The Dynamics of Collaboration in Heritage Science

Figures & data

Table 1. Example statements for each code used to analyse the workshop transcript.

Code	Example
Science	‘So the reaction rate is affected by the number of substituents in the molecule’
Museum practice	‘you might choose to take the lid off a box or move the object away from more delicate materials nearby’
Both	‘set RH [relative humidity] between 40 and 65% and temperature between 18 and 22°C’
Molecular scale	‘So that’s the degree of polymerisation of the polymer’
Material scale	‘It’s whether you think it’s become more porous due to degradation, or whether it was porous from the beginning’
Object scale	‘Colour change is obvious, it’s an easy one to spot’
Community	‘But we do have specific policies written in them to say you should control within that variable’
Facilitation	‘Anything else in this area of cracking and brittleness?’

Figure 1. The number of contributions on each topic by each type of speaker.

Figure 2. The dynamics of the conversation during the workshop, showing how the topics and speakers changed over time. The colours represent different speaker types, e.g. ‘Scientist’ or ‘Museum Professional’. When these colours appear at the top of the plot, it indicates that the statement made at that time was coded as ‘Museum Practice’, in the middle as ‘Both’, and at the bottom as ‘Science’. The main topics of conversation at any point are indicated along the top of the diagram. The white curve shows how the conversation oscillated between science-focussed and museum-focussed discussions, although always with some element of both.

Figure 3. The number of times a member of each different group said something that caused a transition in the topic of conversation.

Table 2. An excerpt from the transcript of the workshop showing a transition between a more scientifically focussed discussion on VOC migration and a more museum practice focussed discussion about storage.

Speaker	Statement
Facilitator	Surface to bulk ratio, yes?
Scientist	And then there is also what you are doing outside, either removing the VOCs as they migrate, or is it sealed and they stay there? Is it stagnant, the fluid outside, or are you moving it … ?
STH1	Ventilation … .
STH2	Then it would be quite nice to get into a little bit of detail into this as it relates to storage, so that could be …
Scientist	yes because this is what … I guess, do you have to ventilate, or is it better to store it and seal it and keep it stagnant.

Figure 4. Characteristics identified by the interview participants when asked ‘What do you think it takes for someone to be good at this [making successful transitions in interdisciplinary conversations]?’.

Figure 5. (a) The number of references by different groups of participants to processes in or attributes of heritage artefacts at different physical scales during the workshop and (b) The same data shown as percentages for each group.

Figure 6. Issues raised by participants that related to the topic of language. Two of these (‘Scientific terminology as a potential barrier to understanding’ and ‘Technical discussions were not a negative experience during the workshop’) relate specifically to the workshop while the others are more general issues raised.

Figure 7. Instances of members of different groups speaking as part of a community.