Issues in Interdisciplinary Studies

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https://hdl.handle.net/10323/3144
Welcome to Issues in Interdisciplinary Studies Online (formerly Issues in Integrative Studies Online), the journal of the Association of Interdisciplinary Studies . We have all back volumes online in a pdf format, from the inaugural 1982 issue through the 2014 issue.

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Browsing Issues in Interdisciplinary Studies by Subject "Collaboration"

Now showing 1 - 3 of 3
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    Navigating Complex Trade-offs in Conservation and Development: An Integrative Framework
    (Association for Interdisciplinary Studies, 2013) Pauline Gagnon
    We present a framework that makes space for multiple perspectives and ways of thinking about complex trade-off problems in conservation and development.  At the core of the framework are three “integrative lenses” designed to facilitate lines of inquiry according to three unique ways of perceiving complexity.  The aim of the framework is not to produce a unified theory or a model that justifies one choice over another to all audiences; rather, its purpose is to yield a more integrative and context-sensitive set of problem definitions that can open the way to a variety of pathways for action and research. The approach we present is particularly relevant in the context of highly complex problems - those involving complicated and uncertain dynamics, a multiplicity of values, a multiplicity of perspective, and the exercise of multiple forms of power (incuding the power to frame the problem).  We argue that setting aside the urge for synthesis - and therby preserving enough of the comlexity of the problem - can serve as a starting point for fertile and productive engagements between researchers working across disciplines, and between researchers and practitioners.
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    Professional Identity and Participation in Interprofessional Community Collaboration
    (Association for Interdisciplinary Studies, 2014) Bayne-Smith, Marcia; Mizrahi, Terry; Korazim-Kőrösy, Yossi; Garcia, Martha
    Collaboration is now frequently required among representatives of myriad disciplines to intervene more effectively in complex community and public health problems. A fundamental tenet of collaboration across professions is that it is facilitated by socialization to one’s own professional identity and to interprofessional collaboration with those in other professions. The purpose of this article is to explore how individuals representing six different professions (informants) understand the relationship between professional identity and interprofessional community collaboration (IPC). It examines whether professional identity changed at all over the course of their careers, and whether those changes affected their perspectives on IPC. Furthermore, this article explores how the informants portray their own profession’s strengths and limitations in collaborating with other professions. Using professional networks, snowball sampling, and the reputational method, a cohort of 50 informants participated in an intensive structured dialogue event that included mono- and multi-professional group exercises. This article analyzes the data from a post-event self-administered survey of those experiences. Open-ended questions were coded using content analysis that utilizes both quantitative and qualitative methods. A large majority of the informants (80%) strongly identified with their professions while (20%) indicated a weak identification. At the same time 64% indicated their professional identities had changed in various ways. They described characteristics of their professions that both supported and deterred IPC. In summary, the results of the study suggest professional identity can remain strong even as it becomes more complex, nuanced, or expanded.
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    Reframing Interdisciplinary and Interprofessional Collaboration through the Lens of Collective and Sociomaterial Theories of Learning
    (Association for Interdisciplinary Studies, 2013) Pauline Gagnon
    The purpose of this article is to begin to explore how collective and sociomaterial theories of learning might be applied within interdisciplinary and interprofessional contexts—in particuar the team-based collaboration that is playing an ever larger role in both fields.  It articulates several key features of interdisciplinary and interprofessional activities and then speculates on how they might be productively reframed through the lenses of the following theoretical perspectives: communities of practice, cultural historical activity theory, complexity science and actor-network theory  The article is not intended to be comprehensive; its aim is to begin the process of developing deeper, more theoretically sophisticated understandings of the collective learning and knowing that emerge—often across deep paradigmatic divides—through interprofessional and interdisciplinary collaboration