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Gesamtgesellschaftliche Veränderungsprozesse wie die Energiewende rufen nach der Einbindung möglichst vieler unterschiedlicher gesellschaftlicher Akteure im ganzen Land. Inter- und transdisziplinäre Großprojekte zur Erforschung und Unterstützung einer derart weit gefassten Aufgabe stoßen dabei an ihre Grenzen, wie die Erfahrung des Kopernikus-Projekts Energiewende-Navigationssystem (ENavi) zeigt.This design report reflects the inter- and transdisciplinary cooperation challenges of a large-scale research project that was lacking a designated problem and project constitution phase. Using the example of the Kopernikus project Energy Transition Navigation System (ENavi), we describe the challenges ‐ the high number and strong heterogeneity of the project participants combined with the large size of the spatial frame of reference ‐ which created particularly difficult conditions for inter- and transdisciplinary cooperation. We also highlight the role that funding conditions played in this situation. Specifically, we explain the particular challenges that the ENavi project faced in its efforts to achieve a common orientation, integration, and practice-actor participation as fundamental requirements for an inter- and trans-disciplinary research project. We also outline the approaches to solutions for these challenges developed by the project. Finally, we draw a number of lessons from the ENavi experience for inter-and transdisciplinary research regarding large-scale projects.

Recently, literature around the theme of collaborative management research has grown considerably. According to the definition of collaborative management research, two components are connected to each other in this context; managers of organizations and academic researchers. In literature, many authors claim that the relationship between these two components could lead to significant advantages for both of them. On the one hand, managers can learn more about new methods of handling complex systems, and on the other hand, researchers can have a chance to recognize new theories and develop their knowledge through this collaboration. Some authors argue that collaborative research not only leads to an increase in knowledge production, but also encourages knowledge sharing among the participating researchers. Therefore, knowledge production is an important issue in collaborative management research. In literature, many authors claim that the quality of knowledge production through collaborative research is higher than in non-collaborative cases. With the view of making collaborative management research more valuable, knowledge production could play an important role in three issues related to enriching collaborative management research; namely rigor, reflection and relevance. The issue of knowledge production has been a controversial and much disputed subject within the field of collaborative management research. In this paper, some studies are reviewed in order to find out the effect of collaborative management research on knowledge production. Moreover, the pattern of collaboration in knowledge production is also discussed.

Рассмотрены индивидуальные и коллективные стратегии научно-исследовательской деятельности. Проведен теоретико-эмпирический анализ преимуществ и недостатков научного сотрудничества. Представлена концептуализация факторов исследовательского сотрудничества. Эмпирическое исследование проведено с применением метода экспертного интервью с 86 штатными сотрудниками российских университетов, относящихся к административноуправленческому персоналу и научно-педагогическим работникам. По результатам экспертных интервью научно-педагогические работники разделены на две категории — «коллективисты» (ориентированные на работу в научных группах) и «индивидуалисты» (предпочитающие персональное научное творчество). Выделена активная и пассивная стратегия научного сотрудничества. В оценках информантов определены факторы, влияющие на определение приоритетной стратегии ученого (индивидуальной исследовательской работы или включения в состав научных коллективов): этап карьерного пути; отрасль науки или конкретная научная тематика; масштаб и значимость научных задач. Среди преимуществ коллективной работы выделены: значимость коммуникации в коллективе; объединение специалистов с уникальными компетенциями и разделение труда в научных коллективах, позволяющее получить быстрый и качественный результат за счет синергетического взаимодействия участников; экономия времени и ресурсов; преемственность в науке; совместное использование лучшего оборудования из разных стран, организаций, коллективов. Недостатки коллективной работы: трудности определения личного вклада; сложности взаимодействия в команде и необходимость поддерживать мотивацию работников; длительное принятие решений; ограничения в организации процесса работы; необходимость подчиняться руководителю и следовать традициям, принятым в коллективе. Определены стратегии формирования научных коллективов: практика целенаправленного формирования научного сообщества с последующим многолетним сотрудничеством и ситуативное создание коллектива под конкретную исследовательскую задачу., The article studies individual and collective research strategies and presents a theoretical and empirical analysis of the advantages and disadvantages of research cooperation. It also conceptualizes research cooperation factors. The empirical study uses the method of expert interviews with 86 full-time employees of Russian universities including administration, management, academic and teaching staff. According to the results, the academic and teaching staff are divided into two categories — “collectivists” (oriented to work in scientific research groups) and “individualists” (preferring personal scientific research). We distinguish active and passive strategies of scientific research cooperation. The respondents’ answers provide the main factors to prioritise a research strategy (individual research or research teams): stage of career; branch of science or specific research topic; scale and significance of research tasks. The advantages of teamwork include the following: the importance of team communication; obtaining fast and effective results due to the synergy among the participants of a research team with unique skills and the division of labour in research teams; saving time and resources; continuity in science; sharing the best equipment from different countries, organizations and teams. The disadvantages of teamwork include difficulties in determining personal contribution; difficulties in team interaction and the need to keep the participants motivated; lengthy decision-making; limits in organizing the process; the need to obey the leader and follow the traditions accepted in the team. Strategies for building research teams are identified as follows: building a research community followed by long-term cooperation, and ad hoc team building for a specific research task.

