Facilitating explication in known narrows - A workshop structure for interdisciplinarity
Author
Hansen, René Mose
Term
4. term
Education
Publication year
2017
Pages
62
Abstract
Dette speciale undersøger, om tavs samarbejdsviden i tværfaglige teams kan gøres tydelig og anvendelig for at styrke samarbejdet. Baggrunden er et øget politisk og institutionelt fokus på tværfaglighed og kendte barrierer som faglige siloer, sprog- og metodeforskelle samt koordineringsomkostninger. Med afsæt i produktudviklingsteori og med teoretiske perspektiver fra Communities of Practice, 3T-rammen (transfer, translation, transformation) og litteratur om tavs viden blev der designet og faciliteret tre workshops, gennemført på dansk for at spejle deltagernes daglige samarbejdssituationer. Workshopaktiviteterne var struktureret som en fokuseret “action”-orienteret fokusgruppe, som fremkaldte deltagernes samarbejdspraksisser og refleksioner. Det empiriske materiale bestod af interaktionsdata og observationer, som blev analyseret med fokus på grænsekrydsning (syntaktisk, semantisk, pragmatisk) og på, hvordan deltagernes sprog og refleksion ændrede sig undervejs. På baggrund af de tre workshops konkluderes det, at tavs samarbejdsviden kan ekspliciteres ved at arbejde i handling og efterfølgende analysere og reflektere over denne handling, hvilket øger deltagernes opmærksomhed på samarbejdets dimensioner. Specialet sammenfatter disse indsigter i en workshopstruktur, der kan fungere som et praktisk redskab til at understøtte tværfagligt samarbejde.
This thesis examines whether tacit collaborative knowledge within interdisciplinary teams can be surfaced and put to use to strengthen collaboration. The study is motivated by growing policy and institutional calls for interdisciplinarity and well-known barriers such as disciplinary silos, differences in language and methods, and coordination costs. Drawing on product development theory and theoretical perspectives from Communities of Practice, the 3T framework (transfer, translation, transformation), and literature on tacit knowledge, the author designed and facilitated three workshops conducted in Danish to mirror everyday collaboration. The activities were structured as an action-oriented focus group to elicit participants’ collaborative practices and reflections. Empirical material consisted of interaction data and observations, analyzed with attention to boundary crossing (syntactic, semantic, pragmatic) and to shifts in participants’ talk and reflection during the process. Based on the three workshops, the thesis concludes that tacit collaborative knowledge can be made explicit through engaging teams in action and subsequent analysis and reflection, which heightens attention to the collaborative dimensions of interdisciplinary work. The insights are synthesized into a workshop structure that can serve as a practical tool to support interdisciplinary collaboration.
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