the collaboration and the integration of knowledge and skills from different disciplines and groups. They will be able to translate and transfer anecdotal information into innovative research-based outcomes.

- Demonstrate the capacity to use innovative and integrative thinking and to engage effectively with a multiplicity of stakeholders including customers, staff, discipline experts, business owners and industry leaders. They will have the capacity to move outside discipline-imposed boundaries and seek ideas and accept input from a range of disciplines and sources to solve highly complex problems.

- Analyse and deliberately modify research project tasks according to the respective needs. They will maintain all documentation throughout the project and will use industry-preferred communication modes and medium to keep stakeholders engaged and informed of changes and progress.

- Guide the research project to a theoretically sound and practically useful outcome which delivers a fit-for-purpose innovative solution into a workplace or for the context.

- Demonstrate the ability to use the transdisciplinary framework to innovate in the workplace and provide innovative solutions that challenge the status quo and establish new solutions. Their situated cognition skills will be demonstrated by the fact that the solution is fit for purpose it its context.

- Complete a critical evaluation of the research project including recommendations on how future projects should be approached.

- Complete a critical evaluation of the research project including recommendations on how future projects should be approached.

- Communicate their findings to a broad range of professional colleagues and the general public showing the ability to adapt their oral and written communication for diverse audiences.
Content
Implementing the research plan for the industry partner and evaluating the completed research project.

This module is workplace-based, and follows an inquiry-based, project-based learning model, with the student the project leader of the research project.

Transdisciplinary research is used globally as the theoretical framework for work-based learning (Gibbons, 2000; Portwood, 2001), to the extent that Gibbons claims that from the university's perspective work-based learning is transdisciplinary - it involves Mode 2 knowledge, i.e. knowledge produced in context. (Gibbons et al, 2000)

Project Execution and Evaluation
- How well the nature of the theme, as well as the nature of the context within the solution
will be used or was handled in
- Implementing the three phases of transdisciplinary research and a demonstrated use of
the transdisciplinary framework throughout the research execution
- Guiding the research project to a theoretically sound and innovative, practically useful
outcome, keeping track of how contradictions are handled, compromises made,
assumptions made, and the resultant impact on the research outcomes throughout the
project

- Maintenance of a current research plan and research project log of developmental work
and testing

- Documentation of any necessary changes to the project plan and the motivation for
changes

- Communication with the end-user or industry partner, keeping the end-user engaged and
informed at all times.

- Evaluation of the various phases of the project
Teaching and Learning Strategy
Project-based learning (PBL) organising learning around an authentic project.

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.

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.
Assessment Criteria
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 outcome.

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.