工科高校学科交叉团队异质性与团队绩效：知识整合的中介效应检验——以华南理工大学为例

… teams, this meta-analysis differentiates 33 cohesion—performance correlations depending on whether teams … ' mental representation of the project outcome, and group heterogeneity. …

This paper uses data from the UEFA Champions League (2003–2012) to study the impact of diversity on team performance. Results indicate that more heterogeneous teams outperform less diverse sides; a one-standard deviation increase in cultural diversity (measured by linguistic distance) can double a team’s goal differential over the course of the tournament. One threat to our conclusions is that certain teams have greater resources to search the world for talent. We address this issue by controlling for players’ transfer values, quality ratings, and exploiting exogenous variation in diversity generated by differences in the non-European player quotas of national soccer leagues. 8

… team (TMT) heterogeneity and firm performance. Specifically, … on performance will depend upon the top management team’… , and tenure heterogeneity and performance are contingent …

… team (TMT) heterogeneity in facilitating strategic change. Based on the upper echelons literature, we argue that heterogeneous management teams are … up operational performance. We …

… Any benefits to teams from co-worker heterogeneity will tend to come from productivity spillovers. … within-team heterogeneity can reduce team performance since opposing teams can set …

… team heterogeneity on performance within dynamic environments and enhance the effects of top management team heterogeneity on performance … team heterogeneity on performance …

Abstract Purpose The importance of top management team (TMT) heterogeneity is increasingly recognized in strategic management. Despite numerous research studies, the results remain inconsistent. This research aims to address this gap by examining the moderating effect of the internal context in which TMT operates, specifically corporate entrepreneurship (CE). CE is an opportunity for modern companies to achieve a competitive advantage and has gained significant attention in both literature and practice over the past decade. Methodology The study seeks to determine whether CE moderates the relationship between TMT heterogeneity and company performance. The research was conducted using secondary and primary data with samples of 62 companies and 444 respondents. Moderated regression analysis was employed for hypothesis testing. Findings The results confirm CE’s moderating effect and its positive, significant impact on company performance, as measured by return on assets and return on sales. Implications for theory and practice: The paper contributes to the literature by addressing the identified research gap. The inclusion of moderating variables in research models is necessary, as existing research in upper-echelon theory requires improved methodology to achieve greater consistency in results. Furthermore, research results identified recommendations for improving CE implementation in companies. Originality and value Due to the limited prior research on this topic, this paper makes a meaningful contribution to the upper echelons’ theory. The findings indicate that corporate entrepreneurship exerts a moderating effect on the relationship between TMT heterogeneity and company performance.

… This study extends the limited literature on team knowledge heterogeneity by integrating a multilevel model linking it to innovation performance. In addition, we highlight the roles of …

… diversity … team knowledge exchange emerged from the data on team interaction processes; and from data broadly concerned with team outcomes, our analysis led us to focus on team …

… and three-person teams (Study 2). The results indicate that when both sources of diversity are present, partners and team members integrate their unique knowledge and decision rules …

How the race and gender diversity of team members is related to innovative science and technology outcomes is debated in the scholarly literature. Some studies find diversity is linked to creativity and productivity, other studies find that diversity has no effect or even negative effects on team outcomes. Based on a critical review of the literature, this paper explains the seemingly contradictory findings through careful attention to the organizational contexts of team diversity. We distinguish between representational diversity and full integration of minority scientists. Representational diversity, where organizations have workforces that match the pool of degree recipients in relevant fields, is a necessary but not sufficient condition for diversity to yield benefits. Full integration of minority scientists (i.e., including women and people of color) in an interaction context that allows for more level information exchange, unimpeded by the asymmetrical power relationships that are common across many scientific organizations, is when the full potential for diversity to have innovative outcomes is realized. Under conditions of equitable and integrated work environments, diversity leads to creativity, innovation, productivity, and positive reputational (status) effects. Thus, effective policies for diversity in science and engineering must also address integration in the organizational contexts in which diverse teams are embedded.

… approaches to the study of team composition. The first … diverse professional membership will be linked to positive group outcomes through the availability and integration of knowledge, …

Whereas knowledge heterogeneity has been extensively studied in relation to innovation, the inequality dimension of knowledge diversity has been largely unexplored. We propose that these two dimensions should be considered in conjunction, given that heterogeneity‐based knowledge diversity – member differences in knowledge domain – can invite the elaboration of diverse information and perspectives that can foster team innovativeness, but inequality‐based knowledge diversity – member differences in recognized knowledge level – can disrupt the positive effect of heterogeneity‐based knowledge diversity by stifling the recognition and integration of these diverse perspectives. Our longitudinal analysis of drug patents supported our prediction that inequality‐based knowledge diversity weakened the positive effect of heterogeneity‐based knowledge diversity on knowledge team innovativeness. These findings suggest a fundamental reset in the study of team knowledge diversity: theory and research need to conceptualize team member knowledge differences as based on both heterogeneity and status inequality, and investigate their joint impact on team performance.

