Interdisciplinary collaboration and academic work: A case study of a university‐community partnership

Amey, Marilyn J.; Brown, Dennis F.

doi:10.1002/tl.194

Cited by 42 publications

(27 citation statements)

References 5 publications

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“…Conservation researchers with expertise in or familiarity with social sciences will have more traction in the social, economic, and political worlds (Gibbs et al 2008). Even though criticism exists that multiple disciplinary work lowers productivity in career paths (Brewer 1999;Roy et al 2013), we argue that the benefits of multiple disciplinary approaches to an individual problem promote ongoing learning outside one's own area of expertise (see Kurland et al 2010, for example); therefore, diversifying and enhancing one's own perspective, knowledge, and career satisfaction (Demerouti et al 2001;Amey and Brown 2005;Miller et al 2008).…”

Section: Because Conservation Involves Compromisementioning

confidence: 94%

Necessary but challenging: Multiple disciplinary approaches to solving conservation problems

Dick

Rous

Nguyen

et al. 2017

FACETS

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Contemporary conservation problems are typically positioned at the interface of complex ecological and human systems. Traditional approaches aiming to compartmentalize a phenomenon within the confines of a single discipline and failing to engage non-science partners are outmoded and cannot identify solutions that have traction in the social, economic, and political arenas in which conservation actions must operate. As a result, conservation science teams must adopt multiple disciplinary approaches that bridge not only academic disciplines but also the political and social realms and engage relevant partners. Five reasons are presented that outline why conservation problems demand multiple disciplinary approaches in order to move forward because: (i) socio-ecological systems are complex, (ii) multiple perspectives are better than one, (iii) the results of research must influence practice, (iv) the heterogeneity of scale necessitates it, and (v) conservation involves compromise. Presenting reasons that support multiple disciplinarity demands a review of the barriers that impede this process, as we are far from attaining a model or framework that is applicable in all contexts. Two challenges that impede multiple disciplinarity are discussed, in addition to pragmatic solutions that conservation scientists and practitioners can adopt in their work. Overall, conservation researchers and practitioners are encouraged to explore the multiple disciplinary dimensions of their respective realms to more effectively solve problems in biodiversity and sustainability.

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Section: Because Conservation Involves Compromisementioning

confidence: 94%

Necessary but challenging: Multiple disciplinary approaches to solving conservation problems

Dick

Rous

Nguyen

et al. 2017

FACETS

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“…Furthermore, the short time allowed for the project prevented any observations to be made about whether there was an evolution in the different aspects that Amey and Brown (2005) consider to be key for their model of interdisciplinary collaboration in the different student teams. Specifically, these are a discipline-focused orientation (which would transition from an initial mastery phase to a third integrative phase), a commitment to knowledge (progressing from expert to collaborative), a work-centered orientation (transitioning from individual to team) and leadership (shifting from "top-down" to "at the service of").…”

Section: Discussionmentioning

confidence: 99%

The development of professional competences using the interdisciplinary project approach with university students

González-Carrasco

Ortega

Vila

et al. 2016

J. Technol. Sci. Educ.

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This work describes an experience conducted by a group of professors from different departments at the University of Girona (Catalonia, Spain) which arose from the need for interdisciplinary work in university classrooms in order to promote competences relevant to the professional sector. As part of this experience, students from different degree programs were challenged to work collaboratively and in an interdisciplinary manner on a project related to the management of a school cafeteria designed for a real educational center. The work promoted the development of competences that are otherwise difficult to attain through activities that lack an interdisciplinary approach, which are key in today's professional world, such as multi-professional teamwork. Based on this experience, the feasibility of students from different areas of study carrying out a final degree project (FDP) that meets real, contextualized needs and requires the contribution of knowledge from different disciplines is considered.

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“…The RSE network, which is also hosted at the SCEHP, has built on this foundation and on ecological scholarship on an interdisciplinary method (e.g., Turner and Carpenter 1991;Frost and Jean 2003;Bruce et al 2004;Amey and Brown 2005;Boulton et al 2005;Benda et al 2002). While it is still a work in progress, the basic design of its research model is straightforward and transferable to other situations where environmental humanities perspectives are relatively undeveloped: it has the potential to be scaled up or down, depending on the issues under consideration.…”

Section: The Environmental Humanities In Action: Creating a Model Formentioning

confidence: 99%

“…This approach builds on the SCEHP-based work of Hamilton et al ((Hamilton et al 2009, pp. 164-67, 181-85); and see also (Boulton et al 2005;Benda et al 2002;Amey and Brown 2005)) in that the primary objective of the first three stages of the model is the structured development of written reports and research questions to provide a knowledge base at the disciplinary level. Stage four then engages in a collaborative online process to move scholarship forward across the humanities by producing an inter-humanities report, which in turn provides firm foundations for further interdisciplinary collaboration with the sciences, social sciences and policy-making.…”

Section: Designmentioning

confidence: 99%

Connecting Environmental Humanities: Developing Interdisciplinary Collaborative Method

Little

2017

Humanities

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Abstract:There is now a consensus that the potential contribution of the humanities to wider environmental debate is significant, although how to develop it effectively is still unclear. This paper therefore focusses on realizing the potential of the environmental humanities through building interdisciplinary collaboration. A four-stage research model is outlined for areas where there is limited humanities scholarship, based on ongoing experience of the humanities in action in the Royal Society of Edinburgh Research Network in the Arts and Humanities, Connecting with a low-carbon Scotland. The model has two key objectives: (1) to enable humanities disciplines to articulate their own contributions to pre-identified environmental research issues; and (2) to develop interdisciplinary humanities collaboration on these issues. It can be adapted to develop understanding in local, national and international contexts, depending on the number of scholars involved and the available resources. The knowledge which emerges can facilitate further interdisciplinary working between the humanities, STEM subjects and social sciences, and be of value to environmental policy-makers.

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Interdisciplinary collaboration and academic work: A case study of a university‐community partnership

Abstract: The authors propose a model of the stages of interdisciplinary collaboration grounded in their experiences as external evaluators of a university‐community partnership.

Cited by 42 publications

References 5 publications

Necessary but challenging: Multiple disciplinary approaches to solving conservation problems

Necessary but challenging: Multiple disciplinary approaches to solving conservation problems

The development of professional competences using the interdisciplinary project approach with university students

Connecting Environmental Humanities: Developing Interdisciplinary Collaborative Method

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