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1.
This paper examines how and why academics in different parts of the academy collaborate. In this paper we argue that: (1) There is a useful analytical distinction to be made between collaboration (fluid and expressive) and Collaboration (concrete and instrumental); (2) These two are not mutually exclusive and their use varies between disciplines; and (3) This distinction is an informative one for policy making that aims to encourage collaboration. Two interview based studies were used to explore the differences in collaborative practices across disciplines. The first was small and confined to a single university (n = 36) and the second was a larger study conducted in three countries (n = 274). Cross tabulations and analysis of open ended questions demonstrated many differences across the humanities, sciences and social sciences in collaboration. The C/collaboration distinction proves useful in understanding different disciplinary approaches to research, and in pointing to implications for research policy and funding. Attempts to increase collaborative research through Collaboration only, may well have deleterious effects on both collaboration and Collaboration. Research policy and funding should bear these differences in mind when seeking to stimulate collaborative research, so as to gain better outcomes across a range of disciplines. 相似文献
2.
Cheri Chan 《Asia Pacific Journal of Education》2015,35(1):111-124
This study, conducted over a one-year period, examined the collaboration practices in a large-scale school-university capacity-building collaborative action research project that was designed to help English language teachers develop the skills needed to deal with the reforms to assessment practices in Hong Kong's school curriculum. The study theorized collaboration as a complex construction that must be understood in the context of the prevailing ideologies shaping professional development practices for teachers. Online data generated from the collaborative action research project were analysed to explore the discursive construction of interpersonal relationships. Critical discourse analysis was used to examine the discursive strategies that were used in the emails of two university researchers and two school teachers to negotiate and manage collaboration practices. It examined the complexities of negotiating collaboration as a social practice in institutional cultures in a non-Western sociocultural setting. The implications of the findings for policy, professional development and future research are discussed. 相似文献
3.
福建师范大学福清分校科研合作现状与对策浅探——以论文合著为例 总被引：1，自引：0，他引：1
综合运用文献计量学和社会网络分析学方法,对福建师范大学福清分校近8年（2003-2010年）来发表的1950篇论文,从合著率、著作形式、单位合作网络三个方面,分析了我校的科研合作状况与特点。结果表明：我校科研合作意识不断加强,本校合著增长迅猛,合作单位日益增多,合作关系不断强化。但仍存在合著率低、跨学科合作少、单位合作网络规模小等问题,本文有针对性地提出了三点建议。 相似文献
4.
International research collaboration raises questions about how groups from different national and institutional contexts can work together for common ends. This paper uses issues that have arisen in carrying out the first stage of an international research project to discuss a framework designed to map different kinds of multi-national research collaboration in terms of increasing complexity and increasing time to research outputs. The paper explores factors that enable and that constrain progress in carrying out collaborative research. The paper highlights the complex interplay within research practice of factors that derive from institutional structures and those that appertain to individuals as agents. It uses the personal and collective reflexive deliberations of the authors, to demonstrate that as the complexity of the research interface increases, and as the time to research outputs increases, so structural risk increasingly develops into agentic risk, and that structural risk becomes increasingly required to be managed through agentic action. 相似文献
5.
Sandie Wong E. Murray C. Rivalland H. Monk L. Piazza-McFarland G. Daniel 《The Australian Educational Researcher》2014,41(3):243-259
Growing recognition of the complexity of children’s lives has led to strong advocacy in education research literature for greater collaboration between researchers from different paradigms to address the ‘wicked’ problems that face contemporary children and families. There is little literature, however, exploring how collaboration works in practice. This paper, drawing on researcher reflective narrative, and using Cultural Historical Activity Theory as a heuristic framework, describes and critiques the formative stages of an educational research collaborative group of five early and one mid-career early childhood education researchers (the authors), from two universities, and with quite different epistemological and ontological understandings. It outlines, from an insider perspective, some of the outcomes, challenges and tensions associated with participating in the research group, and concludes by providing some implications for policy and considerations for those contemplating forming a collaborative group. 相似文献
6.
We discuss in the article the following issues: the strong relationship between collaboration and diversity; the need for understanding collaboration as a process of mutual acknowledgement and as a process of building in a democratic way; the strong influence for each participant of the concept of education over the process of building collaboration; the strong dependence of the process of collaboration on the institutional context, the school culture, and the requirements of the political and economical exponsors. This flexibility is a requirement for preserving the purpose of building a collaborative relationship in order to help improve the quality of practice through human development and institutional change. The basis for these reflections is the discussions we, as a group of researchers, had during the development of two action research-like projects in Malaga (Spain). An exploration of action research methodology in each of these two very different professional settings demonstrates how strongly action research methodology is determined by the culture of the participants and their institutions. As a consequence we conclude that every researcher has to take a flexible and changing role in order to meet the situational demands for building a collaborative relationship. 相似文献
7.
