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!

Contacts e-mails:

executivedirector@atpsnet.org

kurama@atpsnet.org

African Technology Policy Studies Network

The Chancery, 3rd Floor, Valley Road

P. O. Box 10081-00100

Nairobi, Kenya

Tel: +254-20-271 4098/ 168/ 498

Fax: +254-20-271 4028

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