Expanding collaborative autoethnography into the world of natural science for transdisciplinary teams

Haeffner, Melissa; Hames, Fern; Barbour, Margaret M.; Reeves, Jessica; Platell, Ghislaine; Grover, Samantha

doi:10.1016/j.oneear.2022.01.002

Cited by 16 publications

(9 citation statements)

References 47 publications

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“…The degree of inward-facing view can range from minimal hovering (e.g., baseline awareness of relevant con ict), all the way to complete centering on one's personal experience, as in the case of autoethnography. 29 In contrast to traditional quantitative studies such as randomized control trials, or in brain imaging, epidemiology, or genetics, the practicalities of conducting qualitative research are generally facilitators rather than impediments, particularly to new investigators: First, data collection can be completed in a relatively short time (weeks or months, not years); second, given the non-interventional nature of most qualitative studies, institutional review approval usually falls under expedited or exempt categories (whether involving minors or not, respectively); third, synchronized videoconferencing makes interviews and data collection simple, even at geographic remove; fourth, costs are low, additionally so since the advent of AI-supported transcription with platforms such as in DeepGram; nally, analytic methods such as thematic analysis (TA) are accessible and require a modest learning curve-as opposed to grounded theory and other more demanding approaches.…”

Section: Discussionmentioning

confidence: 99%

Pathways and identity: toward qualitative research careers in child and adolescent psychiatry

Martin,

diGiovanni,

Acquaye

et al. 2024

Preprint

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Objective Qualitative research methods are based on the analysis of words rather than numbers; they encourage self-reflection on the investigator’s part; they are attuned to social interaction and nuance; and they incorporate their subjects’ thoughts and feelings as primary sources. Despite appearing ideally suited for research in child and adolescent psychiatry (CAP), qualitative methods have had relatively minor uptake in the discipline. We conducted a qualitative study of CAPs involved in qualitative research to learn about this shortcoming, and to identify modifiable factors to promote qualitative methods within the field of youth mental health. Methods We conducted individual, semi-structured 1-hour long interviews through Zoom. Using purposive sample, we selected 23 participants drawn from the US (n=12) and from France (n=11), and equally divided in each country across seniority level. All participants were current or aspiring CAPs and had published at least one peer-reviewed qualitative article. Ten participants were women (44%). We recorded all interviews digitally and transcribed them for analysis. We coded the transcripts according to the principles of thematic analysis and approached data analysis, interpretation, and conceptualization informed by an interpersonal phenomenological analysis (IPA) framework. Results Through iterative thematic analysis we developed a conceptual model consisting of three domains: (1) Becominga qualitativist: embracing a different way of knowing (in turn divided into the three themes of priming factors/personal fit; discovering qualitative research; and transitioning in); (2) Being a qualititavist: immersing oneself in a different kind of research (in turn divided into quality: doing qualitative research well; and community: mentors, mentees, and teams); and (3) Nurturing: toward a higher quality future in CAP (in turn divided into current state of qualitative methods in CAP; and advocating for qualitative methods in CAP). For each domain, we go on to propose specific strategies to enhance entry into qualitative careers and research in CAP: (1) Becoming: personalizing the investigator’s research focus; balancing inward and outward views; and leveraging practical advantages; (2) Being: seeking epistemological flexibility; moving beyond bibliometrics; and the potential and risks of mixing methods; and (3) Nurturing: invigorating a quality pipeline; and building communities. Conclusions We have identified factors that can impede or support entry into qualitative research among CAPs. Based on these modifiable findings, we propose possible solutions to enhance entry into qualitative methods in CAP (pathways), and to foster longer-term commitment to this type of research (identity).

