The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession

Jonas Christensen, Nils Ekelund, Margareta Melin and Pär Widén
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Jonas Christensen: Department of Social Work, Faculty of Health and Society, Malmö University, 205 06 Malmö, Sweden
Nils Ekelund: Natural Science, Mathematics and Society, Faculty of Education and Society, Malmö University, 205 06 Malmö, Sweden
Margareta Melin: Faculty of Culture and Society, School of Arts and Communication, Malmö University, 205 06 Malmö, Sweden
Pär Widén: Culture, Languages and Media, Faculty of Education and Society, Malmö University, 205 06 Malmö, Sweden

Sustainability, 2021, vol. 13, issue 9, 1-20

Abstract: In this article, we aim to identify and explore possibilities and challenges of academic interdisciplinary capacities and ethos. The objective is that this knowledge could be used both in future interdisciplinary research projects and in educational settings. We achieve this through self-reflective learning processes among a group of interdisciplinary scholars from four distinctly different subjects. The method used is an autoethnographic and empirical self-reflective approach to data collection, analysis and deconstruction of professional learning processes. This also serves to establish research methodological trustworthiness and authenticity. The results show that interdisciplinarity is undervalued by grant-giving institutions and the academic system, in general. It also entails time-consuming and risky research practices. However, interdisciplinary and collaborative research creates a more innovative and stimulating learning environment and enforces new ways of thinking and doing, in ascertaining each individual’s knowledge and competences. We argue that a long-term interdisciplinary and collaborative research process could enhance and raise a critical thinking and creative consciousness among scholars, contributing to a more holistic, sustainable and socially robust learning in research and higher education. Finally, we conclude that this academic interdisciplinary capacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.

Keywords: interdisciplinarity; collaboration; sustainability; autoethnography; self-reflective; critical thinking; critical doing; interdisciplinary ethos; learning capacity; Challenge-Based Learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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