Navigating towards interdisciplinarity: a grounded theory exploration of a collaborative SoTL boundary experience
This study investigates the intricacies of interdisciplinary collaboration within the Scholarship of Teaching and Learning (SoTL), a field characterized by its epistemic and methodological diversity. We use constructive grounded theory to analyze the conversations of three experienced SoTL scholars...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2501364 |
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| Summary: | This study investigates the intricacies of interdisciplinary collaboration within the Scholarship of Teaching and Learning (SoTL), a field characterized by its epistemic and methodological diversity. We use constructive grounded theory to analyze the conversations of three experienced SoTL scholars from diverse disciplines, as they worked on a SoTL textbook, framed with the theoretical lenses of Landscapes of Practice and boundary crossing. By analyzing thirteen conversations recorded over eight months, we illustrate a transformative, interdisciplinary collaboration process and identify four key themes in the data: (i) boundary crossing can be explained in two distinct parts: the breadth and depth of expertise, and ontological and epistemological differences; (ii) mediators of successful interdisciplinary boundary work include team relationship, use of metaphors, development of a shared language, reliance on other disciplinary experts, and a focus on audience; and (iii) the need for deep, sustained engagement with each other’s disciplinary contexts in order to (iv) crystallize a new, shared space. This research adds to the literature on interdisciplinary learning and boundary crossing, and makes specific recommendations for those who wish to engage in and facilitate interdisciplinary collaborations. |
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| ISSN: | 2331-186X |