Crossing Disciplinary, Institutional and Role Boundaries in an Interdisciplinary Consortium

Autor/inn/en	Fitzgerald, Sarah Rose; Gardner, Alexander C.; Amey, Marilyn J.; Farrell-Cole, Patricia L.
Titel	Crossing Disciplinary, Institutional and Role Boundaries in an Interdisciplinary Consortium
Quelle	In: Journal of Higher Education Policy and Management, 40 (2018) 4, S.359-374 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzgerald, Sarah Rose)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2018.1482514
Schlagwörter	Consortia; Interdisciplinary Approach; Black Colleges; STEM Education; Statistical Analysis; Barriers; College Faculty; Scholarship; Institutional Cooperation; Postdoctoral Education; Research; Case Studies; Network Analysis; Institutional Mission; Graduate Students; Databases; Faculty Publishing; Authors; Idaho; Washington; North Carolina; Texas; Michigan + Suchen Sie Ihr Suchwort? Vereinigung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Statistische Analyse; Fakultät; Scholarships; Stipendium; Institute; Co-operation; Cooperation; Institut; Kooperation; Forschung; Case study; Fallstudie; Case Study; Netzplantechnik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Datenbank; Author; Autor; Autorin
Abstract	To illuminate barriers to collaboration, this study examines who participates in cross-boundary scholarly collaboration most often and which types of boundary crossing (disciplinary, institutional, role) are engaged in most often. The data of this study came from an interdisciplinary consortium with five partner institutions, including one Historically Black College and University (HBCU). The core disciplines involved in the consortium are life sciences, computer science and math and engineering. Through statistical analysis, we determined that members of the consortium engaged more in interdisciplinary research than inter-institutional research. Participation in all boundary crossing collaborations was greater at the HBCU and students and postdocs were less likely than academics to cross-institutional boundaries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01