En aquest article fem una contextualització d’un projecte artístic interessat en explorar la colectivització del procés del final de vida, les cures pal·liatives, l’acompanyament i el dol. La bona mort és una investigació col·lectiva sobre les cures i l’acompanyament en els procesos del final de la vida i la mort. Es tracta d’un projecte interdisciplinari que integra a artistes, sociosanitaris, especialistes en el dol i educadors socials, i que es defineix a la vegada pel seu caràcter participatiu (290 persones). Encapçalat per l’artista Albert Potrony, a cura de Roser Sanjuán al Centre d’Art la Panera, amb el suport d’Art for Change 19 de l’Obra Social de la Caixa dut a terme durant l’any 2020 i fins el 3 de març de 2021. In this article, we contextualise the project La Bona Mort (The Good Death), an art project that explores how to collectivise the end of life process, palliative care, how to accompany someone who is dying and the grieving process. We seek to establish a theoretical framework around this collaborative artistic project on end of life, death and grief, led by the artist Albert Potrony, curated by Roser Sanjuán for the Centre d’Art la Panera, with the support of the Art for Change 2019 project of the Obra Social de la Caixa. En este artículo hacemos una contextualización de un proyecto artístico interesado en explorar la colectivización del proceso del final de vida, las curas paliativas, el acompañamiento y el luto. La buena muerte es una investigación colectiva sobre las curas y el acompañamiento en los procesos del final de la vida y la muerte. Se trata de un proyecto interdisciplinario que integra a artistas, sociosanitarios, especialistas en el luto y educadores sociales, y que se define a la vez por su carácter participativo (290 personas). Encabezado por el artista Albert Potrony, al cuidado de Roser Sanjuán en el Centro de Arte la Panera, con el apoyo de Art for Change 19 de la Obra Social de la Caixa llevado a cabo durante el año 2020 y hasta el 3 de marzo de 2021.

Universitäten leisten aus verschiedenen Gründen einen wichtigen Beitrag zur Regionalentwicklung. Neben ihrer Rolle als Ausbildungsort für hochqualifiziertes Personal und als Erzeuger von neuem Wissen sind Universitäten auch ein wichtiger Akteur in regionalen und überregionalen Wissensnetzwerken. Für Unternehmen stellen sie einen wichtigen Kooperationspartner dar, durch den neues, tendenziell grundlagenorientiertes Wissen in die private Wirtschaft fließt. Die Diffusion von Wissen in Netzwerke wird durch die öffentliche Forschungsförderung von Verbundprojekten aktiv unterstützt. Die Einbettung innerhalb solcher Netzwerke bestimmt dabei, in welchem Ausmaß Akteure zur Wissensdiffusion beitragen und von ihr profitieren. Inwieweit Universitäten die Einbindung von Regionen im Netzwerk beeinflussen, ist jedoch bisher weitestgehend unbekannt. In der vorliegenden Studie wird daher die Bedeutung von Universitäten für die regionale Einbindung in überregionale Wissensnetzwerke analysiert. Hierfür wird die Position von 399 Landkreisen und kreisfreien Städten in geförderten Forschungsnetzwerken zwischen 2010 und 2014 untersucht. Mithilfe einer Netzwerkanalyse wird identifiziert, inwieweit Universitäten die strukturelle Position von Regionen in überregionalen Wissensnetzwerken beeinflussen. Die Ergebnisse zeigen, dass Universitäten maßgeblichen Einfluss auf die strukturelle Position im Netzwerk haben, dass dieser jedoch zwischen Regionen sehr stark variiert und zudem abhängig von der jeweiligen Größe der Universität ist. Universities play an important role for regional development for various reasons. First, highly-skilled individuals required in the private sector as critical production factors are trained at universities. Second, universities generate new knowledge, which is fundamental for economic growth. Third, knowledge diffuses in networks and universities are an essential actor in intra-regional and inter-regional knowledge networks. More precisely, collaborations between universities and industry facilitates knowledge diffusion into private organizations. University-industry collaboration, however, is likely to fall short of a social optimum. That is the reason why collaborative projects in research and development (R&D) are subject to federal innovation policy. The embeddedness in knowledge networks influences how actors contribute to and benefit from knowledge diffusion within these networks. The role of universities for the embeddedness of regions in inter-regional knowledge networks, however, is largely unknown. In this contribution we analyze the importance of universities for the embeddedness in inter-regional knowledge networks, which have been subsidized by the German federal government between 2010 and 2014. We estimate the influence of universities on the structural position of 399 regions in inter-regional networks by relying on methods from network science. The results indicate that universities have a significant influence on the embeddedness of regions in knowledge networks. The influence, however, varies between regions and is dependent on the size of the university.

