426
Views
3
CrossRef citations to date
0
Altmetric
Articles

Stepping out: collaborative research across disciplines

&
Pages 814-826 | Received 19 Mar 2014, Accepted 20 Jan 2016, Published online: 11 Apr 2016

References

  • Aagaard-Hansen, J. (2007). The challenges of cross-disciplinary research. Social Epistemology, 21, 425–438.10.1080/02691720701746540
  • Amey, M. J., & Brown, D. F. (2004). Breaking out of the box: Interdisciplinary collaboration and faculty work. Charlotte, NC: Information Age Publishing.
  • Amey, M. J., & Brown, D. F. (2005). Interdisciplinary collaboration and academic work: A case study of a university-community partnership. New Directions for Teaching and Learning, 2005, 23–35.10.1002/(ISSN)1536-0768
  • Austin, A. E. (1990). Faculty cultures, faculty values. In W. G. Tiernery (Ed.), Assessing academic climates and cultures (pp. 61–74). San Francisco, CA: Jossey-Bass.
  • Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco, CA: Jossey-Bass.
  • Boden, D., Borrego, M., & Newswander, L. K. (2011). Student socialization in interdisciplinary doctoral education. Higher Education, 62, 741–755.10.1007/s10734-011-9415-1
  • Bok, D. (1986). Higher learning. Cambridge, MA: Harvard University Press.
  • Bowl, M. (2001). Experiencing the barriers: Non-traditional students entering higher education. Research Papers in Education, 16, 141–160.10.1080/02671520110037410
  • Clandinin, J., & Connelly, M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
  • Clark, B. (1983). The higher education system: Academic organization in cross-national perspective. Berkeley: University of California Press.
  • Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, 2008, 61–70.10.1002/ace.v2008:119
  • Cranton, P., & King, K. (2003). Transformative learning as a professional development goal. New Directions for Adult and Continuing Education, 98, 31–37.
  • Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco, CA: Jossey-Bass.
  • Elliott, J. (1988). Educational research and outsider–insider relations. International Journal of Qualitative Studies in Education, 1, 155–166.10.1080/0951839880010204
  • Frost, S., & Jean, P. (2003). Bridging the disciplines: Interdisciplinary discourse and faculty scholarship. The Journal of Higher Education, 74, 119–149.10.1353/jhe.2003.0013
  • Goldstein, L. (2000). Ethical dilemmas in designing collaborative research: Lessons learned the hard way. International Journal of Qualitative Studies in Education, 13, 517–530.10.1080/09518390050156431
  • Greckhamer, T., Koro-Ljungberg, M., Cilesiz, S., & Hayes, S. (2008). Demystifying interdisciplinary qualitative research. Qualitative Inquiry, 14, 307–331.10.1177/1077800407312049
  • Groen, J., & Hyland-Russell, T. (2011). Humanities professors on the margins: Creating the possibility for transformative learning. Journal of Transformative Education, 8, 223–245.
  • Groen, J., & Hyland-Russell, T. (2012). Let’s start at the very beginning: The impact of program origins and negotiated community-university partnerships on Canadian radical humanities programs. International Journal of Lifelong Education, 31, 779–797.10.1080/02601370.2012.723050
  • Hyland-Russell, T., & Groen, J. (2011). Marginalized non-traditional adult learners: Beyond economics. Canadian Journal for the Study of Adult Education, 24, 61–79.
  • Johnston, M. (1990). Experience and reflections on collaborative research. International Journal of Qualitative Studies in Education, 3, 173–183.10.1080/0951839900030205
  • Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago: University of Chicago Press.
  • Lincoln, Y. (2001). An emerging new bricoleur: Promises and possibilities – A reaction to Joe Kincheloe’s ‘Describing the bricoleur’. Qualitative Inquiry, 7, 693–696.10.1177/107780040100700602
  • MacKeracher, D., Suart, T., & Potter, J. (2006). State of the field report: Barriers to participation in adult learning. Retrieved October 12, 2009, from http://www.nald.ca/library/research/sotfr/barriers/htm
  • McAdams, D. (1996). Personality, modernity, and the storied self: A contemporary framework for studying persons. Psychological Inquiry, 7, 295–321.10.1207/s15327965pli0704_1
  • Paulus, T., Woodside, M., & Ziegler, M. (2008). Extending the conversation: Qualitative research as dialogic collaborative process. The Qualitative Report, 13, 226–243.
  • Rosenfield, P. L. (1992). The potential of transdisciplinary research for sustaining and extending linkages between the health and social sciences. Social Science and Medicine, 35, 1343–1357.10.1016/0277-9536(92)90038-R
  • Rossman, G., & Rallis, S. (2003). Learning in the field: An introduction to qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
  • Rubenson, K., & Walker, J. (2006). The political economy of adult learning in Canada. In T. Fenwick, T. Nesbit, & B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 173–186). Toronto: Thompson Educational.
  • Rubinstein-Ávila, E. (2013). Accounting for – And owning up to – The messiness in cross-cultural/linguistic qualitative research: Toward methodological reflexivity in South America’s Internet cafés. International Journal of Qualitative Studies in Education, 26, 1041–1061.10.1080/09518398.2012.736642
  • Schuetze, H., & Slowey, M. (2002). Participation and exclusion: A comparative analysis of non-traditional students and lifelong learners in higher education. Higher Education, 44, 309–327.10.1023/A:1019898114335
  • Shorris, E. (1997, September). On the uses of a liberal education: As a weapon in the hands of the poor. Harper’s, pp. 1–16.
  • Sikes, P. (2007). Auto/biographical and narrative approaches. London: TLRP. Retrieved March 19, 2014, from http://www.tlrp.org/capacity/rm/wt/sikes/
  • Tennant, M. (2006). Psychology and adult learning. London: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.