19
This was attempted in the early days of sustainability science when pioneering
front-figures launched the research field through a suite of urgent questions and suggested actions (Kates 2011; Kates et al. 2001). These intentions and questions have
since then been followed up by articles on framing, knowledge structuring, and the
many methodological concerns in sustainability science research (Jerneck and
Olsson 2011; Jerneck et al. 2011; Spangenberg 2011; Thoren 2015; Wiek et al.
2012). In that mission scholars have emphasised the need for acknowledging values
and social learning processes when imagining desirable futures (Miller et al. 2013).
In this chapter, we take the knowledge structuring further by calling for ontological,
epistemological and theoretical awareness in problem formulation; and by providing a thinking tool to compare, frame, and juxtapose theoretical approaches in sustainability science.
To further expand and refine the field, researchers in sustainability science must
continually discuss the significance of its substance, scrutinise its approaches, and
confront internal conflicts while searching for synergies (Isgren et al. 2017). As suggested by Shahadu (2016), we can do this under the heading of an ‘umbrella science’ that is distinct in focus while inclusive in welcoming subfields (see also
(Miller et al. 2013). For that we could consider sustainability science research in
terms of its mission and mandate, its achievements, and its challenges and conflicts
(Isgren et al. 2017). Further, Lang et al. (2012) call for evaluative, qualitative and
quantitative meta-studies of sustainability to make use of existing evidence and
experience more systematically.
In the actual practice of doing sustainability science, we suggest with many others that researchers in the field should pay particular attention to three core aspects –
collaboration and communication, reflexivity, and research design – and below we
offer some justifications.
2.1.1 Collaboration and Communication
Integrated research that seeks to build knowledge across divides and between disciplinary domains can be ‘a response to the complex demands of the modern world’
as well as ‘a source of competitive advantage’ (Siedlok and Hibbert 2014). Notably,
integrated collaboration between communities enhances the understanding of ‘what
is the problem’ while also advancing learning and innovation around ‘what can and
should be done’, ‘within what time frame’, and ‘by whom’. Bearing that process in
mind, studies on integrated research show that a high degree of communication and
interaction is necessary in creating such diverse groups (Hage and Hollingsworth
2000).
2 Theoretical and Methodological Pluralism in Sustainability Science
This was attempted in the early days of sustainability science when pioneering
front-figures launched the research field through a suite of urgent questions and suggested actions (Kates 2011; Kates et al. 2001). These intentions and questions have
since then been followed up by articles on framing, knowledge structuring, and the
many methodological concerns in sustainability science research (Jerneck and
Olsson 2011; Jerneck et al. 2011; Spangenberg 2011; Thoren 2015; Wiek et al.
2012). In that mission scholars have emphasised the need for acknowledging values
and social learning processes when imagining desirable futures (Miller et al. 2013).
In this chapter, we take the knowledge structuring further by calling for ontological,
epistemological and theoretical awareness in problem formulation; and by providing a thinking tool to compare, frame, and juxtapose theoretical approaches in sustainability science.
To further expand and refine the field, researchers in sustainability science must
continually discuss the significance of its substance, scrutinise its approaches, and
confront internal conflicts while searching for synergies (Isgren et al. 2017). As suggested by Shahadu (2016), we can do this under the heading of an ‘umbrella science’ that is distinct in focus while inclusive in welcoming subfields (see also
(Miller et al. 2013). For that we could consider sustainability science research in
terms of its mission and mandate, its achievements, and its challenges and conflicts
(Isgren et al. 2017). Further, Lang et al. (2012) call for evaluative, qualitative and
quantitative meta-studies of sustainability to make use of existing evidence and
experience more systematically.
In the actual practice of doing sustainability science, we suggest with many others that researchers in the field should pay particular attention to three core aspects –
collaboration and communication, reflexivity, and research design – and below we
offer some justifications.
2.1.1 Collaboration and Communication
Integrated research that seeks to build knowledge across divides and between disciplinary domains can be ‘a response to the complex demands of the modern world’
as well as ‘a source of competitive advantage’ (Siedlok and Hibbert 2014). Notably,
integrated collaboration between communities enhances the understanding of ‘what
is the problem’ while also advancing learning and innovation around ‘what can and
should be done’, ‘within what time frame’, and ‘by whom’. Bearing that process in
mind, studies on integrated research show that a high degree of communication and
interaction is necessary in creating such diverse groups (Hage and Hollingsworth
2000).
2 Theoretical and Methodological Pluralism in Sustainability Science