Interfaculty Collaboration for Improving International Mobility Experiences: Sustaining a Dialogue across Difference

Autor/inn/en	Fitzgerald, Ange; Parr, Graham; Williams, Judy; Wellam, Rachel; Howard, Bethany; Zandes, Stavroula; Diug, Basia
Titel	Interfaculty Collaboration for Improving International Mobility Experiences: Sustaining a Dialogue across Difference
Quelle	In: Teaching in Higher Education, 28 (2023) 1, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzgerald, Ange) ORCID (Parr, Graham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1769056
Schlagwörter	Teacher Collaboration; Faculty Mobility; Teaching Experience; College Faculty; Communities of Practice; Writing for Publication; Foreign Countries; Electronic Books; Interdisciplinary Approach; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Lehrerkooperation; Fakultät; Community; Ausland; Electronic book; Elektronisches Buch; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Australien
Abstract	Higher education institutions promote interfaculty collaborations in research and education projects, but few studies have examined the challenges of such collaborations. This case study investigates how a heterogeneous interfaculty group worked in a community of practice for two years curating an educational e-resource to support the professional learning of academic leaders of student international mobility experiences in their university. Focusing on the "journey" of working within this community of practice rather than the "destination" (the e-resource they produced), the study explores how the different members of the group negotiated the tensions and uncertainty associated with an interdisciplinary collaboration. Data in the form of reflexive 'critical incident' narratives written by all seven authors reveal the challenges of sustaining a 'dialogue across difference' in this cross-disciplinary collaboration. The study supports existing research that argues interfaculty collaborations are potentially rich and generative, but shows why success should not be taken for granted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01