Understanding collaborative research practices: a lexicon

2017 ◽  
Keyword(s):  
Intellectual Property ◽  
Interdisciplinary Research ◽  
Collaborative Research ◽  
Linear Models ◽  
Project Teams ◽  
Open Spaces ◽  
Research Practices ◽  
New Ideas ◽  
Research Outcome ◽  
Conducting Research

Collaborative interdisciplinary research processes, as we have seen in the preceding chapters, necessarily unsettle assumptions about expertise and about what counts as a valuable ‘research outcome’. What we have found is that part of the challenge of evaluating these sorts of projects is the development of a language to talk about how project teams held open spaces for new possibilities to form and new ideas to emerge in ways that then could transmute and cross boundaries. This way of working is very different from linear models of research that have clear lines of causality and in which research ‘ideas’ are associated with particular individuals in the form of intellectual property. Instead, these ways of conducting research are enmeshed, entangled and complex, and are associated with divergent outcomes as well as sometimes-difficult experiences and contrasting clusters of ideas....

scholarly journals Working with circus artists: Reflections on a process of collaborative research, participation and commitment

2018 ◽  
Vol 5 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Julieta Infantino
Keyword(s):  
Social Sciences ◽  
Collaborative Research ◽  
Buenos Aires ◽  
Research Participation ◽  
Research Process ◽  
Research Experience ◽  
Research Practices ◽  
Conducting Research ◽  
The City

The purpose of this article is to share some reflections on the long research experience I have developed with circus artists in the City of Buenos Aires, Argentina. These reflections revolve around the question of the contributions of social sciences, particularly anthropology, through research practices conducted in collaboration with artists. I am interested in rethinking the role of the researcher by understanding science from a conception in which commitment, collaboration, and participatory knowledge-building can potentiate research practices and, at the same time, create dilemmas and challenges. What are the theoretical-methodological implications of the roles we can play throughout a long research process? What are the tools we can use when conducting research on the fields we also participate in, socially and politically? How can we reconcile the time it takes to conduct academic work with the short amount of time it takes for events to unfold in real-time?

Puzzling and powering in the city: two case studies on collaborative research

2021 ◽  
Author(s):  
Robert Duiveman
Keyword(s):  
Case Studies ◽  
Collaborative Research ◽  
Knowledge Development ◽  
Power Dynamics ◽  
Research Practices ◽  
Research Findings ◽  
Living Labs ◽  
Urban Issues ◽  
Policy Problems ◽  
Collaborative Knowledge

Abstract Cities are turning to urban living labs and research consortia to co-create knowledge that can better enable them to address pervasive policy problems. Collaborations within such practices help researchers, officials and local stakeholders find new ways of dealing with urban issues and developing new relations with one another. Interestingly, success in the latter is often closely related to accomplishing the former. Besides of analysing this phenomenon in terms of learning—as is common—this paper also delves into the power dynamics involved in collaborative knowledge development. This perspective contributes to a better understanding of how puzzling and powering are simultaneously involved in making research relevant to policy-making. By presenting two collaborative research consortia in the Netherlands, we demonstrate how developing knowledge involves both re-structuring problems and the urban practices involved in governing such problems. Collaborative research practices are predominantly concerned with learning as long as restructuring the problem leads to research findings that are meaningful to all actors. Power becomes manifest when one actor insists on restructuring (often reproducing) problems in a manner judged unacceptable by others. Analysis of two case studies will show how the familiar three faces of power express themselves in collaborative knowledge development. It is recommended that these new practices also require methods for better orchestrating power besides a methodology for successful structuring learning through collaborative research practices.

scholarly journals Enjeux de territoires, enjeux de savoirs

2017 ◽  
Vol 22 ◽  
pp. 112-122
Author(s):  
Irène Hirt
Keyword(s):  
Natural Resources ◽  
Indigenous Peoples ◽  
Collaborative Research ◽  
Contextual Approach ◽  
Research Practices

This paper is a first step towards theorizing indigenous reterritorializations across the Americas through a relational and contextual approach of indigeneity and territory. I argue that struggles for land, territory and natural resources come with the decolonization of knowledge and representations. While these processes are expressed through the mapping of territory and the rewriting of history, they are also inducing an evolving relationship between indigenous peoples and researchers towards collaborative research practices.

scholarly journals Highlighting the potential of peer-led workshops in training early career researchers for conducting research with Indigenous communities

2018 ◽  
Author(s):  
Gwyneth A. MacMillan ◽  
Marianne Falardeau ◽  
Catherine Girard ◽  
Sophie Dufour-Beauséjour ◽  
Justine Lacombe-Bergeron ◽  
...  
Keyword(s):  
Collaborative Research ◽  
Cultural Awareness ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Early Career ◽  
Early Career Researchers ◽  
Indigenous Representation ◽  
Indigenous Ways Of Knowing ◽  
Conducting Research ◽  
Community Collaborative

For decades, Indigenous voices have called for research practices that are more collaborative and inclusive. At the same time, researchers are becoming aware of the importance of community-collaborative research. However, in Canada, many researchers receive little formal training on how to collaboratively conduct research with Indigenous communities. This is particularly problematic for early-career researchers (ECRs) whose fieldwork often involves interacting with communities. To address this lack of training, two peer-led workshops for Canadian ECRs were organized in 2016 and 2017 with the following objectives: (a) to cultivate awareness about Indigenous cultures, histories and languages; (b) to promote sharing of Indigenous and non-Indigenous ways of knowing; and (c) to foster approaches and explore tools for conducting community collaborative research. Here we present these peer-led Intercultural Indigenous Workshops and discuss workshop outcomes according to five themes: scope and interdisciplinarity, Indigenous representation, workshop environment, skillful moderation and workshop outcomes. We show that peer-led workshops are an effective way for ECRs to cultivate cultural awareness, learn about diverse ways of knowing, and share collaborative research tools and approaches. Developing this skill set is important for ECRs aiming to conduct community-collaborative research, however broader efforts are needed to shift toward more inclusive research paradigms in Canada.

