Skip to main content
Article thumbnail
Location of Repository

Conceptualising collaboration in context: an exploration of the collaborative experiences of academics in health and social care

By Karen Kniveton

Abstract

This thesis contains the findings of a qualitative research project that addressed the question ‘why collaborate? Focus was on the\ud experiences of academics in health and social care collaborating to develop interprofessional and interdisciplinary initiatives, including\ud interprofessional education (IPE). The project was based upon the premise, first, that academics need to collaborate effectively if interprofessional initiatives like IPE are to develop and be sustained and secondly, that theory building in relation to collaboration will assist our understanding of why collaborations are formed and why some are sustained and some are not. Research focus in this field has, mostly,\ud focussed on student experiences and the desire to identify the impact of IPE. The project aimed to address the under researched area of collaboration between academics. Data was generated from individual interviews and focus groups with academics from six universities.\ud Respondents shared their experiences of collaborating with colleagues from a range of professions and disciplines. The project utilised a Charmazian constructivist grounded theory methodology and the writings of Pierre Bourdieu were used at the data analysis stage. The thesis\ud details the emergent categories: motivation-dispositions; career trajectories; personal-relationships; leadership and field change, which\ud assist our understanding of what helps and what hinders collaboration. The inter-relationships between the four emergent categories are outlined\ud and a theory of collaboration between academics in health and social care is presented

Topics: L1
OAI identifier: oai:eprints.hud.ac.uk:9044

Suggested articles

Citations

  1. (2001). (2nd ed.) Interpreting Qualitative Data; Methods for Analysing Talk, Text and Interaction.
  2. (1990). (2nd ed.) Qualitative evaluation and research methods.
  3. (2002). (2nd Ed.) Real World Research
  4. (2003). (2nd ed.) Social Constructionism, London and
  5. (1970). (2nd ed.) The Structure of Scientific Revolutions.
  6. (1998). (2nd ed.)Basics of Qualitative Research:
  7. (2009). (eds.) Being Interprofessional. Cambridge,
  8. (1992). (revised) Pierre Bourdieu. London and
  9. (2002). A Critical Review of Evaluations of Interprofessional Education. London, Learning and Teaching Support Network for Health Sciences & Practice.
  10. (1991). A motivational approach to self : Integration in personality
  11. (2001). A new professionalism for higher education?
  12. (2005). A question of autonomy: Bourdieu’s field approach and higher education policy.
  13. (2002). A Realist Framework for the Sociology of Education: thinking with Bourdieu.
  14. (1990). A theory of goal setting and task performance. Englewood Cliffs NJ,
  15. (2000). Academic Identities and Policy Change in Higher Education. London and
  16. (1998). Academics Responding to Change: New Education Frameworks and Academic Cultures.
  17. (2006). Adopting a constructivist approach to grounded theory: Implications for research design.
  18. (2002). Agency, social theory and social policy.
  19. (1998). An epidemic of education policy: (What) can we learn from each other?
  20. (1977). An examination of need satisfaction models on job attitudes.
  21. (1992). An Invitation to Reflexive Sociology.
  22. (1990). Basics of Qualitative Research: Grounded theory Procedures and Techniques.
  23. (2003). Beyond All Reason: Living with Ideology in the University. Buckingham,
  24. (2001). Birds of a Feather: Homophily in Social Networks. Annual Review of Sociology.
  25. (2004). Bourdieu and the Social Space of the PE Class: Reproduction of Doxa through Practice.
  26. (2005). Bourdieu and the study of educational policy: introduction.
  27. (1990). Bourdieu on Education and Social and Cultural Reproduction.
  28. (2003). Bourdieu on Higher Education: The Meaning of the Growing Integration of Educational Systems and Self-Reflective Practice.
  29. (1999). Bourdieu, ‘Habitus’, and Educational Research: is it all worth the candle?
  30. (2003). Bourdieu’s concept of reflexivity as metaliteracy.
  31. (2004). Bourdieu’s reflexive sociology and ‘spaces of points of view’: whose reflexivity, which perspective?
  32. (1995). Bowling Alone: America’s declining social capital.
