A practical guideline how to tackle interdisciplinarity—A synthesis from a post-graduate group project

The increasing complexity of global challenges necessitates interdisciplinary research collaborations. Funding bodies increasingly support such initiatives, yet these often remain within closely related disciplines due to a lack of understanding of how to effectively collaborate interdisciplinarily. This is particularly challenging for doctoral students who may lack the time to fully understand disciplines outside their own. This paper investigates an interdisciplinary group project involving postgraduate students from diverse backgrounds (geoscientists, biologists, social scientists, and legal scientists) who examined a fictional coastal environmental problem related to wind energy production. The project aimed to develop a practical guideline to help postgraduates navigate the challenges of interdisciplinary group work and produce a more successful outcome.

Existing literature highlights the need for interdisciplinary collaboration to address complex problems. Studies such as the Nova Scotia tidal energy assessment demonstrate the benefits of integrating diverse perspectives. However, challenges remain in overcoming disciplinary boundaries and fostering effective communication. Practical guidelines exist to facilitate interdisciplinary integration, emphasizing the importance of a shared research question, common understanding, and interactive communication. Repko and Szostak (2020) and Menken and Keestra (2016) offer roadmaps for interdisciplinary research, but this study provides a postgraduate perspective on the practical application of these principles.

The study employed a case study approach based on an eleven-month interdisciplinary group project within the INTERCOAST program (funded by the Deutsche Forschungsgemeinschaft). Fourteen participants (twelve doctoral students and two postdoctoral researchers) from various disciplines worked on a fictional problem related to wind farm placement (onshore, territorial sea, and exclusive economic zone). The project involved three phases: 1. **Phrasing an integrated research question:** Monthly meetings included informal discussions and formal seminars to brainstorm, review literature, and ultimately agree on a research question: "How do natural, social, and legal disciplines change in importance and interconnectivity when comparing potential wind farm locations (a) offshore within exclusive economic zone, (b) offshore within territorial sea, and (c) onshore near the coast?" 2. **Creating a common understanding:** Participants divided into four multidisciplinary subgroups, each focusing on one discipline and preparing presentations. These presentations were discussed to foster understanding of different disciplinary perspectives. 3. **Establishing an interactive communication framework:** A role-play simulating stakeholder discussions on wind farm locations was conducted, followed by group discussions and the development of a conceptual model to visualize the interactions between disciplines. Data collection involved observation of group dynamics during meetings, presentations, and the role-play. The resulting practical guideline synthesizes the key lessons learned throughout the project.

The study generated a practical guideline for interdisciplinary research, divided into three phases: 1. **Comparing Disciplines:** This phase focuses on identifying a common research problem through group meetings combining informal and formal discussions. The iterative process of refining the research problem is crucial. 2. **Understanding Disciplines:** This stage involves building a common understanding through multidisciplinary group work. Experts and non-experts within subgroups collaborate, fostering empathy and knowledge exchange. Group presentations and discussions during off-campus retreats help establish a shared understanding. 3. **Thinking Between Disciplines:** This final phase involves reflection and discussion of findings through interactive methods like role-playing. The goal is to answer the integrated research question and create an abstract representation of the interdisciplinary interactions, such as a conceptual model. The model should illustrate the relative importance and interconnectedness of the different disciplines across various contexts. The guideline incorporates five concepts: group meetings (combining informal and formal sessions), multidisciplinary group work, off-campus retreats, interactive methods (such as role-playing), and abstract representations (e.g., conceptual models). The conceptual model developed in the project illustrated the varying importance and interactions between natural, social, and legal perspectives regarding wind farm placement across different locations. The findings support the five principles of interdisciplinary collaboration outlined by Brown et al. (2015), including the importance of a shared mission and the development of 'T-shaped researchers' who are experts in their own discipline while having a broader understanding of others. The research also notes communication challenges, including differing terminology, presentation styles, and unconscious biases between disciplines.

The practical guideline contributes to the existing literature on transdisciplinary research by offering a practical framework for postgraduate students. It extends models like that of Lang et al. (2012) by providing concrete methods and strategies for effective interdisciplinary collaboration. The emphasis on informal interaction, multidisciplinary group work, and interactive activities such as role-playing helps address communication barriers and promotes a deeper understanding across disciplines. The study acknowledges the challenges of disciplinary bias and highlights the importance of equal participation from all disciplines. By structuring the process into three phases with defined activities, the guideline aims to foster a more efficient transformation from disciplinary to interdisciplinary thinking within research groups.

This study offers a practical guideline for facilitating interdisciplinary research among postgraduate students. The three-phased approach (comparing, understanding, and thinking between disciplines) combined with five key concepts, addresses common challenges and promotes effective collaboration. The guideline can be a valuable tool for educators designing interdisciplinary courses and for research groups seeking to improve their collaborative processes. Future research could explore the applicability of this guideline in diverse research settings and examine the long-term impact of this type of interdisciplinary training on researchers' careers.

The study is based on a single case study, limiting the generalizability of the findings. The group's composition showed a bias towards natural sciences, which might have influenced the dynamics and outcomes. The fictional nature of the coastal environmental problem may not fully reflect the complexities of real-world interdisciplinary research. Further research with larger and more diverse groups is needed to validate the guideline's effectiveness.