This paper presents some initial findings of a double-sided study on collective research in inclusive education. The aim is to discuss how thinking on inclusive education can be produced and evolved in a community of inquiry consisting of practitioners and researchers. The paper presents both a research process and an explorative theoretical endeavour to rethink how we might conduct research in education and more specifically inclusive education. The theoretical point of departure is Hannah Arendt’s concept of ‘thinking without a banister’ which, succinctly put, means to be able to think without a fixed methodology. We connect Arendt’s idea of ‘thinking without a banister’ with Johann Friedrich Herbart’s concept of pedagogical tact, which deals with the strong connection between theory and practice in educational processes. The paper ends with a reflection on the possible influence on inclusive education of the framework presented, and how it might lead to a more inclusive starting point for thinking about and researching the field of inclusive education.

La pratique du diagnostic archéologique en région nîmoise, territoire limité et riche de vestiges, s’appuie sur le travail d’un large groupe de recherche qui développe des problématiques couvrant toutes les périodes chronologiques. Les nombreux diagnostics réalisés sur de petites surfaces ont fait de ce type d’intervention un outil important de la recherche ; les données récoltées servent de nombreuses thématiques comme la restitution paysagère, la topographie urbaine, la structuration foncière ou le mode d’occupation du sol. Cet article présente cette approche collective du diagnostic archéologique et son exploitation comme outil scientifique majeur., Practice of archaeological diagnostics in Nîmes region, a limited territory rich in remains, is based on the work of a large research group which develops problems covering all chronological periods. Numerous evaluations carried out on small areas have made this type of intervention an important research tool; data collected are used for many themes such as landscape restitution, urban topography, land structuring or land use. This article presents this collective approach of archaeological diagnostics and its use as a major scientific tool.

no_faq sees itself as a research collective linking scientific and artistic research methods. In particular, no_faq is interested in a performative practice oriented towards artistic research. It is intended herewith, to create a space for both independent and collective research practice. Allowing therewith the reflections and exploration of these processes. The relationships in this case between students and teachers are not to be subdivided hierarchically but to undergo a process of interacting reflection. The research seminar no_faq explores the strategies and methods that artistic research holds for architecture education. The artistic procedures should not appear as purely aesthetic-design features, but become an essential component of a critical research attitude within the wider educational aspects of the architect. The resulting materials (microstudies) describing the research process will be made accessible to the public in form of a discursive exhibition display. Due to the complex but also open and process orientated nature of the seminar, I arrived out two central questions for my own research to take a critical and reflective perspective by looking at the processes of the seminar: The first question addresses the contextual level: How can spacial structures of an institution be explored on the basis of artistic-performative practices? Specifically, to analyse the institutional space of the Badischer Kunstverein Karlsruhe. The second question focusses on the didactical level: Which methods can we discover in order to develop a critically orientated collaborative attitude within the research process? Collective actions in my eyes are more process oriented, open-ended, have nothing to do with effectiveness and are not purely a group activity., IS THIS THE REAL WORLD? Perfect Smart Cities vs. Real Emotional Cities. Proceedings of REAL CORP 2019, 24th International Conference on Urban Development and Regional Planning in the Information Society, 935-940

