The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession

• Published in: Sustainability Vol. 13; no. 9; p. 4723
• Main Authors: Christensen, Jonas, Ekelund, Nils, Melin, Margareta, Widén, Pär
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.05.2021
• Subjects: Boundaries; Collaboration; Communication; Critical thinking; Ecology; Education, Higher; Higher education; Interdisciplinary aspects; Interdisciplinary research; Knowledge; Methods; Professional relationships; Professions; Research methodology; Researchers; Seminars; Sustainability
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su13094723

In this article, we aim to identify and explore possibilities and challenges of academic interdisciplinary capacities and ethos. The objective is that this knowledge could be used both in future interdisciplinary research projects and in educational settings. We achieve this through self-reflective learning processes among a group of interdisciplinary scholars from four distinctly different subjects. The method used is an autoethnographic and empirical self-reflective approach to data collection, analysis and deconstruction of professional learning processes. This also serves to establish research methodological trustworthiness and authenticity. The results show that interdisciplinarity is undervalued by grant-giving institutions and the academic system, in general. It also entails time-consuming and risky research practices. However, interdisciplinary and collaborative research creates a more innovative and stimulating learning environment and enforces new ways of thinking and doing, in ascertaining each individual’s knowledge and competences. We argue that a long-term interdisciplinary and collaborative research process could enhance and raise a critical thinking and creative consciousness among scholars, contributing to a more holistic, sustainable and socially robust learning in research and higher education. Finally, we conclude that this academic interdisciplinary capacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.