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      Understanding how institutions may support the development of transdisciplinary approaches to sustainability research

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          Abstract

          This article analyses the approaches of academics seeking to engage with private, public and community-based stakeholders through transdisciplinary research about pressing sustainability challenges and, in particular, climate change; it outlines aspects of the institutional factors which influence transdisciplinary research. A qualitative approach was employed in conducting 10 semi-structured interviews to analyse the challenges and motivations of academic researchers when working with a range of other stakeholders through transdisciplinary practice. Two key contributions are made through this work. First, this article adds to the existing literature on motivations and challenges for undertaking research with private, public and community stakeholders in a cross-disciplinary manner. Second, the current institutional circumstances influencing such research practices are outlined, alongside potential ways forward. The research presented here has been undertaken in light of the experiences of the two lead co-authors as early career researchers coming from the disciplines of sociology and energy engineering, engaging in transdisciplinary research within a local community context in relation to a regional energy transition project.

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          Using thematic analysis in psychology

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            Comparison of Convenience Sampling and Purposive Sampling

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              The Honest Broker

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                Author and article information

                Journal
                rfa
                Research for All
                UCL Press (UK )
                2399-8121
                20 June 2023
                : 7
                : 1
                : 07
                Affiliations
                [1 ]MaREI, the SFI Research Centre for Energy, Climate and Marine, University College Cork, Ireland
                [2 ]Environmental Research Institute, University College Cork, Ireland
                [3 ]Department of Sociology and Criminology, University College Cork, Ireland
                [4 ]School of Engineering and Architecture, University College Cork, Ireland
                Author notes

                aThese authors contributed equally to this work, as co-lead authors.

                Author information
                https://orcid.org/0000-0001-9117-0926
                https://orcid.org/0000-0001-7090-0467
                https://orcid.org/0000-0002-1479-0555
                https://orcid.org/0000-0003-3503-2312
                https://orcid.org/0000-0002-2616-7584
                https://orcid.org/0000-0002-6608-5997
                https://orcid.org/0000-0003-2166-8491
                Article
                10.14324/RFA.07.1.07
                4874ccf4-cd3b-4d86-85a0-650a7142bf14
                Copyright 2023, Evan Boyle, Connor McGookin, Cathal O’Mahony, Paul Bolger, Edmond Byrne, Brian Ó Gallachóir and Gerard Mullally

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                History
                : 13 January 2022
                : 02 March 2023
                Page count
                Tables: 5, References: 84, Pages: 19
                Funding
                Funded by: Science Foundation Ireland (SFI) through the MaREI Centre for Energy, Climate and Marine
                Award ID: 12/RC/2302_P2
                This work was supported by Science Foundation Ireland (SFI) through the MaREI Centre for Energy, Climate and Marine (Grant no. 12/RC/2302_P2).
                Categories
                Research article

                Assessment, Evaluation & Research methods,Education & Public policy,Educational research & Statistics
                transdisciplinary research,co-production,collaboration,engaged research,academic institutions,researcher training and development,reflective practice

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