Fortalecimiento y crecimiento del Sistema de Ciencia, Tecnología, Conocimiento e Innovación

42 Abrahamson, D., & Chase, K. (2015). Interfacing practices: domain theory emerges via collabo- rative reflection. Reflective Practice, 16(3), 372–389. https://doi.org/10.1080/14623943.20 15.1052384 Ainscough, J., de Vries Lentsch, A., Metzger, M., Rounsevell, M., Schröter, M., Delbaere, B., … Staes, J. (2019). Navigating pluralism: Understanding perceptions of the ecosystem services concept. Ecosystem Services, 36, 100892. https://doi.org/10.1016/j.ecoser.2019.01.004 Berker, T., & Kvellheim, A. K. (2017). Boundary Objects As Facilitators in Sustainable Building Re- search. Science and Public Policy, 45(2), 202–210. https://doi.org/10.1093/scipol/scx057 Clark, J., Laing, K., Leat, D., Lofthouse, R., Thomas, U., Tiplady, L., & Woolner, P. (2017). Trans- formation in interdisciplinary research methodology: the importance of shared experien- ces in landscapes of practice. International Journal of Research and Method in Education, 40(3), 243–256. https://doi.org/10.1080/1743727X.2017.1281902 Gießmann, S. (2015). Der Durkheim-Test. Anmerkungen zu Susan Leigh Stars Grenzobjek- ten. Berichte Zur Wissenschaftsgeschichte, 38(3), 211–226. https://doi.org/10.1002/ bewi.201501724 Gosselin, D., Cooper, S., Lawton, S., Bonnstetter, R. J., & Bonnstetter, B. J. (2016). Lowering the walls and crossing boundaries: applications of experiential learning to teaching collaborati- on. Journal of Environmental Studies and Sciences, 6(2), 324–335. https://doi.org/10.1007/ s13412-015-0312-2 MacGillivray, B. H., & Franklin, A. (2015). Place as a boundary device for the sustainability scien- ces: Concepts of place, their value in characterising sustainability problems, and their role in fostering integrative research and action. Environmental Science and Policy, 53, 1–7. https://doi.org/10.1016/j.envsci.2015.06.021 McNair, L. D., Davitt, M., & Batten, G. P. (2015). Outside the ‘comfort zone’: impacts of interdisci- plinary research collaboration on research, pedagogy, and disciplinary knowledge produc- tion. Engineering Studies, 7(1), 47–79. https://doi.org/10.1080/19378629.2015.1014817 Nyang’au, I. M., Kelboro, G., Hornidge, A. K., Midega, C. A. O., & Borgemeister, C. (2018). Trans- disciplinary research: Collaborative leadership and empowerment towards sustainability of push-pull technology. Sustainability (Switzerland), 10(7), 2378. https://doi.org/10.3390/ su10072378 Partelow, S. (2016). Coevolving Ostrom’s social–ecological systems (SES) framework and sus- tainability science: four key co-benefits. Sustainability Science, 11(3), 399–410. https://doi. org/10.1007/s11625-015-0351-3 Finalmente, y a partir de toda la información recopilada y revisada durante ambas jornadas, y con la participación de un total de 49 académicos/as correspondientes a 14 facultades, 1 Insti- tuto y 2 de Vicerrectorías, se elaboraron los siguientes documentos: Fortalecimiento y Crecimiento del Sistema de Ciencia, Tecnología y Conocimiento e Innovación: ¿Cómo llegamos a un gasto en I+D equivalente al 1% del PIB chileno? Aportes de académicos y académicas de la Universidad de Chile. Declaración Académica: Más y mejor I+D+i para Chile, Latinoamérica y el mundo. Referencias