How do you teach transdisciplinary competences for food and farming systems research? Insights from the course “System Analysis and Scenario Technique”

Abstract

Abstract In this paper we evaluate whether the course “System Analysis and Scenario Technique” at BOKU University can equip students with the necessary competencies to perform transdisciplinary research to foster the integration of science, technology, policy and practice. Furthermore, we investigate what the most effective didactic methods applied in the course are, and whether the course qualifies as transdisciplinary pedagogy. The course follows the simplified framework of a transdisciplinary case study and tries to transfer such an approach into the traditional curricula of Master programs. An online survey among former participants of the course was conducted. Results for the years 2015/16 and 2016/17 indicate that the course indeed has potential to increase transdisciplinary competencies among participants and could therefore qualify as transdisciplinary pedagogy. Students expressed that work with real-world cases and stakeholders from outside the university was the most effective didactic method. However, the study also showed that there were limits in integrating real-world cases within the course. Students complained about the high workload and time constraints. Short-term solutions might include optimizing case selection and student guidance. Long-term solutions beg for a reorganization of traditional Austrian curricula that would allow for the appropriate arrangement of the course with other classes. These results highlight some of the advantages, but also drawbacks of moving transdisciplinary education outside of standard curricula.