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Section: Discussionmentioning

confidence: 99%

Pathways and identity: toward qualitative research careers in child and adolescent psychiatry

Martin,

diGiovanni,

Acquaye

et al. 2024

Preprint

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“…Autoethnography is a research method that “entails the scientist or practitioner performing narrative analysis pertaining to himself or herself as intimately related to a particular phenomenon” ( McIlveen, 2008 , p. 15). This research methodology has been applied in various context including transdisciplinary research in collecting and analysing self-reflection from social and natural scientists for transformative change ( Haeffner et al, 2022 ), examining professional identity tensions of transnational teachers ( Yazan et al, 2022 ), exploring the experiences of international students to transitioning to an academic job in the university ( Consoli et al, 2022 ), bringing perspectives of humanities into computer education ( Bernard, 2022 ), leading a whole-school reform ( Alonzo et al, 2021 ), and many others.…”

Section: Methodsmentioning

confidence: 99%

The use of Messenger for research collaboration: An auto-ethnographic study

Alonzo

2023

Front. Psychol.

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The use of social media for the collaboration of academics has been increasing in recent years. However, there are no reported studies on using Messenger as a collaborative platform to write and publish journal articles and apply for research and development grants. We use an auto-ethnography to reflect on our experiences over the last 3 years, using Messenger as our medium for our ongoing collaborative research activities. Our results highlight the benefits and challenges of using social media for this engagement. The capabilities of Messenger, as opposed to traditional correspondence through email, have paved our preference to use this platform. We can engage in dynamic collaboration and focussed discussion with less formal communication conventions through Messenger. In addition, the extra features, including easy phone calls, sending links, resources and screenshots, and using emojis and stickers for more socially cohesive interactions, are valued features of Messenger. We used the activity theory to highlight the interrelationships of factors (i.e., personal, social-emotional, structural, technological, and organisational) contributing to the success of collaborative academic activities, including the successful publication of journal articles and securing research and development grants. The findings of our study significantly contribute to understanding how social media can be effectively used for academic engagement.

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“…Case study assessments in general, due to their specificity, have long been critiqued for being limited in what they offer as research studies to wider theoretical discussions (Lucas et al, 2018). Yet there is a growing awareness of the value of the case study assessment method, including those based on an author's professional experience, particularly in identifying potential in methods from different disciplines to inform and improve those in others (Brannen, 2008;Smith, 2012;Fleming and Zegwaard, 2018;Alpi and Evans, 2019;Haeffner et al, 2022).…”

Section: Imagination For Collaboration: a Case Of Worldbuilding-based...mentioning

confidence: 99%

“…I close with some conceptual and pragmatic implications to consider when implementing worldbuilding processes into multi-stakeholder collaborative planning contexts. Methodologically, the research fits within the tradition of assessing specific case studies through a mediation between theoretical assessment and empirical observations (Swaffield and Deming, 2011), and the value of reflection on professional experience as it relates to wider fields of research and practice (Brannen, 2008;Smith, 2012;Fleming and Zegwaard, 2018;Alpi and Evans, 2019;Haeffner et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Toward Civic Co-production: Using Worldbuilding to Go Beyond Participation in Urban Planning and Enact More Equitable Cities

Hoffman

2022

Front. Sustain. Cities

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Even as calls for more participatory urban planning have grown over the past half century, achieving meaningful and effective participation remains elusive. While disciplines beyond urban development are experimenting with narrative-driven engagement toolsets to cultivate greater degrees of public investment and collaborative capacity, less exploration on the power of such tools has been conducted in urban development circles. Toward the objective of reconciling the challenges of community engagement with the growing uncertainties and inequalities of contemporary cities, this paper explores the value of aiming beyond participatory planning toward co-production, and assesses the role of worldbuilding, a design approach with origins in fiction, in doing so. Specifically, the worldbuilding methods implemented in a project to envision dense urban environments in 2070 is positioned within growing calls for urban development to move toward co-production. The paper contributes to the wider discourse on tactics for collaboratively envisioning and enacting more equitable cities.

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Expanding collaborative autoethnography into the world of natural science for transdisciplinary teams

Cited by 16 publications

References 47 publications

Pathways and identity: toward qualitative research careers in child and adolescent psychiatry

Pathways and identity: toward qualitative research careers in child and adolescent psychiatry

The use of Messenger for research collaboration: An auto-ethnographic study

Toward Civic Co-production: Using Worldbuilding to Go Beyond Participation in Urban Planning and Enact More Equitable Cities

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