Transdisciplinary Competencies for Transformation

There are growing academic discussions on preparing individuals to engage effectively in transdisciplinarity and/or collaborative transformation. Researchers are delving into specific instances, highlighting the competencies that align with the unique problem contexts, themes, roles, methods/methodologies employed, and more. Despite the advantages these approaches offer, the literature has become overwhelmed with lists of competencies. This presents challenges in terms of understanding their convergence, equilibrium, the feasibility of mastering such an extensive array of skills, and the dynamic trade-offs involved in possessing various competencies simultaneously. These aspects and challenges have been acknowledged in earlier chapters, particularly concerning the positionality of researchers and the shifting of roles. We recognize the significance of re-examining the discourse on competencies development in conjunction with these practical experiences and reflections. We aim to address the question of ‘what’ are we preparing individuals for, which involves revisiting, challenging, and questioning the practice of continually adding new competencies to the list. We go on to explore ‘how’ higher education is expected to nurture these competencies. We conclude this chapter by exploring the role of ‘purpose’ as a compass and guiding principle in the development of transformational competencies.