Collaborators' Attitudes about Differences of Opinion

Creamer, Elizabeth G.

doi:10.1080/00221546.2004.11772337

Cited by 13 publications

(19 citation statements)

References 4 publications

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“…Several scholars have studied faculty research collaborations (Austin & Baldwin, 1991;Creamer, 2003Creamer, , 2004Creamer & Associates, 2001;), but few have studied the nature of and the conditions conducive to curricular collaborations. In their monograph about faculty collaboration in research and teaching, Austin and Baldwin (1991) reported only a few studies of teaching collaboration.…”

Section: Literature Reviewmentioning

confidence: 98%

Curriculum Collaboration: A Key to Continuous Program Renewal

Briggs¹

2007

The Journal of Higher Education

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Section: Literature Reviewmentioning

confidence: 98%

Curriculum Collaboration: A Key to Continuous Program Renewal

Briggs¹

2007

The Journal of Higher Education

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“…She found that long-term collaborators fell into one of three groups: like-minded with a shared philosophy which rendered conflict unlikely; triangulators who described their differences of little consequence; and multiplists who found resolving differences a customary component of their work. While Creamer (2004) emphasized the role of conflict in the creative process, we find it more helpful to characterize this process as part of positioning. As we positioned ourselves as learners, our differences of opinion or contradictory viewpoints were welcomed as a natural part of the dialogic process instead of as an unwelcome interruption.…”

Section: Conflict As Positioningmentioning

confidence: 98%

“…This learning stance, shared among the three of us, has likely played a large role in our development as a research team. Creamer (2004) found minimum conflict among researchers who shared discipline-related theoretical or paradigmatic beliefs. Wray (2002) also found that those more likely to collaborate were those who were epistemic equals.…”

Section: The Role Of Positioningmentioning

confidence: 98%

“I Tell You, It’s a Journey, Isn’t It?” Understanding Collaborative Meaning Making in Qualitative Research

Paulus

Woodside

Ziegler

2010

Qualitative Inquiry

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While collaboration is common in qualitative inquiry, few studies examine the collaborative process in detail. In our study, we adopt an interpretive, reflexive stance to explore our process as a collaborative qualitative research team. We analyzed transcripts of eight research meetings for aspects and assumptions underlying our collaboration. Three overarching aspects of our process emerged from the analysis: position-taking, meaning making, and producing. We adopt a learning stance in our work together and make meaning through an iterative, dialogic process that foregrounds and backgrounds key elements of the research process. While some scholars have questioned whether truly collaborative research ever occurs among peers, we illustrate through our findings what such a process can look like.

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“…Disciplinary researchers working as part of an interdisciplinary team are forced to confront questions about the emergence and status of knowledge, often grounded in unfamiliar language or concepts. Numerous scholars have noted that the inability to reach a consensus related to outcomes of an interdisciplinary research project or to identify a realistic, well-bounded approach results in failure (Caruso and Rhoten, 2001;Creamer, 2004;Robertson, Martin, and Singer, 2003).…”

Section: Developing An Interdisciplinary Consensusmentioning

confidence: 99%

“…One consequence of the cultures inherent to the disciplines is the production of artifacts particular to various fields. Critical differences may exist between collaborators related to analytic approaches, world views, thought processes, or language (Creamer, 2004). For example, researchers working in the interdisciplinary field of neuroscience study the cognitive and behavioral systems associated with the human brain.…”

Section: Developing An Interdisciplinary Languagementioning

confidence: 99%

2009

ASHE Higher Education Report

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Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth‐Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student‐Centered Pedagogy Focus on Problem‐ or Theme‐Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author

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Collaborators' Attitudes about Differences of Opinion

Cited by 13 publications

References 4 publications

Curriculum Collaboration: A Key to Continuous Program Renewal

Curriculum Collaboration: A Key to Continuous Program Renewal

“I Tell You, It’s a Journey, Isn’t It?” Understanding Collaborative Meaning Making in Qualitative Research

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