In urban times our bodies have been disconnected from their natural environment. Our homes have made invisible structural inequalities. Our individuality has broken community ties and little by little we have lost our ability to act for the common good. Given this scenario, it is necessary to develop innovative methodologies from collective research processes capable of reconnecting future generations with the problems and inequalities of our territories. We are territory and the territory is the reflection of the people that we are. In this sense, the present article intends to explore the experience of pedagogical innovation developed from the collective investigation with social cartography next to the pupils of 4º of Primary of the CEIP Vicente Gaos of the city of Valencia. The process is a pilot initiative promoted by the Institute of Management of Innovation and Knowledge - Ingenio (CSIC - UPV) and the classroom tutor, who have participated actively in the co-design and facilitation of social cartography. The experience aims to connect the students with the territory, from the reflection-action on their own bodies, homes and city, in order to for the exercise of the right to the city., En tiempos urbanos nuestros cuerpos han sido desconectados de su medio natural. Nuestros hogares han invisibilizado desigualdades estructurales. Nuestra individualidad ha roto lazos comunitarios y poco a poco hemos perdido nuestra capacidad de actuar para el bien común. Ante tal escenario, es necesario desarrollar metodologías innovadoras desde procesos de investigación social colectiva capaces de reconectar las futuras generaciones con las problemáticas y desigualdades de nuestros territorios. Somos territorio y el territorio es el reflejo de las personas que somos. En este sentido, el presente trabajo final de Máster pretende explorar la experiencia de innovación pedagógica desarrollada desde la investigación social colectiva con cartografía social junto al alumnado de 4º de Primaria del CEIP Vicente Gaos de la ciudad de Valencia. La experiencia pretendió conectar al alumnado con el territorio, desde la reflexión-acción sobre sus propios cuerpos, hogares y barrios del distrito de Algirós, con el fin de contribuir y facilitar el desarrollo de habilidades, aptitudes y capacidades para el ejercicio del derecho a la ciudad hacia el desarrollo humano y sostenible. El proceso es una iniciativa piloto impulsada por el Instituto de Gestión de la Innovación y del Conocimiento ¿ Ingenio (CSIC ¿ UPV) y la maestra tutora de la clase, que han participado activamente en el co-diseño y facilitación de todo el proceso.

Communities of peers in search of truth do not emerge in higher education institutions any more, which is one of the reason for universities' growing weakness. The aim of the paper is to help academic teachers organize research together with students during regular classes. This includes assessing academic productivity of meetings regarding typical relations between teachers and students: feudal, reciprocal and baseline communist. It starts with the analysis of possibilities and necessities of academic teaching, which is based on connections between the before-mentioned relations and forms of working together in a group, which must be adequate to the number of participants. Next, an analysis of cases when the challenges students are posed with are not balanced with the skills they have gained, leads to studying consequences of students' frustration and ways they can take initiative and responsibility for changing the type of relation between teachers and themselves. As a result, we have a model in which personal relations, forms of co-working and the scale of involvement needed for a research project are the core issues that must be taken into account in order to transform classes into the time of collective research.

En tiempos urbanos nuestros cuerpos han sido desconectados de su medio natural. Nuestros hogares han invisibilizado desigualdades estructurales. Nuestra individualidad ha roto lazos comunitarios y poco a poco hemos perdido nuestra capacidad de actuar para el bien común. Ante tal escenario, es necesario desarrollar metodologías innovadoras desde procesos de investigación colectiva capaces de reconectar a las futuras generaciones con las problemáticas y desigualdades de nuestros territorios. Somos territorio y el territorio es el reflejo de las personas que somos. En este sentido, el presente artículo pretende explorar la experiencia de innovación pedagógica desarrollada desde la investigación colectiva con cartografía social junto con el alumnado de 4º de Primaria del ceip Vicente Gaos de la ciudad de Valencia. El proceso es una iniciativa piloto impulsada por el Instituto de Gestión de la Innovación y del Conocimiento – Ingenio ( csic – upv ) y la maestra tutora de la clase, que han participado activamente en el co-diseño y facilitación de la cartografía social. La experiencia pretende conectar al alumnado con el territorio, desde la reflexión-acción sobre sus propios cuerpos, hogares y ciudad, con el fin de facilitar el desarrollo de habilidades, aptitudes y capacidades para el ejercicio del derecho a la ciudad hacia el desarrollo humano y sostenible. In the urban era our bodies have been disconnected from their natural environment. Our homes have made structural inequalities invisible. Our individuality has broken community ties, and we have gradually lost our ability to act for the common good. Given this scenario, innovative methodologies must be developed from collective research processes that can reconnect future generations with the problems and inequalities of our territories. We are territory and the territory is the reflection of the people we are. The present article follows this line to explore the experience of a pedagogical innovation developed through collective research using social mapping with year 4 pupils at the Vicente Gaos infant and primary school in Valencia. The process is a pilot initiative promoted by the Institute for Innovation and Knowledge Management - Ingenio ( csic – upv ) and the class tutor, who played an active part in co-designing and facilitating the social mapping project. The aim of the experience is to connect the students with the territory, by reflection-action on their own bodies, homes and city, to facilitate the development of skills, aptitudes and capacities with which to exercise the right to the city and promote human and sustainable development. En temps urbans els nostres cossos han estat desconnectats del seu medi natural. Els nostres llars han invisibilitzat desigualtats estructurals. La nostra individualitat ha trencat llaços comunitaris i poc a poc hem perdut la nostra capacitat d’actuar per al bé comú. Davant aquest escenari, cal desenvolupar metodologies innovadores des de processos d’investigació col·lectiva capaços de reconnectar les futures generacions amb les problemàtiques i desigualtats dels nostres territoris. Som territori i el territori és el reflex de les persones que som. En aquest sentit, el present article pretén explorar l’experiència d’innovació pedagògica desenvolupada des de la investigació col·lectiva amb cartografia social juntament amb l’alumnat de 4t de Primària del ceip Vicente Gaos de la ciutat de València. El procés és una iniciativa pilot impulsada per l’Institut de Gestió de la Innovació i del Coneixement - Ingenio ( csic - upv ) i la mestra tutora de la classe, que han participat activament en el co-disseny i facilitació de la cartografia social. L’experiència pretén connectar l’alumnat amb el territori, des de la reflexió-acció sobre els seus propis cossos, llars i ciutat, per tal de facilitar el desenvolupament d’habilitats, aptituds i capacitats per a l’exercici del dret a la ciutat cap al desenvolupament humà i sostenible.

