Muutke küpsiste eelistusi

Interdisciplinary Research: Process and Theory 3rd Revised edition [Pehme köide]

3.55/5 (88 hinnangut Goodreads-ist)
,
  • Formaat: Paperback / softback, 464 pages, kõrgus x laius: 231x187 mm, kaal: 770 g
  • Ilmumisaeg: 21-Jun-2016
  • Kirjastus: SAGE Publications Inc
  • ISBN-10: 1506330487
  • ISBN-13: 9781506330488
Teised raamatud teemal:
  • Pehme köide
  • Hind: 97,75 €*
  • * saadame teile pakkumise kasutatud raamatule, mille hind võib erineda kodulehel olevast hinnast
  • See raamat on trükist otsas, kuid me saadame teile pakkumise kasutatud raamatule.
  • Kogus:
  • Lisa ostukorvi
  • Tasuta tarne
  • Lisa soovinimekirja
Interdisciplinary Research: Process and Theory 3rd Revised editionSuurem pilt
  • Formaat: Paperback / softback, 464 pages, kõrgus x laius: 231x187 mm, kaal: 770 g
  • Ilmumisaeg: 21-Jun-2016
  • Kirjastus: SAGE Publications Inc
  • ISBN-10: 1506330487
  • ISBN-13: 9781506330488
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781506330488.html
Märksõnad:
For this edition, Repko and Szostak draw on the rapidly expanding body of literature on interdisciplinary research in Europe, Australia, and North America and consider feedback from faculty and students on the second edition. Writing not only for students but also professionals and interdisciplinary teams, they emphasize the relationship between theory, research and practice. Among their topics are introducing the disciplines and their perspectives, identifying relevant disciplines, conducting the literature search, analyzing the problem and evaluating insights, identifying conflicts between insights and their sources, and constructing a more comprehensive understanding or theory. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)

Interdisciplinary Research: Process and Theory provides a comprehensive and systematic presentation of the interdisciplinary research process and the theory that informs it. Presented as a step-by-step process, from the general to the specific, Allen F. Repko and Rick Szostak emphasize the dynamic nature of research, and provide students with tangible examples. The Third Edition reflects recent advances in interdisciplinary research, provides less coverage of foundational concepts (now covered in Repko's companion Introduction to Interdisciplinary Studies text), includes more examples from real student research projects, and adds more figures and tables to enliven the discussion.

Arvustused

"From undergraduates to seasoned research teams, Repko and Szostak make interdisciplinary research accessible to all by the grounding of elusive concepts in a systematic approach to the study of complex problems. This text is vital to interdisciplinary studies and should be implemented in all interdisciplinary and integrative programs."  -- Jennifer P. Anderson PRAISE FOR THE PREVIOUS EDITION





"This is the premier text for interdisciplinary research and advances all studies fields through its systematic treatment of the interdisciplinary research process. By explaining interdisciplinary research as a process, Repko gives students the framework needed to carry out valuable and forward-thinking research." -- James Lacey "An outstanding contribution to the field, suitable for beginners and advanced researchers alike." -- Andrew T. Arroyo "Repko gives relevant examples and carries them through the entire text, building on disciplinary insights while focusing on interdisciplinary integration."  -- Dave Conz