The purpose of this paper is to propose a framework for conducting research on teacher education programmes that practise collaboration between special and general education faculty to advance inclusion. Such a framework can establish a common language for collaborative teacher education and provide a structure for conducting research on individual programmes as well as cross-site comparisons. It is based on the assumption that collaboration represents a robust, systematic integration of special and general education across all aspects of the preservice curriculum. The proposed framework includes three collaborative program models and five programme dimensions. 相似文献
8.
In 1981 it looked as though there could be collaboration between Deakin University and the University of Queensland in the co‐development of courses leading to a Master of Education degree to be offered externally and by course work. It was hoped that there would be joint development of three courses—about half of the minimal degree program. In the event, only one of the three courses was produced by intensive co‐development. The present study is an investigation of factors involved in the collaboration, and consequently of issues involved in any such enterprise. It is concluded that a collaborative venture is likely to succeed if it is based on a collegiate network, or on a good working relationship between academics who share research and teaching interests. It is also suggested that such collaboration can best be fostered by establishing a climate within and between institutions in which particular collaborative initiatives can be initiated and sustained. Finally, it is suggested that collaborative co‐development and co‐production and parallel provision of courses may offer a way out of the dilemma of collaboration for excellence in teaching versus institutional self‐interest. 相似文献
9.
《Early childhood research quarterly》2001,16(1):3-17
New approaches to inquiry that partner researchers with practitioners and policy makers have become more common in the early childhood field as it has embraced a wider variety of research traditions. In this introductory article for the special issue on partnerships for inquiry, we explore the nature, origins, and purposes of collaborative research in early childhood. We also identify and discuss the challenges that arise in conducting collaborative research. The other articles in this special issue are discussed as they illustrate the diverse approaches to collaboration and provide examples of the challenges and how they are dealt with in practice. Equality between partners emerges as a major issue based on our explorations of the literature and the other articles in this special issue. 相似文献
11.
Brenda Leibowitz Vivienne Bozalek Jean Farmer James Garraway Nicoline Herman Jeff Jawitz Wendy McMillan Gita Mistri Clever Ndebele Vuyisile Nkonki Lynn Quinn Susan van Schalkwyk Jo-Anne Vorster Chris Winberg 《Higher Education》2017,74(1):65-80
This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary. 相似文献
12.
The internationalization of Canadian university research: a global higher education matrix analysis of multi-level governance 总被引：2，自引：0，他引：2
To date, much of the research on internationalization and globalization of higher education has focused on the institution
or higher education system as the unit of analysis. Institution based studies have focused on the analysis of institutional
practices and policies designed to further internationalization. System-level studies focus on state policy initiatives or
approaches. In this paper we explore the inter-relationships among multiple levels of authority within a higher education
system through an analysis of research policies and activities related to internationalization. While we are interested in
the internationalization of university research, our primary objective is to explore the relationships between policy initiatives
and approaches at different levels. Using the “Global Higher Education Matrix” as a framework, we discuss the policy emphasis
on the internationalization of research at the federal, provincial (Ontario), and institutional levels of authority, as well
as the international research activities associated with two large professional schools operating at the understructure level.
By focusing on the inter-relationships among initiatives at different levels of authority, this study explores the complexity
of policy perspectives within the internationalization of research in the context of multi-level governance. 相似文献
13.
为推动高校培养的人工智能应用型人才与实体经济的深度适应,提出构建教学、技术研发、创新创业、产业培育为一体化产学协同平台,并从教师管理制度、教师提升制度、科研奖励制度和治理结构等方面提供协同动力。实践结果表明,厦门理工学院的一体化产学协同平台具有较好的实践效果,有利于促进人工智能应用型人才培养。 相似文献
14.
Collaboration between academics and teachers has become increasingly prevalent over recent years. Whether its aim is joint research or continuing professional development for teachers, collaboration seems to offer a realistic opportunity for reducing the perceived gap between theory and practice. However, collaboration is not merely academics and teachers working together on a common project. It is complex in nature and involves a range of requirements that must be satisfied in order to maximise the potential of the relationship. In this paper we will theorise on the nature of academics and teachers working together and suggest that a working relationship between academic researchers and teachers can be one of three models: client–supplier, a coercive relationship or a collaborative relationship. We identify and unpack specific factors that underpin collaboration and suggest a number of concrete actions to establish collaboration between academics and teachers. We draw heavily from existing literature and our own reflections on two collaborative projects with which we have recently been involved. We use data from these projects to provide a number of anecdotes from the teachers who participated to support our own reflections. Finally, we suggest that further research should investigate the different ways attempts to collaborate fail, to build a more complete sense of the problems and potential of this special relationship. 相似文献
15.
