Abstract

Amidst contemporary social transformations, including the new role adopted by universities, transdisciplinarity has been gaining increasing recognition as an approach to understanding phenomena that cannot be addressed by the traditional model of disciplinary specialization: these include climate change, inequality, or, more recently, pandemics. However, there is little study of specific experiences that help to understand the implications, purpose, and challenges of adopting a transdisciplinary approach in universities. In order to reduce this gap, this article analyses the results of a participatory dialogue carried out in Universidad de Chile, examining different narratives regarding the emergence of transdisciplinarity and the associated opportunities and obstacles. These, in turn, relate to the historical, organizational, and cultural dynamics of the trajectory adopted by this institution, and the higher education sector in general, in the country: i) the social commitment, inscribed in the tradition and academic mission of the public university; ii) a promise of novelty, innovation, and transformation of scientific and academic work, associated with the emerging model of an entrepreneurial university; and, iii) the growing demand for a profound reform of the higher education system in the country.