  33. (2004). Breaking Out of the Box: Interdisciplinary Collaboration and Faculty Work. Greenwich Connecticut, Information
  34. (2003). Canada – interprofessional education and collaboration: Theoretical challenges, practical solutions,
  35. (2008). Capital
  36. (1998). Career Decision Making and the Transition from School to Work
  37. (1994). Case studies
  38. (2001). Challenging Knowledge: The University in the Knowledge Society. Buckingham, Society for Research into Higher Education/Open
  39. (2004). Change in the Field: Changing the Field: Bourdieu and the Methodological Practice of Educational Research.
  40. (2008). Choosing teachers: Exploring agency and structure in the distribution of newly qualified teachers.
  41. (2002). Code of practice for social care workers and employers. General Social Care Council.
  42. (2001). Collaboration as a way of living: a response to the first case in E.G. Creamer and Associates Working Equal: Academic couples of collaborators,
  43. (2007). Collaboration, integration and change in children’s services: Critical issues and key ingredients.
  44. (1995). Collaboration: a concept analysis.
  45. (2000). Collaborative Care: Interprofessional, Interagency and Interpersonal.
  46. (2006). Collaborative partnerships for nursing faculties and health service providers: what can nursing learn from business literature?
  47. (1997). Collaborative research: why and how?
  48. (2000). Coming to Know in Higher Education: theorising faculty entry to new work contexts.
  49. (2009). Commission
  50. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge,
  51. (1994). Competing paradigms in qualitative research
  52. (2006). Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis.
  53. (1994). Constructing the Social.
  54. (1997). Contextualising Texts: studying organizational texts
  55. (2000). Creative Collaboration.
  56. (1981). Criteria for assessing the trustworthiness of naturalistic inquiry.
  57. (1999). Cross-Cutting Issues in Public Policy and Public Services.
  58. (1998). Cultural Reproduction: Mothers Involvement in Their Children’s Primary Schooling
  59. (2007). Curriculum collaboration: a key to continuous program renewal.
  60. (1998). Defining Collaborative Partnerships. New Directions for Adult and
  61. (1996). Detrimental effects of reward: Reality or myth.
  62. (1997). Developing Collaborative Partnerships.
  63. (2009). Developing Grounded Theory,
  64. (2007). Discourse of Interprofessionalism.
  65. (2004). Distribiuted Leadership in Action: Full Report. National College for School Leadership, www.ncsl.org.uk
  66. (2002). Distributed leadership as a unit of analysis.
  67. (2007). Doing Focus Groups.
  68. (2008). Doxa
  69. (1968). Economy and Society: An outline of interpretive sociology.
  70. (1987). Effective Group Work.
  71. (2005). Effective Interprofessional Education Argument, Assumption and Evidence.
  72. (2005). Effective Interprofessional Education. Development, Delivery and Evaluation.
  73. (2007). Emotional Capital and Education: Theoretical Insights from Bourdieu.
  74. (2005). Empowering participants or corroding learning? Towards a research agenda on the impact of student consumerism in higher education.
  75. (1996). Ends and means in interprofessional education: Towards a typology.
  76. (2000). Evaluations of interprofessional education: A UK review for health and social care.
  77. (2009). Exploring Participant-centred Reflexivity
  78. (2009). Exploring the value of Bourdieu’s framework in the context of institutional change.
  79. (2000). Factors effecting departmental peer collaboration for faculty development: Two cases on context.
  80. (1988). Focus Groups as Qualitative Research.
  81. (1984). French) Distinction (R. Nice trans.)
  82. (1977). French) Outline of a Theory of Practice (R. Nice trans.) Cambridge,
  83. (1998). French) Practical Reason: On the Theory of Action. Cambridge,
  84. (1993). French) Sociology in Question (R.Nice trans.)
  85. (1990). French) The Logic of Practice (R. Nice trans.) Cambridge, Polity Press with
  86. (1986). From Rules to Strategies: An Interview with Pierre Bourdieu.
  87. (2003). Grounded Theory
  88. (2000). Grounded Theory: Objectivist and Constructivist Methods
  89. (1994). Grounded Therapy’
  90. (2008). Habitus
  91. Health (1996a). In the patient’s interest: Multi-professional working across organisational boundaries. London, The Stationery Office.