Preface xvii
Acknowledgments xxix
About the Authors xxxi
Part I About Interdisciplinary Studies and Disciplines 1(74)
1 Introducing Interdisciplinary Studies
2(28)
Learning Outcomes
2(1)
Objectives
3(1)
Defining Interdisciplinary Studies
3(6)
The "Inter" Part of Interdisciplinary Studies
3(1)
The "Disciplinary" Part of Interdisciplinary Studies
3(2)
The "Studies" Part of Interdisciplinary Studies
5(3)
A Definition of Interdisciplinary Studies
8(1)
The Intellectual Essence of Interdisciplinarity
9(14)
Assumptions of Interdisciplinarity
10(2)
Theories of Interdisciplinary Studies
12(9)
Epistemology of Interdisciplinary Studies
21(2)
Distinguishing Interdisciplinarity From Multidisciplinarity, Transdisciplinarity, and Integrative Studies
23(5)
Interdisciplinary Studies Is Not Multidisciplinary Studies
23(2)
Interdisciplinary Studies Is Not Transdisciplinary Studies
25(1)
Interdisciplinary Studies and Integrative Studies
26(1)
The Differences Between Multidisciplinarity, Interdisciplinarity, Transdisciplinarity, and Integrative Studies Summarized
26(2)
Summary
28(1)
Notes
28(1)
Exercises
28(2)
2 Introducing the Disciplines and Their Perspectives
30(45)
Learning Outcomes
30(1)
Objectives
31(1)
Defining Disciplinary Perspective
31(1)
How Knowledge Is Typically Reflected in the Organization of the Academy
32(3)
About Disciplines and Disciplinarity
33(1)
The Changing Character of Disciplines
34(1)
Categories of Disciplines
35(1)
Disciplinary Perspectives
35(4)
When Disciplinary Perspectives Are Used
38(1)
Unpacking the Defining Elements of a Discipline's Perspective
39(32)
Phenomena
39(5)
Epistemology
44(9)
Assumptions
53(6)
Concepts
59(1)
Theory
59(2)
Method
61(10)
Summary
71(1)
Notes
71(2)
Exercises
73(2)
Part II Drawing on Disciplinary Insights 75(142)
3 Beginning the Research Process
76(26)
Learning Outcomes
76(1)
Objectives
77(1)
The Integrated Model of the Interdisciplinary Research Process
77(2)
Key Characteristics of Interdisciplinary Research
79(5)
It Involves Decision Making
79(1)
It Is a Process
79(1)
It Is Heuristic
80(1)
It Is Iterative
81(1)
It Is Reflexive
82(1)
Two Cautions Concerning the STEPS
82(2)
Step 1: Define the Problem or State the Research Question
84(9)
Select a Problem or Pose a Question That Is Complex and Requires Drawing on Insights From More Than One Discipline
85(1)
Define the Scope of the Problem or Question
86(1)
Avoid Three Tendencies That Run Counter to the IRP
87(2)
Follow Three Guidelines for Stating the Problem or Posing the Question
89(4)
Summary of Step 1
93(1)
Step 2: Justify Using an Interdisciplinary Approach
93(6)
Determine That the Problem Is Complex
94(1)
Determine That Important Insights Concerning the Problem Are Offered by Two or More Disciplines
94(1)
Determine That No Single Discipline Has Been Able to Explain the Problem Comprehensively or Resolve It Satisfactorily
95(1)
Determine That the Problem Is an Unresolved Societal Need or Issue
95(4)
Summary
99(1)
Notes
99(1)
Exercises
100(2)
4 Identifying Relevant Disciplines
102(22)
Learning Outcomes
102(1)
Objectives
103(1)
Select Potentially Relevant Disciplines
103(3)
Focus on the Phenomena
104(1)
Draw on Disciplinary Perspectives (in a General Sense)
104(1)
An Example of How to Select Potentially Relevant Disciplines
104(2)
Map the Problem to Reveal Its Disciplinary Parts
106(8)
Systems Thinking and the System Map
107(5)
The Research Map
112(2)
The Concept or Principle Map
114(1)
The Theory Map
114(1)
Reduce the Number of Potentially Relevant Disciplines to Those That Are Most Relevant
114(8)
Three Questions to Ask to Distinguish Between Potentially Relevant and Most Relevant Disciplines
117(5)
Summary
122(1)
Notes
122(1)
Exercises
123(1)
5 Conducting the Literature Search
124(22)
Learning Outcomes
124(1)
Objectives
125(1)
Meaning of Literature Search
125(1)
Reasons for Conducting the Literature Search
126(1)
Special Challenges Confronting Interdisciplinarians
127(2)
More Literature Must Be Searched
127(1)
Researchers Risk Being Seduced by What Disciplinary Experts Say
128(1)
Library and Database Cataloging Methods Disadvantage Interdisciplinary Researchers
128(1)
The Initial Literature Search
129(9)
Searching Your Library's Collection
130(2)
Searching Indexes, Databases, and Other Collections
132(2)
Searching on the Internet
134(1)
Strategies for Searching
134(3)
