Reflections of a graduate student team on developing and implementing a transdisciplinary research project: Challenges, recommendations, and lessons learned

Lydia Horne (), Alyssa Soucy (), Asha DiMatteo-LePape (), Valeria Briones () and Gabriela Wolf-Gonzalez ()
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Lydia Horne: University of Maine, Ecology and Environmental Sciences
Alyssa Soucy: University of Maine, Ecology and Environmental Sciences
Asha DiMatteo-LePape: University of Maine, School of Forest Resources
Valeria Briones: Woodwell Climate Research Center
Gabriela Wolf-Gonzalez: US Fish and Wildlife Service

Climatic Change, 2024, vol. 177, issue 4, No 8, 9 pages

Abstract: Abstract Graduate students can face difficulties collaborating across disciplines and outside of academia. Stakeholder-engaged research (i.e., research involving partners outside of academia) presents challenges for developing a project, finding collaborators, and co-creating knowledge. Past reflections on how to navigate stakeholder-engaged research assume a faculty member leads the project and do not often address implementation from a student-led approach. In this paper, we provide insight on our team science process from an applied, graduate student perspective. We reflect on the formation of our student team and the implementation of a tourism planning research project with community partners. We discuss challenges and focus on practical tips to overcome these challenges. Specifically, we include reflections on co-developing a research project, building authentic partnerships, negotiating power dynamics, and the role of institutional support. Lessons learned from this project can guide other graduate student teams working with stakeholders, as well as faculty seeking to train graduate students in stakeholder-engaged research.

Keywords: Team science; Conservation; Participatory workshops; Tourism; Climate change (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/s10584-024-03715-4

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