Thompson Cathy J, Galbraith Michael E, Pedro Leli W
University of Colorado Denver, Denver, CO, USA.
Int J Nurs Educ Scholarsh. 2010;7:Article37. doi: 10.2202/1548-923X.1922. Epub 2010 Oct 22.
In this article, authors report one College of Nursing's efforts to address the challenges of multiple academic role expectations by establishing faculty interest groups to promote collaborative scholarship. The background of the project is described in terms of past and recent academic, financial, and environmental influences. Collaborative scholarship is defined. Literature related to faculty productivity, variations in collaborative scholarship within and across disciplines, and incentives to motivate and reward faculty productivity are discussed. An evaluation of one faculty interest group's process is reported. Amey and Brown's Interdisciplinary Collaboration Model dimensions were used to analyze achievements and challenges. Organizational restructuring and disbandment of these groups provided a second opportunity to reflect on lessons learned. One perspective about the process and educational and professional implications of collaborative scholarship that would be of interest to faculty is provided. Lessons learned may inform other faculty facing the same task.
在本文中，作者报告了一所护理学院通过成立教师兴趣小组以促进合作学术研究来应对多种学术角色期望挑战的努力。该项目的背景从过去和近期的学术、财务及环境影响方面进行了描述。对合作学术研究进行了定义。讨论了与教师生产力、学科内部和跨学科合作学术研究的差异以及激励和奖励教师生产力的因素相关的文献。报告了对一个教师兴趣小组过程的评估。使用阿梅和布朗的跨学科合作模型维度来分析成就和挑战。这些小组的组织重组和解散提供了反思经验教训的第二次机会。提供了一个关于合作学术研究过程以及对教师有意义的教育和专业影响的观点。所吸取的经验教训可能会为面临相同任务的其他教师提供参考。