The number of university–industry R&D partnerships (UIPs) has increased significantly over the past decade, in most OECD countries and in Australia, yet the study of risk in such commercially focused collaborative ventures is still a developing area. This review paper seeks to contribute to debate on this increasingly important phenomenon by addressing three key areas of risks for universities in entering such collaborations. The commercialization of research findings presents particular risks to universities, most notably the possibility of financial loss, which has a greater impact than for companies in cross‐sector collaborations. Another major type of risk faced by universities is relational risk, and this can significantly alter the trust dynamics that underpin research and innovation. There are also institutional risks to universities and their research staff engaged in commercializable R&D and, ultimately, to their reputation as a neutral source of expertise. It is argued there is a need for universities in Australia to develop comprehensive policies to manage the risks of commercialization and R&D collaboration with industry partners. 相似文献
16.
Izabel Soliman 《Asia-Pacific Journal of Teacher Education》2001,29(3):219-234
This paper deals with the study of the outcomes and the degree of collaboration achieved in a project involving a planning group of university- and school-based participants and education students. The group was formed to consider how the practicum component of a course leading to a Graduate Diploma in Education might be improved through collaboration between university- and school-based educators. The literature on collaboration and on cultural politics comprises the conceptual framework for the analysis of the data collected. Cultural politics suggests that collaboration involves a struggle over meanings in the interest of particular groups. Based on an analysis of the events in the project, the impact of institutional arrangements and the perceptions of the participants, implications are drawn for what needs to be done to further develop collaborative work between educational institutions. It is suggested that collaboration may be the discourse for the transformation of institutional cultures and subjectivities in universities and schools, in order to attain the benefits of working together which are unavailable through traditional teacher education practices and structures. 相似文献
17.
Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars 总被引：1，自引：1，他引：0
Sofia Börjesson 《Action Learning: Research and Practice》2011,8(3):187-209
This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research. 相似文献
18.
大学与中小学建立合作伙伴关系是世界教师教育改革的重要策略,基于伙伴的教师教育强调职前教师培养、在职教师专业发展和学校改进。合作伙伴涉及到机构之间的合作和人员之间的合作,基本模式有PDS模式、咨询合作模式、结对合作模式和团队合作模式。影响合作伙伴效果的因素包括文化因素、组织因素、心理因素、情境因素、协作因素、制度因素等。基于合作伙伴的教师教育改革致力于大学与中小学的共同发展。 相似文献
19.
A two‐sided medal: On the complexity of international comparative and collaborative team research 
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下载免费PDF全文 Anna Kosmützky 《Higher Education Quarterly》2018,72(4):314-331
In recent years, more and more international comparative research has been conducted in internationally and geographically spread project teams and international research networks, and comparative research has become a fundamentally collaborative effort. Accordingly, research in such projects has to cope with a higher level of methodological complexity than non‐comparative research as well as with a particular sociocultural complexity. This complexity can have an influence on the research process and therefore on the quality and validity of the results, an issue that has so far not been discussed much, either in Higher Education research or beyond. Thus, this article refers to studies that provide empirical insights into comparative collaborative research teams and illuminates why international collaboration in comparative research projects is both a source of better solutions and of amplified complications and how they are interrelated. On this basis it provides a conceptual reflection and delineates dimensions of task‐related, methodological complexity and team diversity. While comparative research has specific methodological challenges that can be alleviated by international team collaboration, collaborative research has particular social challenges that can be aggravated in comparative research. The conclusion makes propositions for further analyses, discusses lessons for comparative Higher Education research and sets out implications for its institutional development. 相似文献
20.
Joanne Griffiths Lesley Vidovich Anne Chapman 《Journal of educational administration and history》2009,41(2):193-208
In curriculum policy, discourses of ‘policy partnerships’ and ‘communities of practice’ have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid‐1990s to the late 2000s – a period of significant, highly contested change. This paper presents the findings of an empirical study into the impact of curriculum reform on the changing dynamics within and between the government and non‐government education sectors, drawing on critical theory and post‐structuralist approaches to policy analysis within a broader framework of policy network theory. This approach is used to highlight power issues at all levels of the policy trajectory. This research found that despite policy discourses of collaborative and consultative processes to create a ‘shared’ curriculum, the government and non‐government education sectors remain largely distinct due to significant power differentials, as well as structural and cultural differences. The analysis reveals three closely connected emergent themes – limited collaboration, regulated consultation and enhanced state control of curriculum policy agendas. It is argued here that although discourses of ‘policy partnerships’ and ‘community of practice’ are increasingly evidenced in contemporary curriculum policy, they do not take sufficient account of embedded hierarchical power relationships. Further, such discourses can be used as legitimisation strategies to promulgate policy changes which enhance the steerage capacity of the state. Deeply entrenched power differentials operate simultaneously to distort policy partnerships and communities of practice, by both including and excluding particular sets of policy actors. 相似文献