Abstract
This paper examines the potential of design thinking as a methodology for fostering interdisciplinary competence within research teams. The goal is to facilitate effective decision-making and the development of innovative solutions by addressing the complexities of integrating diverse scientific knowledge, technical languages, methodologies, practices, and values. A significant focus of this research is the challenge of surfacing implicit knowledge, which is often deeply embedded within specific disciplines, and making it available for interdisciplinary collaboration. A series of workshops introduced a range of methods, including LEGO Serious Play (SP), visual trigger cards, and physical data representation. Participants from a range of disciplines, including ecology, data science, computer linguistics and philosophy of science, engaged in structured activities designed to facilitate knowledge sharing. Furthermore, the workshop concentrated on the identification of potential research gaps within this diverse setting. A post-workshop questionnaire completed by workshop participants was used to evaluate the impact of the methods employed on aspects of the collaborative culture, interdisciplinary research barriers, communication, knowledge accessibility and creative problem-solving. Implications: The findings offer significant insights into the contribution of design-oriented methodologies derived from design thinking to interdisciplinary research teams. The results of the workshop evaluation demonstrate that the utilisation of embodied approaches in data visualisation effectively elicits implicit knowledge, improves the collaborative culture, stimulates new perspectives, and identifies interdisciplinary research gaps. The insights offer a basis for advancing future research on the application of design-led approaches in interdisciplinary collaboration.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Design Management and Professional Practice
KEYWORDS
Interdisciplinary Collaboration, Knowledge Transfer, Embodiment Techniques, Communication Barriers, Implicit Knowledge
