Unfortunately, training programs and mentors experienced in transdisciplinary One Health at academic institutions designed to create these types of cross-discipline transmitters are generally absent.
This is gradually replaced by a participatory mode; the new system is characterized by research networks, agenda defined in an application context, research aimed at problem-solving, transdisciplinary focus, assessment of academic merit and social relevance [ 3].
Capacity assessments that have been conducted within universities have covered specific training courses, such as public health [ 22], post-graduate epidemiological research [ 23], and health services and systems training [ 24], or a transdisciplinary aspect of the academic remit such as knowledge translation [ 25] or running doctoral programmes [ 26].
The cluster-based policies can help facilitate innovation and support transdisciplinary research networks among academics and entrepreneurs to promote the clusters' regional advantage (Saxenian 1994, 2006).
The lack of existing structures in academic institutions to support transdisciplinary research may require teams to spend more time in collaborative dialogue with various funding bodies.
For example, the lack of an academic performance reward structure for transdisciplinary research at academic institutions often discourages team-focused research.
For most academic institutions, mechanisms to build transdisciplinary curricula, learning environments, mentorship, and leadership are still in their infancy.
Sustainable solutions call for transdisciplinary approaches, in which the contributions of both non-academic and academic role players are integrated.
Projects formally labelled as transdisciplinary have characteristics typically associated with transdisciplinarity but academic projects share those characteristics.
The transdisciplinary research approach integrates frameworks and methodologies beyond academic disciplines and includes involvement of and input from policy makers and members of the community.
