Successful Interdisciplinary Collaborations: The Contributions of Shared Socio-Emotional-Cognitive Platforms to Interdisciplinary Synthesis

Available theories concerning interdisciplinary collaborations tend to focus on either the cognitive or the social dimension of such interchange. We propose the theoretical construct of "shared socio-emotional-cognitive (SSEC) platforms" to capture what defines successful interdisciplinarity. The paper elaborates on this theoretical concept, which is informed by an extensive empirical study of nine research networks supported by three institutions: the Canadian Institute for Advanced Research, the MacArthur Foundation, and the Santa Fe Institute. We also analyze the conditions that enable or impede individuals to conduct interdisciplinary research together successfully, focusing on intellectual, interactional and institutional conditions. We first review relevant literature on interdisciplinary collaborations, and then advance a definition of SSEC platforms, describing three key dimensions and the theoretical assumptions on which they stand. These dimensions are: the cognitive-intellectual (most exclusively concerned with substance); the emotional (concerned with reactions to individuals and ideas); and the socio-interactional (concerned primarily with interaction, meaning-making, and group styles). These dimensions are also described as conditions enabling successful interdisciplinarity. They operate together with institutional conditions for success, which concern the rules, practices and expectations of funding organizations and the academic fields. After showing that these dimensions and conditions are present in the nine groups studied, but in varying proportions, we conclude by comparing our construct with the notion of "trading zones" (Galison 1997) to specify our constructs‘ usefulness and contribution to the field.African and African American StudiesSociolog

Researching the interdisciplinary curriculum : the need for ‘translation devices’

This paper discusses the conceptual and methodological challenges facing two researchers investigating the development of interdisciplinary curricula in two new secondary schools, one in the UK and one in New Zealand. It is a discussion of research in progress that will be of interest to readers because of both the methodological challenges discussed and the research area itself. The key issue we identify is one for both researchers and teachers: how might the concepts and perspective of one discipline be brought into a relationship with another to enable deep learning? This question in turn highlights a key methodological challenge: developing the means to describe and evaluate new forms of curricular design and implementation where a traditional discipline-based curriculum has been rejected in favour of interdisciplinary ones. The integrative aims of interdisciplinarity are also examined. We employ Bernstein’s (2000) concept of knowledge structures and languages of description to theorise a continuum of approaches to curriculum integration, from functional to principled. This methodological manoeuvre is made possible by the development of a translation device. This procedural mechanism makes accessible to analysis the organising principles that are in play in the interdisciplinary curriculum design practices we have observed. We conclude with recommendations for the interdisciplinary curriculum researcher

building and deepening a comprehensive strategy to internationalise romanian higher education

This chapter develops a framework of literature focused on the evolution of internationalisation of higher education. One of the deepest forms of internationalisation is a process approach, in which institutions engage in a comprehensive strategy of integrating international perspectives into all aspects of teaching and learning (de Wit 2002; Knight 1999). It is now also referred to as comprehensive internationalisation. Against this framework, the chapter explores some of the implications of international developments on the varying institutional practices of internationalisation in Romania. We focus on two key dimensions of internationalisation of higher education: the importance of the European context and the call for more comprehensive strategies for internationalisation. Related issues are the focus on internationalisation abroad and the lack of strategies to enhance internationalisation at home. Although mobility is a significant mechanism for the further development of internationalisation, we argue that mobility alone is not likely to lead to the development of global competence and mind-set for the majority of students in Romania, nor assist its universities in developing more comprehensive internationalisation strategies. For this analysis we draw on select findings from the 'Higher Education Evidence-based Policy Making: a necessary premise for progress in Romania' project

How journal rankings can suppress interdisciplinary research. A comparison between Innovation Studies and Business & Management

This study provides quantitative evidence on how the use of journal rankings can disadvantage interdisciplinary research in research evaluations. Using publication and citation data, it compares the degree of interdisciplinarity and the research performance of a number of Innovation Studies units with that of leading Business & Management schools in the UK. On the basis of various mappings and metrics, this study shows that: (i) Innovation Studies units are consistently more interdisciplinary in their research than Business & Management schools; (ii) the top journals in the Association of Business Schools' rankings span a less diverse set of disciplines than lower-ranked journals; (iii) this results in a more favourable assessment of the performance of Business & Management schools, which are more disciplinary-focused. This citation-based analysis challenges the journal ranking-based assessment. In short, the investigation illustrates how ostensibly 'excellence-based' journal rankings exhibit a systematic bias in favour of mono-disciplinary research. The paper concludes with a discussion of implications of these phenomena, in particular how the bias is likely to affect negatively the evaluation and associated financial resourcing of interdisciplinary research organisations, and may result in researchers becoming more compliant with disciplinary authority over time.Comment: 41 pages, 10 figure

