Multilevel boundary crossing and dialogical learning mechanisms in interdisciplinary research teams

Abstract

PurposeThis paper aims to reveal learning potential in crossing disciplinary boundaries in facilitated workshops by exploring the research goal definition process of interdisciplinary research teams. It uses multilevel boundary crossing as a theoretical framework to illustrate the multilevel nature of team learning mechanisms in interdisciplinary research.Design/methodology/approachThis study uses a qualitative case study approach. The data was collected from semi-structured interviews and collaborative workshops of interdisciplinary researchers. The data analysis is based on pre-existing theory and the process of analysis is both data and theory driven.FindingsThe results indicate that although defining interdisciplinary research goals is a complex and demanding task, collaborative and facilitated workshops may support boundary crossing on intrapersonal, interpersonal and institutional levels. The team members efforts in defining their shared research interest revealed dialogical learning mechanisms of identification, coordination, reflection and the first phases of transformation, particularly at the interpersonal level. However, the transformative actions seemed to require intentional team facilitation.Originality/valueThis case study enriches the existing literature and allows better understanding of how team facilitation can promote agenda setting, transformative learning mechanisms and the definition of joint research goals in interdisciplinary settings.