Mistakes to Avoid When Beginning the Literature Search
137(1)
The Full-Scale Literature Search
138(5)
Disciplinary Sources of Knowledge
140(1)
Nondisciplinary Sources of Knowledge
141(2)
Summary
143(1)
Notes
143(1)
Exercises
144(2)
6 Developing Adequacy in Relevant Disciplines
146(34)
Learning Outcomes
146(1)
Objectives
147(1)
The Meaning of Adequacy
147(4)
Adequacy Calls for Knowing the Goal of the Research Project
147(1)
Adequacy Involves Borrowing From Each Relevant Discipline
148(1)
Adequacy Involves Understanding Which Disciplinary Elements Are Applicable to the Problem
148(1)
The Degree of Needed Adequacy Varies
149(1)
To Sum Up
150(1)
Develop Adequacy in Theories
151(8)
The Reason to Understand Theories
151(1)
Concepts and How They Relate to Theory
152(1)
How to Proceed
152(7)
Develop Adequacy in Disciplinary Methods
159(5)
Disciplinary Method Defined
159(1)
Methods Used in the Natural Sciences, the Social Sciences, and the Humanities
159(1)
The Interdisciplinary Position on Methods Used in Disciplinary Research
160(4)
Use and Evaluate Disciplinary Methods in Basic Research
164(10)
Identify Strengths and Limitations of Different Methods
164(3)
Decide Which Disciplinary Methods to Use in Conducting Basic Research: An Example
167(1)
How a Discipline's Preferred Methods Correlate to Its Preferred Theories
168(6)
The Concept of Triangulation in Research Methodology
174(1)
Provide In-Text Evidence of Disciplinary Adequacy
174(2)
Summary
176(1)
Notes
176(2)
Exercises
178(2)
7 Analyzing the Problem and Evaluating Insights
180(37)
Learning Outcomes
180(1)
Objectives
181(1)
Analyze the Problem From Each Discipline's Perspective
181(9)
How to Analyze a Problem From Each Discipline's Perspective
182(2)
Examples of Analyzing Problems From Disciplinary Perspectives
184(4)
Benefits of Analyzing Problems From Disciplinary Perspectives
188(2)
Evaluate the Insights Produced by Each Discipline
190(22)
Strategy 1: Evaluate Insights Using Disciplinary Perspective
190(4)
Strategy 2: Evaluate Theories Used in Generating Insights
194(7)
Strategy 3: Evaluate Insights Using the Evidence (Data) for Insights
201(2)
Strategy 4: Evaluate Insights Using the Methods Authors Employ
203(2)
Strategy 5: Evaluate Insights Using the Phenomena Embraced by Insights
205(7)
Checklist for Evaluating Previous Research
212(1)
Summary
213(1)
Note
213(1)
Exercises
213(4)
Part III Integrating Insights 217(162)
8 Understanding Integration
218(26)
Learning Outcomes
218(1)
Objectives
219(1)
What Interdisciplinary Integration Is
219(2)
A Definition of Integration
220(1)
Traits of Integration
221(1)
The Controversy Concerning Integration
221(10)
The Generalist Critique
222(2)
The Integrationist Case
224(5)
The Goal of Full Integration
229(1)
The Importance of Perspective Taking
230(1)
The Importance of Cultivating Certain Qualities of Mind
230(1)
Integration in the Broad Model
231(8)
What the Model Integrates
231(1)
How the Model Integrates
232(3)
What the Result of Integration Looks Like
235(4)
Questions Raised by This Discussion of Integration
239(2)
What Does Integration Change?
239(1)
Must Integration Result in a Clear-Cut Solution to a Problem for a Study to be "Successful" and Truly Interdisciplinary?
239(1)
Will Integration Always Resolve All Conflict?
239(2)
Summary
241(1)
Notes
241(1)
Exercises
242(2)
9 Identifying Conflicts Between Insights and Their Sources
244(24)
Learning Outcomes
244(1)
Objectives
245(1)
Identify Conflicting Insights
245(2)
Conflicts Within a Discipline
245(1)
Conflicts Across Disciplines
246(1)
Locate Sources of Conflict Between Insights
247(16)
Concepts as Sources of Conflict Between Insights
248(1)
Assumptions as Sources of Conflict Between Insights
249(1)
Theories as Sources of Conflict Between Insights
250(13)
Communicate Your Research to the Appropriate Audience
263(3)
Summary
266(1)
Exercises
266(2)
10 Creating Common Ground Between Insights: Concepts and/or Assumptions
268(28)
Learning Outcomes
268(1)
Objectives
269(1)
About Interdisciplinary Common Ground
269(6)
Thinking Integratively
270(1)
Common Ground Is Created Regularly
271(1)
Common Ground Is Necessary for Collaborative Communication
272(1)
Creating Common Ground Plays Out Differently in Contexts of Narrow Versus Wide Interdisciplinarity
272(1)
Creating Common Ground Is Integral to Integration
273(1)
Creating Common Ground Requires Using Intuition