  92. Health (1997a). National Health Service Eexecutive (NHSE) Education and Training Plan Guidance. Executive Letter 97/30 point 19.
  93. Health (1998a). Partnership in Action (New Opportunities for Joint Working between Health and Social Services). London. The Stationery Office.
  94. Health (1998b) Modernising Social Services :Promoting Independence, improving Protection, Raising Standards. London. The Stationery Office. London, The Stationery Office.
  95. Health (2000a). No secrets: guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse. London, The Stationery Office.
  96. Health (2000b). The NHS Plan: A plan for investment. A plan for reform. London, The Stationery Office.
  97. Health (2000c). A health service of all talents: developing the NHS workforce. London, The Stationery Office.
  98. (2007). Health and Social Care Policy and the Interprofessional Agenda. Creating an Interprofessional Workforce. www.cipw.org.uk Trowler P.
  99. (2005). Hierarchical Qualitative Research Teams: Refining the Methodology.
  100. (1998). Higher Education Field-work: The Interdependence of Teaching, Research and the Student Experience
  101. (2005). Identification with academics, intrinsic/extrinsic motivation and self-efficacy as predictors of cognitive engagement in Learning and Individual Differences,
  102. (2000). Identity: a Reader. London, Sage/Open University.
  103. (2009). Improving Interprofessional Collaborations. Multi-agency Working for Children’s Well Being .London and
  104. (1982). In a Different Voice. Cambridge MA,
  105. (1994). In Other Words: Essays Towards a Reflexive Sociology (M. Adamson trans.)
  106. (2001). Informal roles and the stages of interdisciplinary team development.
  107. (2003). Interagency and interprofessional collaboration in community care: the interdependence of structures and values.
  108. (1989). Interpretive Interactionism.
  109. (1997). Interprofessional Education – A Definition.
  110. (2000). Interprofessional education and team-working: a view from the education providers,
  111. (2002). Interprofessional Education. Today, Yesterday, Tomorrow. A Review. London, Learning and Teaching Support Network for Health Sciences & Practice.
  112. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept.
  113. (1994). Interviewing
  114. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.
  115. (1985). Intrinsic Motivation and Self-determination in Human Behaviour.
  116. (2006). Intrinsic Versus Extrinsic Goal Contents in Self Determination Theory: Another Look at the Quality of Academic Motivation.
  117. (1992). Introducing collaborative advantage: Achieving inter-organisational effectiveness through meta-strategy.
  118. (1996). Introduction to the Philosophy of Social Research. London,
  119. (2004). It’s All Becoming a Habitus: Beyond the Habitual Use of the Habitus in Educational Research.
  120. (2007). Knowledge, Higher Education, and the New Managerialism: The Changing Management of UK Universities.
  121. (1998). Language and the Classroom
  122. (2003). Leading theory: Bourdieu and the field of educational leadership. An introduction and overview to this special issue.
  123. (2001). Learning from Bristol: the report of the public inquiry into children's heart surgery at the Bristol Royal Infirmary
  124. (1982). Lecon sur la lecon. Paris: Editions de Minuit. Translated as ‘Lecture on the lecutre’ in Bourdieu
  125. (1968). Managerial attitudes and performance.
  126. marking academic and practitioner standards in health care subjects.
  127. (1998). Mindful Inquiry in Social Research.
  128. (1953). Motivation and morale in industry.
  129. (1954). Motivation and Personality.
  130. (1985). Naturalistic Inquiry.
  131. (2002). New Managerialism: The Manager-Academic and Technologies of Management in Universities – Looking Forward to Virtuality? In
  132. (2000). New NHS, new collaboration, new agenda for education.
  133. (1995). No More Teams! Mastering the Dynamics of Creative Collaboration.
  134. (2008). Not Enough Science or Not Enough Learning? Exploring the Gaps between Leadership Theory and Practice.
  135. (1991). Organisational Behavior: Where we’ve been, where we’re going.
  136. (1998). Organisational Studies and the New Pragmatism: Positivism, Anti-Positivism, and the Search for Ethics.