This essay outlines the history of the Società Italiana di Studi sul Secolo XVIII, an interdisciplinary association which gathers many scholars of history, philosophy, literature, art and culture. Since its foundation in 1978, the SISSD promotes the growth and development of Italian studies, along with the knowledge of the eighteenth century’s cultural heritage, through the organization and patronage of conferences, meetings and cultural events., Diciottesimo Secolo. Rivista della Società Italiana di Studi sul Secolo XVIII, Vol 1 (2016)

This article presents the research effort that has culminated in the drafting of the “Europe in Online Media” project (Lemel), which addresses how Europe is represented in the main online media outlets of several European countries. The steps of invalidation, validation and modification of research perspectives are analyzed, as the research has developed from an initial interest in European identity to a broader and more unifying theme.

It has not been an easy task for Venezuelan linguists to take up an intensive research of the Bari language, the only one belonging to the Chibchan family in this country. Our professionals are somewhat more accustomed to Arawak, Carib and other families of the Amazonian Area. Moreover, Bari has a well gained reputation of being a rather complex linguistic system, especially on account of its tonal character and other suprasegmental peculiarities. But we must add to this panorama the attitude of Bari society itself, whose members desire to participate collectively in linguistic research having professional linguists as collaborators. This article shows how our anthropolinguistic team has been facing this challenge for a number of years. No ha sido tarea fácil para los lingüistas venezolanos abordar la investigación intensiva del idioma barí, el único que pertenece a la familia chibcha en este país. Nuestros profesionales están algo más acostumbrados a las familias arawak, caribe y otras del Área Amazónica. Además, el barí tiene una reputación bien ganada de ser un sistema lingüístico complejo, especialmente por su carácter tonal y otras peculiaridades suprasegmentales. Pero debemos agregar a este panorama la actitud de la propia sociedad barí, cuyos miembros desean participar colectivamente en la investigación lingüística teniendo a los lingüistas profesionales como colaboradores. El presente artículo muestra cómo nuestro equipo antropolingüístico viene enfrentando este reto desde hace algunos años.

International audience; Fifteen years after the creation of the research network ‘Développement durable et territoires fragiles’ (Sustainable development and fragile territories) this article aims at retracing the way this research network has mobilized the notion of sustainable development, in the framework of its research activity and scientific animation This reflexive view was needed, in a context characterized by a large recognition of sustainable development as a key component of territorialized public policies, but also by the mobilization of this notion by a variety of actors, with sometimes contradictory logics.; Quinze ans après la création du réseau de recherche « Développement durable et territoires fragiles », ce texte vise à reconstituer, rétrospectivement, comment le réseau s’est saisi de la notion de développement durable dans le cadre de son activité de recherche et d’animation scientifique. Ce regard réflexif s’imposait, dans un contexte où le développement durable est désormais reconnu comme un référentiel clé des politiques publiques territoriales, mais aussi comme un concept instrumentalisé par une variété d’acteurs aux logiques parfois contradictoires.