Crossing disciplinary, institutional and role boundaries in an interdisciplinary consortium

Activated Differences: A Qualitative Study of How and When Differences Make a Difference on Diverse Teams

“…The diversity as difference literature is concerned with individual differences on teams. A multitude of studies have examined cultural and racial diversity (Andrevski et al, 2014; Vodosek, 2007), experiential diversity (Tortoriello et al, 2015), disciplinary diversity (Börner et al, 2010; Dunlop, 2018; Kaplan et al, 2017; Uzzi et al, 2013), occupational diversity (Barley et al, 2012; Bechky, 2003), power and diversity in interorganizational collaboration (Allen, 2016), and institutional diversity (Fitzgerald et al, 2018; Lillard, 2018). Another line of team difference research has centered on subgroups that form around particular differences and how these subgroups overlap (Carton & Cummings, 2012).…”

But, is it Adult Education? Disciplinary Boundaries of Adult Education and Higher Education

“…Rather, the tension between disciplines sparks new ideas. Explaining one's own perspective to someone else lets one see it in a new light as well as helping someone else see the world differently; as a result, co-construction of knowledge is more likely to take place (Fitzgerald et al, 2018).…”

“…Using a spatial metaphor, boundary work is research or teaching that takes place at the outer limits of the territory that defines an academic discipline (Collins, 2021). Scientific expertise is spread across institutions and disciplines, which sometimes requires collaboration across boundaries in order to advance knowledge (Fitzgerald et al, 2018). Boundary work recognizes the cultural, epistemological, and methodological territory of an author’s main discipline and the different territories occupied by other disciplines.…”

Sustainable Use of Ecological Concepts in Educational Science

“…The concept of boundary crossing describes studentsí learning between disciplinary and institutional boundaries (Fitzgerald, Gardner, Amey, & Farrell-Cole, 2018), teachersí and learnersí experience with objects, such as e-portfolios (Nore, 2015), recognition of prior learning and the tensions between its inclusive intentions and constraints on its implementation (Cooper, Ralphs, & Harris, 2017), new working spaces and new ways to exercise agency and learning (Kersh, 2015), studentsí learning of interdisciplinary methods (Rienties & Héliot, 2018) and knowledge flow and facilitation (Wang & Wong, 2017). These articles deal with knowledge flow, interactions between knowledge forms and between theory and practice or re-contextualisation and facilitation and the roles of the actors.…”