@article {1173,
	title = {Editorial: Transdisciplinary Innovation (August 2018)},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {08/2018},
	pages = {3-6},
	publisher = {Talent First Network},
	address = {Ottawa},
	keywords = {innovation, interdisciplinary, learning, multidisciplinary, practice, transdisciplinarity, transdisciplinary},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1173},
	url = {https://timreview.ca/article/1173},
	author = {Chris McPhee and Martin Bliemel and Mieke van der Bijl-Brouwer}
}
@article {1178,
	title = {Exploring the Transdisciplinary Learning Experiences of Innovation Professionals},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {08/2018},
	pages = {50-59},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Transdisciplinary innovation inherently involves learning how to integrate disciplines towards exploring a problem or towards developing a solution or technology. Thus, transdisciplinary innovation and transdisciplinary learning are practically interchangeable. Although transdisciplinary learning has been studied and experimented with in educational research, the understanding of it in a professional context is limited. We therefore aim our research at addressing this question of how people shift their practice towards other disciplines to address complex issues. We chose to focus on a particularly challenging context {\textendash} the shift from positivist to non-positivist learning across the career of transdisciplinary innovators when addressing complex problems. What makes this context challenging is that the siloed and heavily specialized nature of working within a disciplinary construct discourages collaboration on real-world complex problems. This context is also challenging because the analytic focus from positivist disciplines results in a reductionist approach, which limits an innovator{\textquoteright}s ability to explore problems holistically and abductively. An understanding of the learning experiences of practitioners in these contexts will inform the identification of relevant variables and attributes that encourage innovative learning for ultimately innovative practice. This identification might help us develop better support and education for innovation professionals who want to adopt transdisciplinary practices for the purposes of addressing complex problems. In this article, we discuss the results of a series of in-depth interviews to understand the learning experiences of design innovation practitioners who experienced a shift away from positivist approaches towards transdisciplinary innovation practice. We explore the research approach undertaken to study the motivations and drivers, the emotions experienced during the shift, and the implementation and dissemination of the new learning into professional practice.},
	keywords = {emotion, experience, learning, professional, transdisciplinary},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1178},
	url = {https://timreview.ca/article/1178},
	author = {Mariana Zafeirakopoulos and Mieke van der Bijl-Brouwer}
}
@article {1175,
	title = {From Importing Innovations to Co-Producing Them: Transdisciplinary Approaches to the Development of Online Land Management Tools},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {08/2018},
	pages = {16-26},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {While traditional approaches to innovation diffusion often assume that innovations come from outside a local system, transdisciplinary co-production offers an alternative paradigm in which local stakeholders are engaged as co-producers of innovations. The use of digital online tools for agriculture, conservation, and citizen science is an area of expanding opportunities, but landholders are often dependent on tools developed outside their local communities. This article looks at the potential for transdisciplinary co-production to be used as a framework for more participatory development of digital online land management tools, with a case study from the Central Tablelands of New South Wales, Australia. This research has implications beyond rural land management to other industries and contexts where reflexive and integrative strategies are needed to overcome barriers to stakeholder participation and engagement with new technologies.},
	keywords = {adaptive, co-production, collaboration, decision-support, innovation, land management, tools, transdisciplinary},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1175},
	url = {https://timreview.ca/article/1175},
	author = {Alex Baumber and Graciela Metternicht and Peter Ampt and Rebecca Cross and Emily Berry}
}
@article {1080,
	title = {Realistic Creativity Training for Innovation Practitioners: The Know{\textendash}Recognize{\textendash}React Model},
	journal = {Technology Innovation Management Review},
	volume = {7},
	year = {2017},
	month = {06/2017},
	pages = {5-15},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Creativity is increasingly being recognized as important raw material for innovation, which highlights the importance of identifying ways to increase the creativity of practitioners. In this article, we describe our efforts to design a creativity training program specifically for innovation practitioners. Our aim was to develop a program that would be both theoretically sound (i.e., based on a rigorous scientific foundation) and relevant for practitioners (i.e., applicable to real-world contexts). Our transdisciplinary study employed co-creation as a method to ensure that three layers of focus would be taken into consideration: metacognitive knowledge, metacognitive monitoring, and metacognitive control. The result is a program called Creative Awareness Training, which is based on the new Know{\textendash}Recognize{\textendash}React model.},
	keywords = {co-creation, cognitive creativity, creative awareness, creative process, creativity, creativity training, front-end innovation, innovation process, metacognition, transdisciplinary},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1080},
	url = {http://timreview.ca/article/1080},
	author = {Dagny Valgeirsdottir and Balder Onarheim}
}
