Measuring Convergence in Science and Engineering Proceedings of a Workshop (2021) / Chapter Skim
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4 Conceptualizing Convergence
4 Conceptualizing Convergence
Pages 21-26
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From page 21... ...
The problems that drive interest in convergence could be considered "wicked problems," a term coined by Rittell and Webber1 to refer to interlocking problems with multiple causes for which there are no clearly established entities responsible for finding solutions. Some 21st-century global challenges that meet this definition and have been driving interest in convergence include the environment, public health, technology, and sociocultural challenges.
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From page 22... ...
At the macro level, societal events, national research policies, and funding from agencies and foundations can positively or negatively impact opportunities for convergence. Stokols noted that social and cultural issues such as public opinion about the value of science can also affect convergence opportunities but have received less attention in the literature.
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From page 23... ...
When considering measurement, team science offers strategies for evaluating both interdisciplinary and transdisciplinary contributions. When using bibliometric measures to gauge team productivity and impact, supplementary qualitative data are generally needed to understand the catalytic impact of the ideas generated by research teams.
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From page 24... ...
The coproduction of knowledge may be particularly complex in international collaborations, as the additional political and cultural differences may inhibit convergence. To close the presentation, Stokols asked attendees to consider the first four National Academies' consensus reports on convergence: Facilitating Interdisciplinary Research6 (2005)
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From page 25... ...
Stokols emphasized that this kind of work should exist in a running dialectical exchange with other components of convergent thought such as efforts to integrate fields by bringing research groups together to emphasize common ground. Referring to Klein's question about navigating the relationship between diversity and the differences between divergent and convergent thinking, Stokols suggested that the variety of categories of diversity (skills, knowledge, and culture)
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From page 26... ...
Khargonekar asked whether lessons learned from the measurement of ecosystems might inform the Steering Committee's deliberations about how to move convergence research forward. Stokols suggested that systematic thought across multiple scales is one core competency for convergent work.
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