Post-award grant collaboration: facilitators and hindrances to cross-disciplinary authorship
Granting agencies often require cross-disciplinary team composition to be competitive for funding. However, to what extent do research teams have cross-disciplinary authorships after they win an award, given that grants are not contracts? This mixed-method study examined the degree to which cross-di...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1400595/full |
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| author | Chelsea Basore Susan Mohammed Bruce Tirrell Jacqueline Marhefka Katherine Hamilton Tianyi Zhang Carri Davis Howard Hong Xueyi Liao Grace Miller |
| author_facet | Chelsea Basore Susan Mohammed Bruce Tirrell Jacqueline Marhefka Katherine Hamilton Tianyi Zhang Carri Davis Howard Hong Xueyi Liao Grace Miller |
| author_sort | Chelsea Basore |
| collection | DOAJ |
| description | Granting agencies often require cross-disciplinary team composition to be competitive for funding. However, to what extent do research teams have cross-disciplinary authorships after they win an award, given that grants are not contracts? This mixed-method study examined the degree to which cross-disciplinary composition translated into cross-disciplinary authorship in grant-funded teams and the factors motivating cross-disciplinary collaboration. We found that after receiving a grant award, nearly 90% of investigators chose to collaborate across disciplines, with 80% working with researchers from fields very different from their own. Interviews uncovered facilitators and hindrances to continued collaboration. Facilitators included strong interpersonal relationships, shared goals, and openness to new ideas. Common hindrances involved funding shortages and limited face-to-face interactions. What defined success in cross-disciplinary collaboration were not only research outputs but learning opportunities, highlighting the intangible benefits of cross-disciplinary research. Researchers stressed the importance of integration and resource availability for deeper collaboration across disciplines. |
| format | Article |
| id | doaj-art-f0e4f118e8e242a9b989667eed32b20c |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-f0e4f118e8e242a9b989667eed32b20c2025-01-14T06:10:29ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-01910.3389/feduc.2024.14005951400595Post-award grant collaboration: facilitators and hindrances to cross-disciplinary authorshipChelsea Basore0Susan Mohammed1Bruce Tirrell2Jacqueline Marhefka3Katherine Hamilton4Tianyi Zhang5Carri Davis6Howard Hong7Xueyi Liao8Grace Miller9Department of Psychology, The Pennsylvania State University, University Park, PA, United StatesDepartment of Psychology, The Pennsylvania State University, University Park, PA, United StatesDepartment of Psychology, The Pennsylvania State University, University Park, PA, United StatesICF, Fairfax, VA, United StatesPennsylvania State Education Association, Harrisburg, PA, United StatesDepartment of Psychology, The Pennsylvania State University, University Park, PA, United StatesDepartment of Psychology, Austin Peay State University, Clarksville, TN, United StatesNew York University, New York, NY, United StatesGeorge Mason University, Fairfax, VA, United StatesDepartment of Psychology, The Pennsylvania State University, University Park, PA, United StatesGranting agencies often require cross-disciplinary team composition to be competitive for funding. However, to what extent do research teams have cross-disciplinary authorships after they win an award, given that grants are not contracts? This mixed-method study examined the degree to which cross-disciplinary composition translated into cross-disciplinary authorship in grant-funded teams and the factors motivating cross-disciplinary collaboration. We found that after receiving a grant award, nearly 90% of investigators chose to collaborate across disciplines, with 80% working with researchers from fields very different from their own. Interviews uncovered facilitators and hindrances to continued collaboration. Facilitators included strong interpersonal relationships, shared goals, and openness to new ideas. Common hindrances involved funding shortages and limited face-to-face interactions. What defined success in cross-disciplinary collaboration were not only research outputs but learning opportunities, highlighting the intangible benefits of cross-disciplinary research. Researchers stressed the importance of integration and resource availability for deeper collaboration across disciplines.https://www.frontiersin.org/articles/10.3389/feduc.2024.1400595/fullknowledge integrationresearch grantseducational diversityexpertise diversitysocial identity theoryinterdisciplinary teams |
| spellingShingle | Chelsea Basore Susan Mohammed Bruce Tirrell Jacqueline Marhefka Katherine Hamilton Tianyi Zhang Carri Davis Howard Hong Xueyi Liao Grace Miller Post-award grant collaboration: facilitators and hindrances to cross-disciplinary authorship Frontiers in Education knowledge integration research grants educational diversity expertise diversity social identity theory interdisciplinary teams |
| title | Post-award grant collaboration: facilitators and hindrances to cross-disciplinary authorship |
| title_full | Post-award grant collaboration: facilitators and hindrances to cross-disciplinary authorship |
| title_fullStr | Post-award grant collaboration: facilitators and hindrances to cross-disciplinary authorship |
| title_full_unstemmed | Post-award grant collaboration: facilitators and hindrances to cross-disciplinary authorship |
| title_short | Post-award grant collaboration: facilitators and hindrances to cross-disciplinary authorship |
| title_sort | post award grant collaboration facilitators and hindrances to cross disciplinary authorship |
| topic | knowledge integration research grants educational diversity expertise diversity social identity theory interdisciplinary teams |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1400595/full |
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