Working successfully in university interdisciplinary teams: Learning from embedded intergroup relations theory

Edited book (chapter)


Botterill, Meaghan and de la Harpe, Barbara. 2010. "Working successfully in university interdisciplinary teams: Learning from embedded intergroup relations theory." Interdisciplinary Higher Education: Perspectives and Practicalities. Emerald. pp. 75-95
Chapter Title

Working successfully in university interdisciplinary teams: Learning from embedded intergroup relations theory

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID5694
Book TitleInterdisciplinary Higher Education: Perspectives and Practicalities
AuthorsBotterill, Meaghan and de la Harpe, Barbara
Volume5
Page Range75-95
Chapter Number4
Number of Pages21
Year2010
PublisherEmerald
ISSN1479-3628
Digital Object Identifier (DOI)https://doi.org/10.1108/S1479-3628(2010)0000005007
Web Address (URL)https://www.emerald.com/insight/content/doi/10.1108/S1479-3628(2010)0000005007/full/html
Abstract

Working in interdisciplinary teams is recognised as fundamental to contemporary workplaces in the knowledge economy. Current research across the disciplines clearly shows that working successfully in interdisciplinary teams is associated with increased productivity, improved outcomes, higher levels of creativity and enhanced personal fulfilment. But why is there a perception that it is hard to work in such teams in higher education contexts, and what does it take to work successfully in an interdisciplinary team? In this chapter we use embedded intergroup relations theory as a way of conceptualising the tensions and complexities that exist within interdisciplinary teams in universities. We draw on the constructs of group membership, parallel processes, group boundaries, power differences, affective patterns, cognitive formations and leadership behaviours to deconstruct why working in interdisciplinary teams often challenges academic identities, cultures and contexts. We then consider the core factors that underpin successful interdisciplinary teams, based on a synthesis of the work in the fields of social sciences, organisational behaviour, education, health and psychology. Understanding the complexities of working in interdisciplinary teams within universities provides insights into how to facilitate positive outcomes for all involved in interdisciplinary teamwork.

Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsRoyal Melbourne Institute of Technology (RMIT)
Permalink -

https://research.usq.edu.au/item/yy4v3/working-successfully-in-university-interdisciplinary-teams-learning-from-embedded-intergroup-relations-theory

  • 23
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Sustained knowledge work and thinking time amongst academics: gender and working from home during the COVID-19 pandemic
Peetz, David, Baird, Marian, Banerjee, Rupa, Bartkiw, Tim, Campbell, Shelagh, Charlesworth, Sara, Coles, Amanda, Cooper, Rae, Foster, Jason, Galea, Natalie, de la Harpe, Barbara, Leighton, Catherine, Lynch, Bernadette, Pike, Kelly, Pyman, Amanda, Ramia, Ioana, Ressia, Susan, Samani, Mojan Naisani, Southey, Kim, ..., Weststar, Johanna. 2022. "Sustained knowledge work and thinking time amongst academics: gender and working from home during the COVID-19 pandemic." Labour and Industry: a journal of the social and economic relations of work. 32 (1), pp. 72-92. https://doi.org/10.1080/10301763.2022.2034092
The state of play of Associate Deans, learning and teaching, in Australian universities, 30 years on
Mason, Thembi and de la Harpe, Barbara. 2020. "The state of play of Associate Deans, learning and teaching, in Australian universities, 30 years on ." Higher Education Research and Development. 39 (3), pp. 532-545. https://doi.org/10.1080/07294360.2019.1685944
Leadership of learning and teaching in the creative arts
de la Harpe, Barbara and Mason, Thembi. 2014. "Leadership of learning and teaching in the creative arts ." Higher Education Research and Development. 33 (1), pp. 129-143. https://doi.org/10.1080/07294360.2013.870982
A New Approach to Professional Learning for Academics Teaching in Next Generation Learning Spaces
De La Harpe, Barbara and Mason, Thembi. 2014. "A New Approach to Professional Learning for Academics Teaching in Next Generation Learning Spaces ." The Future of Learning and Teaching in Next Generation Learning Spaces. United Kingdom. Emerald. pp. 219-239
Major influences on the teaching and assessment of graduate attributes
de la Harpe, Barbara and David, Christina. 2012. "Major influences on the teaching and assessment of graduate attributes ." Higher Education Research and Development. 31 (4), pp. 493-510. https://doi.org/10.1080/07294360.2011.629361
Chasing the elusive customer satisfaction component in the delivery of Higher Education
Robson, K. and De La Harpe, Barbara. 2010. "Chasing the elusive customer satisfaction component in the delivery of Higher Education ." RICS International Research Conference (COBRA 2010). Paris, France 01 - 03 Sep 2010 France.
Assessment Focus in Studio: What is Most Prominent in Architecture, Art and Design?
de la Harpe, Barbara, Peterson, J. Fiona, Frankham, Noel, Zehner, Robert, Neale, Douglas, Musgrave, Elizabeth and McDermott, Ruth. 2009. "Assessment Focus in Studio: What is Most Prominent in Architecture, Art and Design?" International Journal of Art and Design Education. 28 (1), pp. 37-51. https://doi.org/10.1111/j.1476-8070.2009.01591.x
The Theory and Practice of Teaching with Technology in Today's Colleges and Universities
de la Harpe, Barbara and Peterson, Fiona. 2009. "The Theory and Practice of Teaching with Technology in Today's Colleges and Universities." Payne, Carla R. (ed.) Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. IGI Global. pp. 27-42
Applying assessment principles and expanding the focus of assessment to enhance learning online
Radloff, Alex and De La Harpe, Barbara. 2003. "Applying assessment principles and expanding the focus of assessment to enhance learning online ." Naidu, Som (ed.) Learning and Teaching With Technology: Principles and Practices. pp. 195-205
Quality and Generic (Professional) Skills
De La Harpe, Barbara, Radloff, Alex and Wyber, John. 2000. "Quality and Generic (Professional) Skills ." Quality in Higher Education. 6 (3), pp. 231-243. https://doi.org/10.1080/13538320020005972
Informed Teachers and Learners: The importance of assessing the characteristics needed for lifelong learning
De La Harpe, Barbara and Radloff, Alex. 2000. "Informed Teachers and Learners: The importance of assessing the characteristics needed for lifelong learning ." Studies in Continuing Education. 22 (2), pp. 169-182. https://doi.org/10.1080/713695729
Helping academic staff to integrate professional skills
de la Harpe, Barbara and Radloff, Alex. 2000. "Helping academic staff to integrate professional skills." Integrating Key Skills in Higher Education: Employability, Transferable Skills and Learning for Life. United Kingdom. Routledge. pp. 165-174