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The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession

Author

Listed:
  • Jonas Christensen

    (Department of Social Work, Faculty of Health and Society, Malmö University, 205 06 Malmö, Sweden)

  • Nils Ekelund

    (Natural Science, Mathematics and Society, Faculty of Education and Society, Malmö University, 205 06 Malmö, Sweden)

  • Margareta Melin

    (Faculty of Culture and Society, School of Arts and Communication, Malmö University, 205 06 Malmö, Sweden)

  • Pär Widén

    (Culture, Languages and Media, Faculty of Education and Society, Malmö University, 205 06 Malmö, Sweden)

Abstract

In this article, we aim to identify and explore possibilities and challenges of academic interdisciplinary capacities and ethos. The objective is that this knowledge could be used both in future interdisciplinary research projects and in educational settings. We achieve this through self-reflective learning processes among a group of interdisciplinary scholars from four distinctly different subjects. The method used is an autoethnographic and empirical self-reflective approach to data collection, analysis and deconstruction of professional learning processes. This also serves to establish research methodological trustworthiness and authenticity. The results show that interdisciplinarity is undervalued by grant-giving institutions and the academic system, in general. It also entails time-consuming and risky research practices. However, interdisciplinary and collaborative research creates a more innovative and stimulating learning environment and enforces new ways of thinking and doing, in ascertaining each individual’s knowledge and competences. We argue that a long-term interdisciplinary and collaborative research process could enhance and raise a critical thinking and creative consciousness among scholars, contributing to a more holistic, sustainable and socially robust learning in research and higher education. Finally, we conclude that this academic interdisciplinary capacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.

Suggested Citation

  • Jonas Christensen & Nils Ekelund & Margareta Melin & Pär Widén, 2021. "The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession," Sustainability, MDPI, vol. 13(9), pages 1-20, April.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:9:p:4723-:d:541791
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    References listed on IDEAS

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    5. Veronica Boix Mansilla & Elizabeth Dawes Duraisingh & Christopher R. Wolfe & Carolyn Haynes, 2009. "Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing," The Journal of Higher Education, Taylor & Francis Journals, vol. 80(3), pages 334-353, May.
    6. Naiara Berasategi & Igone Aróstegui & Joana Jaureguizar & Alaitz Aizpurua & Nagore Guerra & Ana Arribillaga-Iriarte, 2020. "Interdisciplinary Learning at University: Assessment of an Interdisciplinary Experience Based on the Case Study Methodology," Sustainability, MDPI, vol. 12(18), pages 1-10, September.
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    Cited by:

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    2. Graciano Dieck-Assad & Alfonso Ávila-Ortega & Omar Israel González Peña, 2021. "Comparing Competency Assessment in Electronics Engineering Education with and without Industry Training Partner by Challenge-Based Learning Oriented to Sustainable Development Goals," Sustainability, MDPI, vol. 13(19), pages 1-28, September.
    3. Cheryl Mallen & Greg Dingle, 2021. "Organizing Sport for Climate Related Adaptations: Lessons from the Water and Forestry Industries," Sustainability, MDPI, vol. 13(18), pages 1-14, September.
    4. Ben Purvis & Hannah Keding & Ashley Lewis & Phil Northall, 2023. "Critical reflections of postgraduate researchers on a collaborative interdisciplinary research project," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-13, December.
    5. Denyse, Tammie & Martin, Kimberly J. & Stanton, Annette L., 2022. "The Ubuntu Approach in Project SOAR (Speaking Our African American Realities): Building a robust community-academic partnership and culturally curated focus groups," Social Science & Medicine, Elsevier, vol. 314(C).

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