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Paper short abstract

Interdisciplinary and transdisciplinary (ITD) meta-research remains under-theorised and is often carried out implicitly or informally. This paper examines, through a cultural-critical lens, the pathways through which ITD meta-research emerges and how it can be consolidated into a research programme.

Paper long abstract

Meta-research—broadly defined as the systematic study of research practices, processes, and structures—has gained increasing relevance across disciplines seeking to improve the quality, transparency, and impact of knowledge production. However, within the growing interdisciplinary and transdisciplinary (ITD) scholarships, meta-research remains under-theorised and fragmented, often carried out implicitly or informally. While ITD projects frequently reflect on their own processes, few studies have examined how such reflection evolves into systematic meta-research or what it means to inhabit the role of an ITD meta-researcher. To address this gap, this paper synthesises the findings of a five-year research project that investigated, through a cultural-critical lens, the distinct trajectories leading into ITD meta-research. Using an ethnographic approach, I examine who engages in these studies, illuminating the diverse epistemic, institutional, and personal pathways through which ITD meta-research emerges.

Recent debates in both meta-research and ITD scholarship have underscored the need to develop cumulative, theory-informed understandings of how knowledge integration and collaboration unfold in practice. Understanding the defining features of ITD meta-research is essential for advancing the professionalisation of ITD research and expertise, as meta-research enables scholars and institutions to learn from the conditions, methodologies, and infrastructures that sustain reflexive inquiry. Ultimately, this analysis contributes to broader debates on the future of meta-research, including the role of accompanying research in ITD contexts. By systematising lessons drawn from my own experiences, I aim to help researchers and research organisations better articulate how learning from practice can become an integral, rigorous, and cumulative component of ITD science.