Knowledge diversity is essential for innovation in construction project teams, yet translating it into tangible outcomes remains challenging. Traditional management theories and static methods often fail to provide dynamic solutions. This study addresses the issue through a two-stage design combining empirical analysis and deep reinforcement learning (DRL)-based simulation. Using three waves of survey data from 20 construction projects, the empirical study shows that knowledge diversity significantly predicts knowledge creation, which in turn enhances overall project performance, as reflected in core outcomes such as quality, efficiency, cost control, and timeliness. Moreover, formal and informal leadership exert contrasting moderating effects: formal leadership strengthens the benefits of functional diversity but constrains expertise diversity, while informal leadership has the opposite pattern. Building on these findings, a DRL framework based on an improved Proximal Policy Optimization (PPO)-Clip (PPO-Clip) algorithm is developed to model how leadership support can be dynamically adjusted to guide the transition from diversity to creation under resource constraints. The simulation results demonstrate that PPO-Clip not only outperforms traditional optimization methods and other DRL algorithms, but more importantly, it provides stable, efficient strategies that minimize wasted interventions and concentrate resources where they generate the greatest impact on knowledge creation. Overall, this study enriches project management research by revealing the context-dependent role of leadership in leveraging different types of knowledge diversity and by introducing a computational approach that equips managers with actionable strategies to transform diversity into sustained innovation.

PurposeThis research seeks to investigate the relationship between knowledge diversity (KD) in software teams and project performance. Previous research has shown that member diversity affects team performance; most of that work, however, has focused on diversity in personal or social attributes, such as gender or social category. Current research targets at the knowledge level aim to facilitate the implementation of knowledge management in organizations.Design/methodology/approachA research framework was developed based on conflict theory and empirically tested on software teams in Taiwan.FindingsIt was found that KD increases task conflict, which in turn has significant positive effects on team performance and that value diversity (VD) increases relationship conflict, which in turn negatively affects team performance.Research limitations/implicationsThe findings indicate that task conflict can enhance team performance, while relationship conflict can reduce team performance. Therefore, it is important to maintain healthy relationships among team members.Practical implicationsThis research concludes that KD is beneficial and that VD is harmful to project outcome in software development. It is, therefore, useful for managers to form teams whose members encompass a broad knowledge base.Originality/valueThis paper proposes a novel way to measure knowledge and VD in teams and reports the effects of these attributes on team performance. The work also shows that a proper level of task conflict in a software team is necessary for achieving high performance.

In today’s knowledge economy, knowledge and knowledge sharing are fundamental for organizations to achieve competitiveness and for individuals to strengthen their innovation capabilities. Knowledge sharing is a complex language-based activity; language affects how individuals communicate and relate. The growth in international collaborations and the increasing number of diverse teams affect knowledge sharing because individuals engage in daily knowledge activities in a language they are not native speakers. Understanding the challenges they face, and how they manage the emerging difficulties is the main aim of this manuscript. For this purpose, an explorative case study was conducted in an international university research project, namely the TED project. Both interviews and direct observations were employed to understand the phenomenon better and deliberately triangulate data and improve validity. Results show that non-native language use determines the emergence of different language proficiency, depending on the nature of the knowledge domain–job-related vs. non-job-related. Within non-job-related knowledge domains, the lack of linguistic abilities, summed to the perceived cultural diversities, mainly affects people’s propensity to engage in personal and more intense social relationships. Under such circumstances, tacit knowledge sharing is reduced with negative consequences on the project’s long-term innovative performance. Since the project is still running, detecting language challenges will allow the partners to design and apply effective measures to support cooperation with language and cultural barriers. Among them, code switching, adopted by “bridge” actors, already emerges as tool supporting communication and knowledge exchange.

… team diversity leads to high performance or improves the commitment and satisfaction of team … with the integration of knowledge and expertise in work teams and organizations, effective …

The diversity literature has long proposed that diversity benefits team performance because the broader range of information, knowledge, and perspectives that members with different attributes brin...

The knowledge integration perspective on team innovation holds that information elaboration – the exchange, discussion, and integration of task‐relevant information and perspectives – is the core team process driving team innovation. Factors reflecting the informational resources the team can draw on through information elaboration therefore are important influences on team innovation. In this respect, team innovation research points to team functional diversity and to team boundary spanning scouting to acquire information from outside the team. Team innovation research also makes clear that informational resources (as reflected in functional diversity and boundary spanning scouting) do not guarantee team information elaboration, and that identifying moderation in this relationship is particularly valuable. Building on this state of the science, we focus on the moderating role of the team diversity mindset – members' shared understanding of the importance of information elaboration for team performance – in the relationships of team functional diversity and boundary spanning scouting with information elaboration and team innovation. A multi‐wave and multi‐source survey of N = 215 teams involved in knowledge work in various Chinese organizations supported our research model for team boundary spanning scouting but not for team functional diversity.

