Critical factors impacting interdisciplinary university research teams of small size

Abstract

Purpose This study aims to explore key factors influencing the work of interdisciplinary university research teams of small size. Design/methodology/approach This is a multiple-case study of four interdisciplinary university research teams of small size in which science and/or engineering was an important component. Findings Data analysis revealed 17 critical factors classified into five groups. Although some factors were more influential than others, it was rather multiple factors at various levels of analysis, and not a single factor, that influenced the work of research teams. Another important finding was the identified need to develop project management capacity of university researchers. The study also revealed two strategies, conditioned on the availability of funds, that small university research teams use as a way to adapt to situational demands and research opportunities. Originality/value Although previous research examined various aspects pertinent to the work of industry research teams and large research groups, empirical research into interdisciplinary university research teams of small size has been limited.

Case study research in HRD: a review of trends and call for advancement

“…Zheng et al (2010) or Bierema (2005). Given increasing demand for collaborative and interdisciplinary work both within and across organizations (Tkachenko and Ardichvili, 2020), we submit that inquiries into learning and performance of teams, groups, communities and networks that draw on multiple-case research designs are not only promising but also a much-needed research area, where HRD researchers could also make contribution.…”

Multilevel boundary crossing and dialogical learning mechanisms in interdisciplinary research teams

“…This finding reinforces the need to take time to build working interpersonal relations in interdisciplinary or multisectoral teams. Related perspectives to interdisciplinary team learning are also promising areas for further research, such as recent research on personal feelings and affective tensions in interdisciplinary research (Hillersdal et al, 2020) as well as attitudes and behaviours contributing to or working against interdisciplinary research (Tkachenko and Ardichvili, 2020).…”

“…The joint contribution of interdisciplinary researchers to research problem definition is important, as the more input into a shared purpose that the members provide, the more engaged they are likely to be during project implementation (Tkachenko and Ardichvili, 2020). However, more research is needed on researcher interaction during research problem definition.…”

“…There are also several individual-, group-, institutional-and organisational-level factors that positively influence the work of interdisciplinary research teams (Tkachenko and Ardichvili, 2020) and several factors that encourage learning, such as information sharing, reducing conflict frequency and fostering a climate of psychological safety (Bunderson and Boumgarden, 2010). Zellmer-Bruhn and Gibson (2006) summarise the research literature on team learning and conclude that it includes the collective acquisition, combination, creation and sharing of knowledge and depends on both internal and external factors.…”

Efficacy Beliefs, Empowering Leadership, and Project Success in Public Research Centers: An Italian–Polish Study

“…Composition [54]: Academic research teams typically consist of senior researchers and several junior researchers (masters and PhD students or post-docs), where some of the junior researchers do not work full-time for the university. In the commercial context, project teams are composed of scientists who have graduated from higher education institutions and work full-time in commercial organizations.…”