This paper aims to reveal learning potential in crossing disciplinary boundaries in facilitated workshops by exploring the research goal definition process of interdisciplinary…
Abstract
Purpose
This paper aims to reveal learning potential in crossing disciplinary boundaries in facilitated workshops by exploring the research goal definition process of interdisciplinary research teams. It uses multilevel boundary crossing as a theoretical framework to illustrate the multilevel nature of team learning mechanisms in interdisciplinary research.
Design/methodology/approach
This study uses a qualitative case study approach. The data was collected from semi-structured interviews and collaborative workshops of interdisciplinary researchers. The data analysis is based on pre-existing theory and the process of analysis is both data and theory driven.
Findings
The results indicate that although defining interdisciplinary research goals is a complex and demanding task, collaborative and facilitated workshops may support boundary crossing on intrapersonal, interpersonal and institutional levels. The team members efforts in defining their shared research interest revealed dialogical learning mechanisms of identification, coordination, reflection and the first phases of transformation, particularly at the interpersonal level. However, the transformative actions seemed to require intentional team facilitation.
Originality/value
This case study enriches the existing literature and allows better understanding of how team facilitation can promote agenda setting, transformative learning mechanisms and the definition of joint research goals in interdisciplinary settings.
Details
Keywords
Liubov Vetoshkina, Laura Lamberg, Essi Ryymin, Heta Rintala and Sami Paavola
This study analyses development of research-related innovation activities in a University of Applied Sciences (UAS) in Finland. Focus on production of innovations in relation to…
Abstract
Purpose
This study analyses development of research-related innovation activities in a University of Applied Sciences (UAS) in Finland. Focus on production of innovations in relation to academization challenges the traditions of applied research in UAS, which has always relied on collaboration with local stakeholders.
Design/methodology/approach
Drawing on the approach of cultural-historical activity theory, the study conceptualizes development of innovation activities as a movement across multiple intertwined developmental lines. The authors ground these conceptualizations in the data, coming from interviews with key researchers in a multidisciplinary research project on smart bioeconomy at a Finnish UAS.
Findings
Development of research-related innovation activities in the UAS happened along six lines: development of researcher's expertise, development of project, development of organization, development of research, development of field and development of funding models and policies. The developmental tensions between the lines were essential for promotion of innovation activities.
Originality/value
The study reveals the complex multilayered nature of research-related innovation activities in the specific context of UAS, where it creates challenges and opportunities for developing the traditions of applied research. The results encourage UAS to critically evaluate their changing role as research institutions in regional, national and international innovation systems.
Details
Keywords
Teresa Rebelo, Paulo Renato Lourenço and Isabel Dórdio Dimas