273(2)
Create Common Ground Between Conflicting Concepts and/or Assumptions
275(18)
Decide How to Proceed
275(3)
Techniques Used to Modify Concepts and Assumptions
278(10)
Create Common Ground Between Conflicting Ethical Positions
288(5)
Summary
293(1)
Notes
293(1)
Exercises
294(2)
11 Creating Common Ground Between Insights: Theories
296(26)
Learning Outcomes
296(1)
Objectives
297(1)
Defining Disciplinary Theory
297(1)
Models, Variables, Concepts, and Causal Relationships
298(4)
Models
298(1)
Variables
299(1)
Concepts
300(1)
Causal Relationships (or Links)
300(1)
Causal Relationships and Variables
300(1)
A More Comprehensive Theory Includes Variables From Other Relevant Theories
301(1)
Theories May Contain Macro- and/or Micro-Level Variables Affecting the Construction of a More Comprehensive Theory
301(1)
Create Common Ground Between Theories
302(14)
Situation A: One or More Theories Have a Broader Range of Applicability Than Do Others
303(4)
Situation B: None of the Relevant Theories Borrow Elements From Other Disciplines
307(9)
When Theories Differ Only Minimally
316(3)
Summary
319(1)
Notes
319(1)
Exercises
320(2)
12 Constructing a More Comprehensive Understanding or Theory
322(28)
Learning Outcomes
322(1)
Objectives
323(1)
Definition of "More Comprehensive Understanding"
323(1)
Construct the More Comprehensive Understanding From Modified Concepts and/or Assumptions
324(3)
From the Humanities
324(2)
From the Social Sciences
326(1)
Construct a More Comprehensive Theory From a Modified Theory
327(20)
Strategies to Achieve Causal or Propositional Integration
328(19)
Summary
347(1)
Notes
347(1)
Exercises
348(2)
13 Reflecting on, Testing, and Communicating the Understanding or Theory
350(29)
Learning Outcomes
350(1)
Objectives
351(1)
Reflect on the More Comprehensive Understanding or Theory
351(5)
Reflect on What Has Actually Been Learned From the Project
352(1)
Reflect on STEPS Omitted or Compressed
352(1)
Reflect on One's Own Biases
353(2)
Reflect on One's Limited Understanding of the Relevant Disciplines, Theories, and Methods
355(1)
Test the Quality of Interdisciplinary Work
356(2)
Learning Outcomes Claimed for Interdisciplinarity
356(1)
Cognitive Abilities Attributable to Interdisciplinary Learning
357(1)
Test the More Comprehensive Understanding
358(7)
The Newell Test
359(1)
The Tress et al. Test
360(1)
The Szostak Test
360(2)
The Boix Mansilla et al. Test
362(3)
Integrating These Tests
365(1)
Communicate the Results of Integration
365(12)
A Metaphor
366(1)
A Model
367(2)
A Narrative
369(2)
A New Process to Achieve New Outcomes
371(2)
A New Product
373(1)
A Critique of an Existing Policy and/or a Proposed New Policy
373(2)
A New Question or Avenue of Scientific Inquiry
375(1)
The Value of Communicating Back to Disciplines
375(2)
Summary
377(1)
Note
377(1)
Exercises
377(2)
Conclusion 379(6)
Appendix 385(14)
Glossary of Key Terms 399(6)
References 405(12)
Index 417
Allen F. Repko, PhD, is the former director of the interdisciplinary studies program in the School of Urban and Public Affairs at the University of Texas at Arlington, where he developed and taught the programs core curriculum for many years. The program is one of the largest in the United States. Repko has written extensively on all aspects of interdisciplinary studies, has twice served as coeditor of the interdisciplinary journal Issues in Integrative Studies, and has served on the board of the Association for Interdisciplinary Studies (AIS).







Rick Szostak, PhD, is professor and chair of economics at the University of Alberta, where he has taught for 34 years. He is the author of a dozen books and 50 articles, all of an interdisciplinary nature. Several of his publications address how to do interdisciplinary research, teach interdisciplinary courses, administer interdisciplinary programs, or organize information in order to facilitate interdisciplinarity. As an associate dean, he created the Office of Interdisciplinary Studies at the University of Alberta, the Science, Technology and Society program, an individualized major, and two courses about interdisciplinarity. He has twice served as coeditor of the interdisciplinary journal Issues in Integrative Studies. He was president of the Association for Interdisciplinary Studies (AIS) from 2011 to 2014. He can be contacted at rszostak@ualberta.ca.