Stålne Kristian, Pedersen Eja
Department of Materials Science and Applied Mathematics, Faculty of Technology and Society, Malmö University, Nordenskiöldsgatan 1, 205 06 Malmö, Sweden.
Department of Architecture and Built Environment, Faculty of Engineering, Lund University, P.O. Box 118, 221 00 Lund, Sweden.
Int J Environ Res Public Health. 2021 Apr 20;18(8):4379. doi: 10.3390/ijerph18084379.
Although issues concerning indoor environments and their interaction with humans span many disciplines, such as aerosol technology, environmental psychology, health, and building physics, they are often studied separately. This study describes a research project with the transdisciplinary aim of bridging such disciplinary boundaries. Semi-structured interviews were conducted with the twelve project members to explore their understanding of transdisciplinarity regarding the conceptual as well as social aspects of collective learning and leadership and the measures taken to achieve this. The interviews were coded in NVivo (QSR International, Doncaster, Australia), which was used to identify themes concerning notions associated with transdisciplinarity, collective leadership, collective intelligence, and learning. A shared understanding of transdisciplinarity meant that the researchers transcended their disciplinary boundaries by moving into each other's fields. This collective learning process was facilitated by introductory lectures on each other's fields, contributing to collective leadership and a safe atmosphere. We argue that a transdisciplinary approach is appropriate in order to address indoor environment issues as well other complex problems, for which additional time and resources should be allocated for individual and collective learning processes.
尽管有关室内环境及其与人类相互作用的问题涉及许多学科，如气溶胶技术、环境心理学、健康和建筑物理学，但这些问题往往是分开研究的。本研究描述了一个跨学科研究项目，旨在跨越这些学科界限。对12名项目成员进行了半结构化访谈，以探讨他们对跨学科性在集体学习和领导力的概念及社会方面的理解，以及为实现这一目标所采取的措施。访谈在NVivo（QSR国际公司，澳大利亚唐卡斯特）中进行编码，用于识别与跨学科性、集体领导力、集体智慧和学习相关概念的主题。对跨学科性的共同理解意味着研究人员通过进入彼此的领域超越了他们的学科界限。关于彼此领域的入门讲座促进了这个集体学习过程，有助于形成集体领导力和营造安全的氛围。我们认为，跨学科方法适用于解决室内环境问题以及其他复杂问题，为此应分配额外的时间和资源用于个人和集体学习过程。
