Breaking Out of the Box: Interdisciplinary Collaboration and Faculty Work

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IAP, 2004 - Business & Economics - 165 pages
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Getting all of your information and collaborators from your department's faculty lounge may be a career-limiting decision. Amey and Brown, both of Michigan State University, give a step-by-step plan for developing interdisciplinary collaboration, from confronting tradition to causing transition and transformation. They also describe the groundwork
 

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Contents

Introduction
2
What is Interdisciplinary Collaboration?
3
Interdisciplinarity
5
The Study of Interdisciplinary Collaboration
12
Proceeding with the Book
15
Stage One Tradition
18
The Dimensions of Stage One
21
Stage One Observations
23
Disciplinary Cultures and Stage One Behaviors
81
Creating Culture Change
86
Matrix Organizations and Cultural Dilemmas
93
Summary
94
The Intellectual Process Learning Integrative Thinking in Interdisciplinary Collaboration
96
Sociocultural Perspectives and Transformational Learning
97
Interdisciplinarity as Transformative Learning
99
Summary
109

Summary
32
Stage Two Transition
34
Stage Two Observations
41
Summary
47
Stage Three Transformation
50
Stage Three Observations
55
Summary
58
Making Sense of Interdisciplinary Collaboration
60
Interdisciplinary Collaboration and Spanning Bureaucratic Structures
64
Departmental Structure and Faculty Role Expectations
66
Alignment of Bureaucratic Processes
68
Faculty Reward Structures
71
Organizational Neutral Space
75
Summary
77
Interdisciplinary Collaboration and Academic Culture
80
Creating a Mobile Leading Interdisciplinary Collaboration
112
Our Study
113
Leadership Challenges
119
Leading and Learning
126
Summary
129
Conclusion
132
Valuing Interdisciplinary Collaboration
135
Changing Academic Work to Accommodate Interdisciplinary Collaboration
138
Leading the Learning Organization
141
Concluding Thoughts
145
Research Design and Methodology
148
References
152
Author Index
160
Subject Index
164
Copyright

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Popular passages

Page 9 - a mutually beneficial and welldefined relationship entered into by two or more organizations to achieve common goals. The relationship includes a commitment to: a definition of mutual relationships and goals; a jointly developed structure and shared responsibility; mutual authority and accountability
Page 2 - Because knowledge arises within social contexts and in multiple forms, the key to increasing knowledge lies in the effort to extend one's limited perspective
Page 7 - on a common problem with continuous intercommunication among the participants from the different disciplines.
Page 6 - in close proximity. Nor does an interdisciplinary field reach maturity in just a few decades. An interdisciplinary field constitutes a unique form of specialization. It is a selective integration within a spectrum of disciplines
Page 7 - persons trained in different fields of knowledge (disciplines) with different concepts, methods, and data
Page 6 - Even in a common environment, educators, researchers and practitioners still behave as disciplinarians with different perspectives. Their relationship may be mutual and cumulative but not interactive, for there is "no apparent connection,

References to this book

About the author (2004)

Marilyn J. Amey is a Professor and Chair of the Department of Educational Administration who teaches courses in the Higher, Adult, and Lifelong Education programs. Her primary research area is leadership, and the postsecondary governance, administration, organizational change and faculty issues that fall within that larger rubric. She has particular interest in community colleges and the cultivation of new postsecondary leaders. Her current research involves serving as principle investigator of a project looking at K-14 partnerships, which builds on earlier work on interdisciplinary collaboration. She is co-leader of the evaluation team for a five university, NSF-funded consortium, looking at the evolution of interdisciplinary partnerships and academic work. She is co-author of "Breaking Out of the Box: Interdisciplinary Collaboration and Faculty Work", with Dennis Brown, guest editor of an issue of the "Community College Journal of Research and Practice", entitled: Leadership as Learning: Rethinking Community College Leadership, co-author with Linda Kuk and James Banning of "Designing Organizations for Sustainable Change", and editor of "Collaborations Across Educational Borders". Dr. Amey is immediate past editor of the NASPA Journal About Women in Higher Education, the 2005 Senior Scholar recipient of the Council for the Study of Community Colleges and its past President, the inaugural recipient of the Association for the Study of Higher Education s Mentor Award and the chair of its Publications Committee. She teaches courses on administration and governance, leadership, community colleges and faculty.

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