Interdisciplinary and transdisciplinary research are promoted because of their contribution to addressing complex societal challenges. However, barriers to these research modes persist, some of which emerge from challenges in assessing inter- and transdisciplinary research. This article uses the sensitising concept of ‘values’ to study the entanglement of inter- and transdisciplinary research practices and their assessment. 

A refined understanding of the conditions for successful transdisciplinary research lacks. This article addresses this gap by analysing interviews with Horizon project coordinators working on sustainability topics.

Libraries are a central part of the academic system, which is increasingly embracing a range of approaches for tackling complex societal and environmental problems, including transdisciplinarity.

Over the past two decades, transdisciplinarity has been cited increasingly by policymakers and university actors as a means to reshape learning and research processes to improve society’s potential to tackle grand societal challenges.

Dominant approaches to research quality rest on the assumption that academic peers are the only relevant stakeholders in its assessment. In contrast, impact assessment frameworks recognize a large and heterogeneous set of actors as stakeholders.

Current programme evaluations do not adequately measure the skills and characteristics of individuals and collectives doing transdisciplinary research.

Transdisciplinary research is increasingly seen as critical for advancing climate change adaptation. Operationalizing transdisciplinary research in the global South, however, confronts ingrained cultural and systemic barriers to participatory research.