Conducting Research in the Cloud

2012 ◽  
pp. 50-63
Author(s):  
Bay Arinze ◽  
Cheickna Sylla
Keyword(s):  
Cloud Computing ◽  
Web 2.0 ◽  
Ad Hoc ◽  
Knowledge Generation ◽  
Future Research ◽  
Geographically Dispersed ◽  
Computer Services ◽  
New Ideas ◽  
Conducting Research ◽  
New Research

Web 2.0 research is a term for research that uses Web platforms and tools for collaboration, communication, and knowledge generation by researchers who may be geographically dispersed. The new tools allow additional forms of synergistic collaborations between ad-hoc groups of researchers, crowdsourcing of new ideas, and to represent innovative platforms for sharing knowledge more rapidly. In parallel with these new research developments, cloud computing has emerged as a new way to provision and use IT resources to all types of computer users. With cloud computing, computer services are accessed over the Internet in a scalable fashion, and users are abstracted from the actual hardware and software, paying only for resources they use. This chapter discusses how current and future research will make use of cloud computing and how Web 2.0-based research models are transforming how research is conducted globally. It examines these new IT infrastructure models and explores how they can be deployed by organizations and individuals. It then discusses the benefits of cloud computing to the research enterprise and future directions for cloud computing-based research.

Investigating eResearch

2012 ◽  
pp. 1-33 ◽  
Author(s):  
Lina Markauskaite ◽  
Mary Anne Kennan ◽  
Jim Richardson ◽  
Anindito Aditomo ◽  
Leonie Hellmers
Keyword(s):  
Digital Media ◽  
Collaborative Research ◽  
Research Practices ◽  
User Perspective ◽  
Knowledge Resources ◽  
Perspective Drawing ◽  
The Future ◽  
Collaboration Tools ◽  
Research Students ◽  
Australian Universities

Why and how do researchers collaborate, share knowledge resources, data, and expertise? What kinds of infrastructures and services do they use, and what do they need for the future enhancement of collaborative research practices? The chapter focuses on existing and potential eResearch from a “user” perspective. Drawing on a study of ICT-enhanced research practices and needs conducted at seven Australian universities, it discusses how researchers engage with distributed research and use ICT for collaboration. Findings show significant current engagement of the majority of researchers in collaborative research, their acknowledgement of the potential of eResearch, and researchers’ general willingness to engage in collaborative eResearch. While there are some essential differences in the collaboration practices of research students and academics and between practices and challenges in different disciplinary domains, researchers who are more involved in collaborative research also adopt eResearch more extensively, more often use ICT-enhanced collaboration tools, share more of their data, and more often disseminate their findings via digital media.

Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work

2011 ◽  
pp. 208-227 ◽  
Author(s):  
Janet Salmons
Keyword(s):  
Intellectual Property ◽  
Academic Writing ◽  
Original Work ◽  
The Other ◽  
Online Interaction ◽  
Conceptual Frameworks ◽  
Secondary Research ◽  
E Learning ◽  
New Ideas ◽  
Affective Domains

The online world offers opportunities to appropriate others’ work, while simultaneously offering opportunities for valuable research and creative exchange. The use of secondary research materials in academic writing can be represented as a continuum, with "plagiarism" on one end and "original work" on the other. Educators can take steps to prevent plagiarism by designing assignments that expect learners to respect others’ ideas and strive toward creating their own original work. Educational taxonomies, including the Cognitive and Affective Domains of Bloom’s Taxonomy, and the author’s Taxonomy of Collaborative E-learning, can serve as conceptual frameworks for designing assignments that 1) expect learners to present original work; 2) provide opportunities for learners to develop new ideas through meaningful online interaction; and 3) value learners’ ideas while respecting published authors’ intellectual property.

Again, What Is Nursing Science?

2017 ◽  
Vol 30 (2) ◽  
pp. 129-133 ◽  
Author(s):  
Elizabeth Ann Manhart Barrett
Keyword(s):  
Interdisciplinary Research ◽  
Team Science ◽  
Nursing Research ◽  
Nursing Science ◽  
Phd Education ◽  
Conducting Research ◽  
Health Process

This article again asks, What is nursing science? Who knows? Who cares? The author describes the threat to the survival of nursing science grounded in nursing frameworks and theories. This threat is magnified by the proposal of the Council for the Advancement of Nursing Science (CANS) to change the curricula of PhD education. The aim of CANS is to prepare nurse scientists for lifelong competitive careers in interdisciplinary research, often focused on funding priorities of the National Institute of Nursing Research (NINR). Curricula would include preparation for conducting research in topics such as omics, e-science, translation science, biobehavioral science, symptom science, and team science. How can this be nursing science? It is argued that this focus might obliterate nursing’s discipline-specific phenomenon of concern, the human-universe-health process.

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