Individual-Level Competencies for Team Collaboration with Cross-Disciplinary Researchers and Stakeholders

Nurius, Paula S.; Kemp, Susan P.

doi:10.1007/978-3-030-20992-6_13

Cited by 48 publications

(35 citation statements)

References 66 publications

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Section: Epistemic Competencies For Interdisciplinary Knowledge Integ...mentioning

confidence: 91%

“…Their behaviour is also indicative of communicative skill to explain knowledge from their field (Nurius and Kemp 2019). Moreover, they show that they have confidence (Nash et al 2003;Nurius and Kemp 2019) about their understanding of their own field and their field's relevance to the project. This allows them to bring their knowledge to the interaction and stand by it, even if others do not (immediately) understand it or do not agree with it.…”

Section: Epistemic Competencies For Interdisciplinary Knowledge Integ...mentioning

confidence: 91%

“…Epistemic Stability-In the of assertive and integrative behaviour, we saw that students contributed their knowledge by sharing concepts, theories or methods. As such, they demonstrate that they have sufficient understanding of concepts in their fields (Nash et al 2003;Mansilla et al 2005;Haider et al 2018;Nurius and Kemp 2019) to apply this knowledge to diverse contexts and explain it to others unfamiliar with their field; this indicates performance-based understanding (Mansilla 2005).…”

Section: Epistemic Competencies For Interdisciplinary Knowledge Integ...mentioning

confidence: 92%

“…For instance, some authors list 'interdisciplinary competency' as one of many competencies necessary for sustainability work (Barth et al 2007), which seems to suggest that it is a single thing, whereas others argue that competence in interdisciplinarity requires a vast array of different competencies that need to be further unpacked to make sufficient sense of them to inform the design of training and education that targets these competencies (Parker 2010). A wealth of literature lists interdisciplinary competencies, and provides insight into specific knowledge, skills and attitudes that are necessary for interdisciplinary teamwork (e.g., Guimarães et al 2019;Nash et al 2003;Nurius and Kemp 2019). But the literature does not offer much insight into how different competencies relate to each other and collectively shape the competence to engage in interdisciplinary knowledge integration (Parker 2010).…”

Section: Introductionmentioning

confidence: 99%

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Epistemic stability and epistemic adaptability: interdisciplinary knowledge integration competencies for complex sustainability issues

2022

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Global sustainability challenges transcend disciplines and, therefore, demand interdisciplinary approaches that are characterized by cross-disciplinary collaboration and integration across disciplines. In accordance with this need for interdisciplinary approaches, sustainability professionals have been reported to require interdisciplinary competencies. Although the necessity of interdisciplinary competencies is generally agreed upon, and there has been extensive research to understand competencies for interdisciplinarity, there is still no comprehensive understanding of how individual competencies shape the ability to integrate knowledge across disciplines. Therefore, based on empirical research and literature review, we propose a novel framework to understand competencies for interdisciplinarity. The empirical data were collected through written reflection and interviews with 19 students in the context of an interdisciplinary master’s course. We describe four typical behaviours—naïve, assertive, accommodating, and integrative. Based on these behavioural typologies, we define two sets of competencies that collaborators require to engage in interdisciplinary knowledge integration: Epistemic Stability (ES) and Epistemic Adaptability (EA). ES competencies are the competencies to contribute one’s own academic knowledge, such as theoretical and methodological grounding in one’s own field and confidence, and EA competencies are the competencies to engage with academic knowledge contributed by others, such as curiosity, openness and communicative skills. Our findings show that interdisciplinary knowledge integration requires ES and EA competencies. Our framework for interdisciplinary competencies offers insights for revising and designing more interventions to prepare (future) professionals for interdisciplinary work on sustainability issues, providing insights on criteria for assessment, management, and training.

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Section: Epistemic Competencies For Interdisciplinary Knowledge Integ...mentioning

confidence: 91%

Section: Epistemic Competencies For Interdisciplinary Knowledge Integ...mentioning

confidence: 91%

Section: Epistemic Competencies For Interdisciplinary Knowledge Integ...mentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Epistemic stability and epistemic adaptability: interdisciplinary knowledge integration competencies for complex sustainability issues

2022

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“…Doctoral programming can provide an initial level of transdisciplinary research readiness that can be further developed in the early career years. Participants in this survey noted the need in doctoral training for both sophisticated methodological and theoretical content and research skills and for “soft” skills or metacompetencies, such as communication skills, conflict management skills, writing and conceptual skills, and the ability to clearly identify and articulate one’s social work identity and unique contribution to teams (Nurius & Kemp, in press). Findings that much of respondents’ cross-disciplinary learning was self-initiated and self-directed point to the importance of more intentional programmatic attention to supporting students’ development in these domains (Kemp & Nurius, 2015).…”

Section: Discussionmentioning

confidence: 99%