A Masterclass in interdisciplinarity: Research into practice in training the next generation of interdisciplinary researchers

Lyall, Catherine; Meagher, Laura

doi:10.1016/j.futures.2012.03.011

Cited by 129 publications

(92 citation statements)

References 17 publications

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“…Additionally, internationally there are increasing expectations that doctorate students receive supervision from multiple supervisors rather than the traditional single supervision arrangement (Baptista 2011). There is also increasing emphasis on research that addresses complex societal problems and thus increased national and international emphasis on interdisciplinary research (Lyall and Meagher 2012). There is also more emphasis now on interdisciplinary practice, particularly in fields such as health care (Maccallin 2001, Drinka andClarke 2000) and disability (Rentsch et al 2003).…”

Section: Discussionmentioning

confidence: 99%

“…There are a range of exciting benefits to working in this across and between disciplines (Lyall and Meagher 2012). It can be interesting and satisfying work, for example the natural scientist leaving the laboratory to perform field work in the social science.…”

Section: Now What …mentioning

confidence: 99%

“…and new perspectives (Lyall and Meagher 2012). It can improve people's understanding of complex phenomena, result in novel, exciting breakthroughs and facilitate interdisciplinary communication (Lyall and Meagher 2012).…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

“…It can improve people's understanding of complex phenomena, result in novel, exciting breakthroughs and facilitate interdisciplinary communication (Lyall and Meagher 2012). Both challenges and benefits are reflected in the case study in question.…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

See 3 more Smart Citations

Interdisciplinary doctorial supervision: Lessons for nurse education and practice

Timmins¹,

Timmins²,

O’Rourke³

et al. 2014

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

Section: Now What …mentioning

confidence: 99%

Section: Accepted M Manuscriptmentioning

confidence: 99%

Section: Accepted M Manuscriptmentioning

confidence: 99%

See 2 more Smart Citations

Interdisciplinary doctorial supervision: Lessons for nurse education and practice

Timmins¹,

Timmins²,

O’Rourke³

et al. 2014

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…Further, although early career researchers often drive novel directions in network-level science (Graybill and Shandas 2010), few studies address the lived experiences of graduate students within networks (Romolini et al 2013). We also focus on graduate students because the calls for increased social-ecological scholarship require scientists that are trained to conduct integrative, collaborative, problem-oriented research (Bammer 2005, Sibbel 2009, Lyall and Meagher 2012, Lowe et al 2013. Although some might reason that socialecological research should be performed by more senior researchers who are already well established (Marini et al 2011), others support the notion that students, who are future principal investigators, should learn to span disciplines early in their research programs (Golde and Gallagher 1999, Moslemi et al 2009, Marini et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Graduate students navigating social-ecological research: insights from the Long-Term Ecological Research Network

Record¹,

Ferguson²,

Benveniste³

et al. 2016

E&S

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ABSTRACT. Interdisciplinary, collaborative research capable of capturing the feedbacks between biophysical and social systems can improve the capacity for sustainable environmental decision making. Networks of researchers provide unique opportunities to foster social-ecological inquiry. Although insights into interdisciplinary research have been discussed elsewhere, they rarely address the role of networks and often come from the perspectives of more senior scientists. We have provided graduate student perspectives on interdisciplinary degree paths from within the Long-Term Ecological Research (LTER) Network. Focusing on data from a survey of graduate students in the LTER Network and four self-identified successful graduate student research experiences, we examined the importance of funding, pedagogy, research design and development, communication, networking, and culture and attitude to students pursuing social-ecological research. Through sharing insights from successful graduate student approaches to social-ecological research within the LTER Network, we hope to facilitate dialogue between students, faculty, and networks to improve training for interdisciplinary scientists.

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The University of Alabama at Birmingham COVID‐19 Collaborative Outcomes Research Enterprise: Developing an institutional learning health system in response to the global pandemic

Anderson

Reamey

Levitan

et al. 2021

Learning Health Systems

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Introduction As a local response to the COVID‐19 global pandemic, the University of Alabama at Birmingham (UAB) established the UAB COVID‐19 Collaborative Outcomes Research Enterprise (CORE), an institutional learning health system (LHS) to achieve an integrated health services outcomes and research response. Methods We developed a network of expertise and capabilities to rapidly develop and deploy an institutional‐level interdisciplinary LHS. Based upon a scoping review of the literature and the Knowledge to Action Framework, we adopted a LHS framework identifying contributors and components necessary to developing a system within and between the university academic and medical centers. We used social network analysis to examine the emergence of informal work patterns and diversified network capabilities based on the LHS framework. Results This experience report details three principal characteristics of the UAB COVID‐19 CORE LHS development: (a) identifying network contributors and components; (b) building the institutional network; and (c) diversifying network capabilities. Contributors and committees were identified from seven components of LHS: (a) collaborative and executive leadership committee, (b) research coordinating committee, (c) oversight and ethics committee, (d) thematic scientific working groups, (e) programmatic working groups, (f) informatics capabilities, and (g) patient advisory groups. Evolving from the topical interests of the initial CORE participants, scientific working groups emerged to support the learning system network. Programmatic working groups were charged with developing a comprehensive and mutually accessible COVID‐19 database. Discussion Our LHS framework allowed for effective integration of multiple academic and medical centers into a cohesive institutional‐level learning system. Network analysis indicated diversity of institutional disciplines, professional rank, and topical focus pertaining to COVID‐19, with each center leveraging existing institutional responsibilities to minimize gaps in network capabilities. Conclusion Incorporating an adapted LHS framework designed for academic medical centers served as a foundational resource supporting further institutional‐level efforts to develop agile and responsive learning networks.

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A Masterclass in interdisciplinarity: Research into practice in training the next generation of interdisciplinary researchers

Cited by 129 publications

References 17 publications

Interdisciplinary doctorial supervision: Lessons for nurse education and practice

Interdisciplinary doctorial supervision: Lessons for nurse education and practice

Graduate students navigating social-ecological research: insights from the Long-Term Ecological Research Network

The University of Alabama at Birmingham COVID‐19 Collaborative Outcomes Research Enterprise: Developing an institutional learning health system in response to the global pandemic

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