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The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approachtoward Sustainable Learning Processes in Academic Profession
Malmö University, Faculty of Health and Society (HS), Department of Social Work (SA).ORCID iD: 0000-0003-0428-2001
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0003-2835-097X
Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3).ORCID iD: 0000-0002-1089-6483
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).ORCID iD: 0000-0002-9906-4156
2021 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 13, p. 1-20Article in journal (Refereed) Published
Abstract [en]

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

Place, publisher, year, edition, pages
Basel: MDPI, 2021. Vol. 13, p. 1-20
Keywords [en]
interdisciplinarity; collaboration; sustainability; autoethnography; self-reflective; critical thinking; critical doing; interdisciplinary ethos; learning capacity; Challenge-Based Learning
National Category
Educational Sciences
Research subject
Sustainable studies
Identifiers
URN: urn:nbn:se:mau:diva-41967DOI: 10.3390/su13094723ISI: 000650891700001Scopus ID: 2-s2.0-85105392448OAI: oai:DiVA.org:mau-41967DiVA, id: diva2:1546904
Available from: 2021-04-23 Created: 2021-04-23 Last updated: 2024-02-05Bibliographically approved

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Christensen, JonasEkelund, NilsMelin, MargaretaWidén, Pär

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Department of Social Work (SA)Department of Natural Science, Mathematics and Society (NMS)School of Arts and Communication (K3)Department of Culture, Languages and Media (KSM)
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