Welcome to Interdisciplinary Research Design
Description: Many PhD projects at Aalborg University are ‘born interdisciplinary’. Equally, there is an increasing value attached to the interdisciplinary theme in the research funding community and public debate. Regardless hereof the tools and skills for thinking about interdisciplinary research designs has not been addressed and developed sufficiently amongst PhD students. The course is therefore motivated by this gap. It targets all PhD students with projects that are interdisciplinary either as a key feature of their initial design (‘born interdisciplinary’), or the ones that incrementally moves towards this as a function of an emerging awareness to the importance of an expanded research design during the process (‘becoming interdisciplinary’). Next to this existing gap in interdisciplinary research skills the course is motivated by an observation made over several years, namely that different scientific disciplines only is one level of needed cross-fertilization. Another is the ability to move more effortless across different methods, either in order to triangulate, or simply because of the nature of the research question. The PBL oriented research-design model need to take an interdisciplinary approach that includes actual scientific disciplines and their theoretical and conceptual apparatuses, as well as the multitude of methods of relevance to complex and real-life research questions. Finally, the course is motivated by an interest in bringing such an increased interdisciplinary awareness and skill-development in sync with the requirements for contemporary research dissemination and communication. In other words, the course takes the interdisciplinary approach to theories and methods as the outset for developing a more nuanced understanding of research communication. The first two dimensions of the motive are ‘internal’ to the research process (interdisciplinary thinking, theories and methods) and the third dimension is ‘external’ to the research process (communication and dissemination).
Prerequisites: The only prerequisite is a master degree and a PhD scholarship.
Learning objectives: The main learning objective is that the PhD student becomes able to identify the relevant dimensions of interdisciplinary research design in her or his own project (either as what is there from the outset (‘born’) or what might be implemented during the research process (‘becoming’). Next, participants must be able to develop a motivated and well-argued plan for any interdisciplinary research design proposal amendments.
Teaching methods:The course utilizes literature studies, lecture formats, workshop formats, creative writing, metaphorical analysis, awareness shaping techniques, research communication and dissemination exercises, and essay writing.
Criteria for assessment: Active participation and presence during the course. For the participants opting for the 4 ECTS version, submission of a written essay to the course organizer within the stablished deadline is furthermore an assessment criteria.
Key Literature: Some of the key literature within Interdisciplinary research is set as the curriculum (see below). However, given the critical and explorative nature of the course we shall also look into readings that may look less obvious, but which have the critical creative potential for stimulating new ideas and thoughts.
- Bark, Rosalind H., Marit E. Kragt and Barbara J. Robson (2016) Evaluating an interdisciplinary research project: Lessons learned for organisations, researchers and funders, International Journal of Project Management, 34 (2016) 1449–1459
- BENSON, THOMAS C. (1982) FIVE ARGUMENTS AGAINST INTERDISCIPLINARY STUDIES, ISSUES IN INTEGRATIVE STUDIES, No. 1, pp. 38-48 (1982)
Committee on Facilitating Interdisciplinary Research, Committee on Science, Engineering, and Public Policy (2004). Facilitating interdisciplinary research. National Academies. Washington: National Academy Press
- Carr, Gemma, Daniel P. Loucks and Günter Blöschl (2018) Gaining insight into interdisciplinary research and education programmes: A framework for evaluation Research Policy 47 (2018) 35–48
- Darbellay, F. (2012) "The circulation of knowledge as an interdisciplinary process: Travelling concepts, analogies, and metaphors," Issues in Interdisciplinary Studies 30 (2012)
- Derrick, Edward G., Holly J. Falk-Krzesinski and Melanie R. Roberts (eds.) (2011) Facilitating Interdisciplinary Research and Education: A Practical Guide, American Association for the Advancement of Science and the Colorado Initiative in Molecular Biology of the University of Colorado, Boulder
- Jones, Casey (2009) "Interdisciplinary Approach - Advantages, Disadvantages, and the Future Benefits of Interdisciplinary Studies," ESSAI: Vol. 7, Article 26. Available at: http://dc.cod.edu/essai/vol7/iss1/26
- Lakoff, G & M. Johnson (1980) Metaphors We Live By, Chicago: University of Chicago Press
- Latour, B. (1988) Mixing Humans and Nonhumans Together: The Sociology of the Door-Closer, Social Problems, vol. 35, no. 3, June 1988, pp. 298-310 (Written under the pseudonym of Jim Johnson)
- Stilgoe, J. R (1998) Outside Lies Magic. Regaining History and Awareness in Everyday Life Places, New York: Walker and Company
- Szostak, Rick (2007) How and Why to Teach Interdisciplinary Research Practice, Journal of Research Practice Volume 3, Issue 2, Article M17, 2007
- van Rijnsoever, Frank J. and Laurens K. Hessels (2011) Factors associated with disciplinary and interdisciplinary research collaboration, Research Policy, 40 (2011) 463–47
- Yaneva, A. (2017) Five Ways of Making Architecture Political. An Introduction to the Politics of Design Practice, London: Bloomsbury, pp. 31-52 (Chapter 2: How to Study Ecology of Practice)
Organizer: Professor Ole B. Jensen, obje@create.aau.dk
Lecturer: Professor Ole B. Jensen + invited guest.
Date: 24-26 November 2020
ECTS: 2,5 (without essay) or 4 (with essay)
Place: ONLINE on MS Teams
City: Aalborg
Number of seats: 25
Deadline: 3 November 2020
Important information concerning PhD courses: We have over some time experienced problems with no-show for both project and general courses. It has now reached a point where we are forced to take action. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 3,000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start. This can hopefully also provide new students a chance to register for courses during the year. We look forward to your registrations.
to Interdisciplinary Research Design
- Teacher: Ole B. Jensen