  137. (2000). Pascalian Meditations.
  138. (1994). Perspectives on Shared Learning.
  139. (1995). Phenomenological Psychology’
  140. (2000). Philosophy of Educational Research. London and
  141. (1990). Pierre Bourdieu: the intellectual project in
  142. (1997). Postfeminisms: Feminism, Cultural Theory, and Cultural Forms.
  143. (2000). Practising Reflexivity in Health and Welfare; making knowledge. Buckingham,
  144. (2004). Premises, Principles and Practices in Qualitative Research: Revisiting the Foundations.
  145. (2002). Qualitative Interviews: Asking, Listening and Interpreting
  146. (1996). Qualitative Researching.
  147. (1988). Quantity and Quality
  148. (2000). Realizing the University in an Age of Supercomplexity.
  149. (1992). Rediscovering Public Services Management.
  150. (1987). Rediscovering the social group: A self-categorization theory.
  151. (2009). Relationality and social interaction.
  152. (1979). Report of the Committee of Inquiry into Mental Handicap Nursing and Care.
  153. (1974). Report of the committee of inquiry into the care and supervision provided to Maria Colwell.
  154. (2003). Research Collaboration Among University Scientists.
  155. (2008). Research Development Series: Developing Collective Leadership in
  156. (2000). Self-starting behaviour at work: Toward a theory of personal initiative
  157. (2009). Shifting the Grounded: Constructivist Grounded Theory Methods
  158. (1991). Situated Learning :Legitimate Peripheral Participation.
  159. (2001). Social Cognitive Theory: An agentic perspective.
  160. (2003). Social explanation and socialization: on Bourdieu and the structure, disposition, practice scheme. The Sociological Review, pp.43-62 Nixon J. (2001a) ‘Not without dust and heat’: The Moral Bases of the ‘New’ Academic Professionalism.
  161. (2001). Social Identity Processes in Organisational Contexts.
  162. (1996). Social Identity.
  163. (1977). Social Learning Theory. Englewood Cliffs NJ,
  164. Social policy and administration and social work: Subject bench marking statements. Bristol, Quality Assurance Agency.
  165. (1989). Social Space and Symbolic Power.
  166. (2000). Social work, professionalism and the rationality of organisational changes,
  167. (2007). Solidarity through collaborative research.
  168. (1999). Some current issues in research on social identity and self-categorization theories
  169. (2005). Standards of Education and Training. Health Professions Council.
  170. (1982). Structured determinants of similarity among associates.
  171. (1988). Structured Eavesdropping.
  172. (2001). Sustaining interprofessional collaboration.
  173. (1992). Symbolic Interactionism and Cultural Studies.
  174. (2009). Taking an Analytic Journey
  175. (2008). Teaching engineering/engineering teaching: interdisciplinary collaboration and the construction of academic identities.
  176. (1998). Team effectiveness in organizations
  177. (2000). Team-work in multi professional care,
  178. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior.
  179. (2008). The Changing Role of the Academic Engaged in Health Care Education.
  180. The Code, Standards of Conduct, Performance and Ethics for Nurses and Midwives.. Nursing and Midwifery Council.
  181. (1984). The Constitution of Society: An outline of the theory of structuralism. Cambridge,
  182. (2004). The Cultural Politics of Emotion.
  183. (1920). The Dawson Report. Interim Report on the future provision of medical and allied services. London: Consultative Council on Medical and Allied Services/ Stationery Office.
  184. (1967). The Discovery of Grounded Theory.
  185. (1998). The effect of learning environment factors on students’ motivation and learning.
  186. (2000). The Enterprise University: Power, governance and reinvention in Australia, Cambridge,
  187. (1998). The entrepreneurial researcher: re-formations of identity in the research market-place.
  188. (1981). The focused organization of organizational ties.
  189. (2006). The Forms of Capital
  190. (1998). The Foundations of Social Research. Meaning and Perspective in the Research Process.
  191. (2004). The future of work motivation.
  192. (2000). The impact of individual philosophies of team-work on multi-professional practice and the implications for education.
