Different perspectives on a common goal? The Q-method as a formative assessment to elucidate varying expectations towards transdisciplinary research collaborations

Transdisciplinary research (TDR) collaborations are considered effective when they yield relevant results for science and practice. In this context, the different expectations, experiences, skills, and disciplines of the team members involved determine TDR collaboration. Using the example of 13 team members involved in the 3-year TDR project 'Romerland Carnuntum 2040' (Austria), we aim to identify and compare diverse expectations regarding TDR collaboration. In doing so, we question the often emphasised dichotomy between science and practice as the main challenge of TDR collaboration and aim towards making individual expectations regarding TDR collaboration visible and tangible. The contribution of the present paper is twofold: on the one hand, we provide statements for a formative assessment to externalise implicit expectations, assumptions, and epistemologies of TDR project team members regarding TDR collaboration and results. On the other hand, we present the Q-methodology as a viable approach to uncover diverging viewpoints as visible, tangible, and enunciable differences that need to be acknowledged in early stages of TDR projects when allocating resources and planning further project steps. Our investigations result in two viewpoints: one emphasises learning, collective reflection, and knowledge exchange as the main TDR expectation. The second focuses on 'changing practices', assuming that the project supports the introduction of new practices for (sustainable) regional development. These diverging expectations reveal subconscious tensions, which have to be addressed when allocating resources and defining project success within the TDR project.