Cross-Disciplinary Collaboration and Learning
Cross-Disciplinary Collaboration and Learning
复制标题
跨学科合作与学习
DOI：
10.5751/es-02520-130208
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发表时间：
2008
影响因子：
4.1
通讯作者：
D. Pennington
中科院分区：
文献类型：
--
作者：
D. Pennington
复杂的环境问题的解决有赖于科学家之间的跨学科合作。在合作研究之前，必须进行集体思考的探索阶段，以建立共同的概念框架。在跨学科的环境中，集体思维取决于合作者能够学习和理解彼此观点的工具。本文将学习的三个视角应用于实现跨学科协作的问题：马斯洛的需求层次、建构主义和组织学习。将学习框架应用于协作提供了有关协作的接受性环境的见解，以及促进跨学科交互的流程。这些环境和互动需要时间来发展，并需要在任何重点研究工作之前的长时间的想法产生阶段。研究结果强调，协作本身就是一个由人、科学理论和工具组成的复杂系统，必须有意识地加以管理。系统的有效管理需要具有促进者的领导能力，能够协调有效的环境和互动。
Complex environmental problem solving depends on cross-disciplinary collaboration among scientists. Collaborative research must be preceded by an exploratory phase of collective thinking that creates shared conceptual frameworks. Collective thinking, in a cross-disciplinary setting, depends on the facility with which collaborators are able to learn and understand each others' perspectives. This paper applies three perspectives on learning to the problem of enabling cross-disciplinary collaboration: Maslow's hierarchy of needs, constructivism, and organizational learning. Application of learning frameworks to collaboration provides insights regarding receptive environments for collaboration, and processes that facilitate cross-disciplinary interactions. These environments and interactions need time to develop and require a long phase of idea generation preceding any focused research effort. The findings highlight that collaboration is itself a complex system of people, scientific theory, and tools that must be intentionally managed. Effective management of the system requires leaders who are facilitators and are capable of orchestrating effective environments and interactions.