  193. (1975). The manager’s job: folklore and fact.
  194. (1998). The New NHS, Modern and Dependable: A National Framework for Assessing Performance. London, The Stationery Office.
  195. (1984). The Post-Modern Condition: A Report on Knowledge.
  196. (1993). The Practical Importance of Bourdieu’s Analyses of
  197. (1982). The process of collaboration in scholarly research.
  198. (1993). The prosperous community: Social capital and public life.
  199. (1992). The Purpose of Reflexive Sociology (The Chicago Workshop) in P. Bourdieu and L.J.D Wacquant An Invitation to Reflexive Sociology. Cambridge, Polity Press/Blackwell.
  200. (2000). The retreat from professionalism: from social worker to care manager
  201. (2004). The role of choice in children’s learning: A distinctive cultural and gender difference in efficacy, interest and effort.
  202. (1995). The Significance of Saturation in
  203. (1967). The Social Construction of Reality.
  204. (1986). The social identity theory of intergroup behaviour
  205. (1992). The Structure of and Logic Bourdieu’s Sociology in
  206. (1984). The structured use of personal associates.
  207. (2003). The suppression of ethical dispositions through managerial governmentality: A habitus crisis in Australian higher education.
  208. (1988). The System of the Professions. An Essay on the Division of Expert Labour. Chicago and London, The University of
  209. (1971). The thinkable and the unthinkable’. The Times Literary Supplement,
  210. (2000). The Third Way and its Critics. Cambridge,
  211. (1988). The Third Way. The Renewal of Social Democracy. Cambridge,
  212. (1973). The three forms of theoretical knowledge.
  213. (2000). The Two Meanings of Social Capital.
  214. (2003). The Victoria Climbié Inquiry: Report of an Inquiry by Lord Laming. Cmd 5730. London, Stationery Office.
  215. (1978). Theoretical Sensitivity: Advances in the Methodology in Grounded Theory. Mill Valley CA,
  216. (2008). Theory of Practice
  217. (1995). They employ cleaners to do that’: habitus in the primary classroom.
  218. (2000). Thinking feminism with and against Bourdieu.
  219. (2000). Thinking with Bourdieu Against Bourdieu: A Practical Critique of the Habitus.
  220. (1968). Toward a theory of task motivation and incentives.
  221. (2001). Towards a European Approach to an
  222. (1963). Towards an understanding of equity.
  223. (1992). Towards reflective practice – the languages of health and social care.
  224. (1997). Trait self and true self: Cross-role variation in the Big Five traits and its relations with authenticity and subjective well-being.
  225. (1996). Triumphs and Tears: Young People, Markets and the Transition from School to Work.
  226. (2009). Tussles, Tensions, and Resolutions
  227. (2002). Understanding Bourdieu.
  228. (2007). Understanding Social Work Research.
  229. (1995). Using habitus to look at ‘race’ in primary school classrooms
  230. (2004). Variabilities and Dualities in Distributed Leadership: Findings from a systematic literature review.
  231. (1988). Vive la crise!’ For heterodoxy in social science.
  232. (1995). Volition
  233. (2008). What is most meaningful to you in your role as an academic? 9. How do you define yourself? Appendices 230 Revised Interview Guide
  234. (2001). Which Hat to Wear? The Relative Salience of Multiple Identities in Organisational Contexts
  235. Wildavsky A .(1986) On Collaboration.
  236. (1981). Women in public life in Austria
  237. (1986). Women’s ways of knowing: The development of self, voice, and mind.
  238. (1966). Work and the Nature of Man.
  239. (2007). Work Motivation: History, Theory, Research and Practice. Thousand Oaks
  240. (1964). Work Motivation.
  241. (2008). Working in Teams. Bristol, The Policy Press/University of Bristol.
  242. (1996). Working Together :GPs and Social Services an ideas paper for all with an interest in enhancing collaborative working between health and social services. London, The Stationery Office.
  243. (2001). Working Together, Learning Together. London, The Stationery Office.
  244. (1988). World Health Organisation
  245. (1959). Younghusband Report. Report of the working party on social workers in the local authority, health and welfare services. London: The Stationery Office.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.