Understanding the agreements and controversies surrounding childhood psychopharmacology

The number of children in the US taking prescription drugs for emotional and behavioral disturbances is growing dramatically. This growth in the use of psychotropic drugs in pediatric populations has given rise to multiple controversies, ranging from concerns over off-label use and long-term safety to debates about the societal value and cultural meaning of pharmacological treatment of childhood behavioral and emotional disorders. This commentary summarizes the authors' eight main findings from the first of five workshops that seek to understand and produce descriptions of these controversies. The workshop series is convened by The Hastings Center, a bioethics research institute located in Garrison, New York, U.S.A

Transdisciplinary qualities in practice doctorates

Doctoral programmes in which candidates research their own practice can be characterised as having transdisciplinary (TD) qualities. While most of the emphasis in the literature and in policy on TD is on research in teams, we argue for an expansion of the scope in the conception and understanding of TD research to include the way it can be articulated and assessed in practice-led and practice-based doctorates. In this sense, it is worth exploring instances of doctoral programmes that potentially allow doctoral researchers to undertake projects that have TD qualities. In these doctoral projects, researchers draw from a variety of perspectives, for example from their work practices, the theorisation of those practices, experiential learning, multiple disciplinary knowledge and approaches as well as communications and networking with appropriate stakeholders. Drawing from previous scholarship of TD in other fields we analyse and evaluate the TD qualities of a particular doctoral programme. This analysis reveals a set of qualities recognised by the literature as TD and relevant to doctoral researchers: Researching collaboratively with stakeholders; Diversity of disciplinary expertise and assessment criteria; Integration of different methodologies; Situating the research in multiple contexts; Impact on the ‘situation’ through novel procedures or products; Ethics and the importance of trust; Reflection/reflexivity. The paper posits a convergence between practice doctorates and TD research and demonstrates how TD qualities help doctoral candidates to situate their research at the interface between academia and their professional work and develop projects that have creative and beneficial relevance for practice

Perceptions of teachers and directors about the factors that promote or constrain environmental education in schools of Metropolitan Area of Buenos Aires, Argentina

El trabajo aborda las percepciones de docentes y directores de escuelas acerca delos factores que promueven u obstaculizan una educación ambiental compleja, generadora de conocimientos, con dispositivos participativos y orientados a la equidad en instituciones educativas del Área Metropolitana de Buenos Aires (Argentina). Como resultado se observaron experiencias heterogéneas y voluntad de instalar nuevas prácticas, pero con factores que limitan el cambio: pautas culturales arraigadas; deficiencias en la capacitación docente, en cuanto a las políticas públicas; poca claridad en las definiciones sobre los objetivos de la educación ambiental, su abordaje curricular y los dispositivos pedagógicos. Prevalecen enfoques fragmentados, naturalistas y la ausencia de una visión crítica. A nivel institucional, se discute lapertinencia de implementar prácticas sustentables en el aula. Las propias percepciones también operan como obstáculos. Todo esto dificulta la adopción de nuevas acciones de educación ambiental con el ímpetu necesario para sostenerlas en el tiempo.The paper examines the perceptions of teachers and directors regarding the factors that promote or constrain complex environmental education, which generates knowledge, with participatory devices and oriented to equity in educational institutions in Metropolitan Area of Buenos Aires (Argentina). As result, we detected heterogeneous experiences and willingness to set new practices up. But there are factors limiting the change: deep-rooted cultural customs; shortcomings in terms of teacher training; in public policies a lack of clarity about environmental education objectives, curricular approach and pedagogical devices. Fragmented and naturalists approaches, and lack of a critical perspective prevail. At the institutional level, the relevance of implementing sustainable practices in classroom is discussed. Perceptions also operate as obstacles. All this hinders the adoption of new environmental education actions and the momentum needed to sustain them over time.Fil: Saidon, Mariana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Claverie, Julieta Andrea. Universidad Nacional de Tres de Febrero. Nucleo Interd de Formación y Est P/e/des D/l/educ; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin