Exploring Transformation in Humanities and Social Sciences

 
 
 
Transformational ways of living and
learning: ECR network event
 
Transformational ways of living and
learning: ECR network event
 
How the theme of ‘transformation’ is used in
the humanities and social sciences
Discussion about how we engage with
‘transformation’ in our own work
Next steps for the ECR transformations
network
 
Transformations: Phase 1
 
Project commissioned by the
School of the Humanities and
Social Sciences
Review of academic and grey
literature
Interviews with University of
Cambridge staff
 
 
Transformations: Phase 1
 
Within academic scholarship, transformation is typically
understood to refer to a significant reordering which
challenges existing structures to produce something
novel (Blythe et al., 2018).
A substantial change of social systems, which could be
spontaneous, and is often the result of intentional
decisions and actions (Merkel et al., 2019).
The concept is used across a wide array of disciplines
and issues.
 
Transformations Research
 
Increasing demand for transdisciplinary co-production of
knowledge (Schneider et al., 2019)
Several key areas of focus: knowing whether transformation has
occurred or is occurring; knowledge production and use;
governance; how dimensions of social justice inform transformation;
working with the present to create new futures; etc. (Fazey et al.,
2018)
Power, politics and agency in transformation (Patterson et al., 2017;
Blythe et al., 2018; Castles, 2010).
 
‘Transformation’ in policy and strategy
 
In UK government policy: ‘transform’ and derivatives of
the term are used in 624 policy papers and
consultations since 2020, largely in relation to public
service restructuring
In research strategy: transformation is understood as
necessary to respond to major policy problems.
 
- UKRI’s ‘Transforming Tomorrow Together’
 
strategy document
 
‘Transformation’ in social sciences
research
 
‘Transformation’ is seen primarily as ‘a
signalling word’ rather than an analytical lens.
‘Transformation’ communicates ambition but
implementation is not easy.
Researchers may use ‘transformation’ to
appeal to funding bodies.
Further debate is needed.
 
 
 
 
Recommendations
 
There is a need for researchers to focus more sharply on
what ‘transformation’ means, with an emphasis on
politicisation.
In Cambridge, ECRs should be a key part of the University’s
engagement with transformation discourse.
Researchers should engage with stakeholders outside
academia to ensure conceptualisations of transformation
respond to real world challenges.
 
 
Transformations: Phase 2
 
An ECR network for those whose work
engages with ‘transformation’
Establishing links across disciplines and
understanding how ‘transformation’ is
employed across research in the School.
A symposium on the 16
th
 May for ECRs to
share research and expand networks.
 
Discussion
 
What does ‘transformation’ mean to you?
How can we tell if an idea or intervention is transformative?
 How much has to
change to refer to that change as a transformation?
What is it that would have to change, are people looking at practices, norms,
processes?
Are you interested in/researching historic or future transformation?
Are you interested in/researching transformations that are the result of deliberate
initiatives, choice, or necessity based on circumstance (such as climate change
responses)?
How long would something have to be sustained to be transformative?
 
 
 
 
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https://www.educ.cam.ac.uk/
hh529
@cam.ac.uk
 
 
 
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Understanding and engaging with the theme of transformation in academia, particularly in the humanities and social sciences. Discussing the impact of transformation in research, policy, and strategy. Highlighting the need for transdisciplinary approaches in knowledge production and the role of power, politics, and agency in driving transformation.


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  1. Transformational ways of living and learning: ECR network event

  2. Transformational ways of living and learning: ECR network event How the theme of transformation is used in the humanities and social sciences Discussion about how we engage with transformation in our own work Next steps for the ECR transformations network

  3. Transformations: Phase 1 Project commissioned by the School of the Humanities and Social Sciences Review of academic and grey literature Interviews with University of Cambridge staff

  4. Transformations: Phase 1 Within academic scholarship, transformation is typically understood to refer to a significant reordering which challenges existing structures to produce something novel (Blythe et al., 2018). A substantial change of social systems, which could be spontaneous, and is often the result of intentional decisions and actions (Merkel et al., 2019). The concept is used across a wide array of disciplines and issues.

  5. Term Count Leadership 125 Social 51 Innovation 47 Service 32 Based 32 Digital 30 Urban 28 Research 28 Role 27 Climate 25 Food 24 Energy 24 Sustainable 23 Change 23 Using 21 Green 21 Performance 20 Knowledge 20 Covid 20

  6. Transformations Research Increasing demand for transdisciplinary co-production of knowledge (Schneider et al., 2019) Several key areas of focus: knowing whether transformation has occurred or is occurring; knowledge production and use; governance; how dimensions of social justice inform transformation; working with the present to create new futures; etc. (Fazey et al., 2018) Power, politics and agency in transformation (Patterson et al., 2017; Blythe et al., 2018; Castles, 2010).

  7. Transformation in policy and strategy In UK government policy: transform and derivatives of the term are used in 624 policy papers and consultations since 2020, largely in relation to public service restructuring In research strategy: transformation is understood as necessary to respond to major policy problems. - UKRI s Transforming Tomorrow Together strategy document

  8. Transformation in social sciences research Transformation is seen primarily as a signalling word rather than an analytical lens. Transformation communicates ambition but implementation is not easy. Researchers may use transformation to appeal to funding bodies. Further debate is needed.

  9. Recommendations There is a need for researchers to focus more sharply on what transformation means, with an emphasis on politicisation. In Cambridge, ECRs should be a key part of the University s engagement with transformation discourse. Researchers should engage with stakeholders outside academia to ensure conceptualisations of transformation respond to real world challenges.

  10. Transformations: Phase 2 An ECR network for those whose work engages with transformation Establishing links across disciplines and understanding how transformation is employed across research in the School. A symposium on the 16th May for ECRs to share research and expand networks.

  11. Discussion What does transformation mean to you? How can we tell if an idea or intervention is transformative? How much has to change to refer to that change as a transformation? What is it that would have to change, are people looking at practices, norms, processes? Are you interested in/researching historic or future transformation? Are you interested in/researching transformations that are the result of deliberate initiatives, choice, or necessity based on circumstance (such as climate change responses)? How long would something have to be sustained to be transformative?

  12. https://www.cchpr.landecon.cam.ac.uk/ https://www.educ.cam.ac.uk/ hh529@cam.ac.uk

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