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Cross-Disciplinary Collaboration and Scholarly Independence in Multidisciplinary Learning Environments at Doctoral Level and Beyond

机译：在博士级别及以后的多学科学习环境中的跨学科协作和学术独立

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The aim of this study is to investigate how patterns of collaboration and scholarly independence are related to early stage researchers' development in two multidisciplinary learning environments at a Swedish university. Based on interviews with leaders, supervisors, doctoral students, and post docs, results show how early stage researchers' development is conditioned by their relative positions in time (career stage) and space (geographical and epistemic position). Through the theoretical notions of 'epistemic living space' and 'developmental networks', four ways of experiencing the multidisciplinary learning environment were distinguished. Overall, the environments provided a world of opportunities, where the epistemic living space entailed many possibilities for cross-disciplinary collaboration and development of scholarly independence among peers. However, depending on the members' relative positions in time and space, this world became an alien world for the post docs who had been forced to become "over-independent" and find collaborators elsewhere. Moreover, it became an avoided world for absent mono-disciplinary supervisors and students who embodied "non-collective independence", away from the environments' community. By contrast, a joint world emerged for doctoral students located in the environment, which promoted their "independent positioning" and collaborative ambitions. Thus, early stage researchers' collaboration and development of scholarly independence were optimised in a converged learning space, where the temporal and spatial conditions were integrated and equally conducive for learning. Based on these results, the authors provide suggestions for how to improve the integration of scholars who tend to develop away from the community because of their temporal and spatial positions.
机译：本研究的目的是探讨协作和学术独立模式如何与瑞典大学两家多学科学习环境中的早期研究人员的发展有关。基于与领导人，监事，博士生和职位发布的访谈，结果表明，早期研究人员的发展是如何受其相对立场（职业阶段）和空间（地理和认识地位）的调节。通过“认识生活空间”和“发展网络”的理论概念，区分了四种体验多学科学习环境的方式。总体而言，环境提供了一个机会世界，认识的生活空间涉及同行之间的跨学科合作和发展的许多可能性。然而，根据成员的相对职位和空间，这个世界成为一个被迫成为“过于独立”并在其他地方找到合作者的文档的外星人世界。此外，它成为缺乏独立监督员和体现“非集体独立”的学生的避免世界，远离环境社区。相比之下，为位于环境中的博士生而出现了一个联合世界，促进了他们的“独立定位”和合作野心。因此，早期研究人员在融合的学习空间中优化了学术独立的协作和发展，其中延时和空间条件被整合并同样有利于学习。根据这些结果，作者提供了如何改善倾向于由于其时间和空间位置而倾向于远离社区发展的学者融合的建议。

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