scholarly journals Alive by Meeting: A Solution to the Paradox of Meetings Based on the Pyramid of New Collaboration

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Marco Bettoni ◽  
Eddie Obeng

Meetings are the activity at the centre of every organisation; they are critical. But there is a problem: most people hate them. How can we solve this so‑called “paradox of meetings”? How can we avoid death by meeting? By reviewing meeting theories which help to better understand meetings, we have found support for the view that bad meetings today are primarily the consequence of unsuitable knowledge sharing and collaboration. Based on this and by applying our new understanding of collaboration as New Collaboration, we propose to look at meetings by focusing on collaborative problem‑solving and to perceive collaboration in such problem‑solving meetings as New Collaboration. But how do we have to interact in order to implement New Collaboration in meetings? This is where our Pyramid of New Collaboration comes in as a detailed description of the collaboration process. Our paper will first review related literature dealing with leadership, meeting theories, knowledge sharing and collaboration. Then, we will explain in detail our concept of collaboration, the process of collaboration and the Pyramid of New Collaboration with its seven layers. Finally, we will discuss the application of the Pyramid to the solution of the paradox of meetings and propose the concept of a New Collaboration Meeting.

Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.


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