The workforce is becoming increasingly heterogeneous in terms of age, gender, race/ethnicity, education, values, cognition, and culture. Thus, team diversity management is regarded as an important development strategy that organizations can use to gain advantages. However, in the diversity literature, empirical studies investigating the effects of cognitive diversity on creativity have not yielded conclusive findings. This has called into question the importance of team cognitive diversity. To address this, we investigate when and how team cognitive diversity fosters individual creativity. Drawing on the categorization-elaboration model (CEM) and literature on Chaxu climate, we develop a multilevel mediated moderation model in which the team Chaxu climate is treated as the moderator and team knowledge sharing is treated as the mediator. Using two-wave paired data collected from 46 teams and 368 members, we find that Chaxu climate mitigates the positive effect of team cognitive diversity on team knowledge sharing. In turn, team knowledge sharing mediates the interaction effect between team cognitive diversity and Chaxu climate on individual creativity. Our study facilitates a shift from an automatic-oriented lens to a contingent-oriented lens by identifying a new contingent factor and advances research on the underlying mechanisms by identifying a new process factor. Ultimately, this study enriches our knowledge on the function of cognitive diversity in the field of business strategy.

… Here, teams need emergent interdependence – members … emergent interdependence for diverse team success, identifying key … world, the integration of knowledge from a wide range of …

ABSTRACT Recruiting a group of people from diverse backgrounds does not necessarily ensure collective innovativeness. This paper examines two issues regarding the interplay among professional (i.e., education and functional diversity) background diversity (PBD) as an ex ante composite group attribute, knowledge heterogeneity (KH) as collective knowledge structure, and knowledge governance (KG) as a managerial mechanism, for explaining collective innovativeness emergence. First, the transformation from PBD to KH, and then to group innovativeness is investigated. Second, the effects of KG in such transformational relationships is examined. Data were collected at multiple time points and analysed. Results demonstrate that PBD may impact group innovativeness only indirectly through the mediation of the deeper-level and ex post KH. Moreover, knowledge governance moderates such aforementioned mediation effect. Theoretical and practical implications are discussed.

… Specifically, this study gathered data from members of 15 similar, interdisciplinary treatment teams in public psychiatric hospitals, using a self-administered questionnaire I developed. …

… interdisciplinary team effectiveness. Although some scholarly attention has been given to advancing research on team leadership in general and interdisciplinary team … Interdisciplinary …

… of the attributes of effective interdisciplinary research teams. … of expertise within interdisciplinary teams to be constructively … allow more effective interdisciplinary team functioning than …

… are assigned to a team for thefirst time, working on an interdisciplinary team represents a change … Since interdisciplinary teams are comprised of groups ofteachers from different subject …

… In Table 5, we examine the association between perceived team effectiveness and individual, team, and PACE program characteristics. The only statistically significant individual-level …

BackgroundInterdisciplinary team work is increasingly prevalent, supported by policies and practices that bring care closer to the patient and challenge traditional professional boundaries. To date, there has been a great deal of emphasis on the processes of team work, and in some cases, outcomes.MethodThis study draws on two sources of knowledge to identify the attributes of a good interdisciplinary team; a published systematic review of the literature on interdisciplinary team work, and the perceptions of over 253 staff from 11 community rehabilitation and intermediate care teams in the UK. These data sources were merged using qualitative content analysis to arrive at a framework that identifies characteristics and proposes ten competencies that support effective interdisciplinary team work.ResultsTen characteristics underpinning effective interdisciplinary team work were identified: positive leadership and management attributes; communication strategies and structures; personal rewards, training and development; appropriate resources and procedures; appropriate skill mix; supportive team climate; individual characteristics that support interdisciplinary team work; clarity of vision; quality and outcomes of care; and respecting and understanding roles.ConclusionsWe propose competency statements that an effective interdisciplinary team functioning at a high level should demonstrate.

Interdisciplinary research teams can be extremely beneficial when addressing difficult clinical problems. The incorporation of conceptual and methodological strategies from a variety of research disciplines and health professions yields transformative results. In this setting, the long-term goal of team science is to improve patient care, with emphasis on population health outcomes. However, team principles necessary for effective research teams are rarely taught in health professional schools. To form successful interdisciplinary research teams in cardio-oncology and beyond, guiding principles and organizational recommendations are necessary. Cardiovascular disease results in annual direct costs of $220 billion (about $680 per person in the US) and is the leading cause of death for cancer survivors, including adult survivors of childhood cancers. Optimizing cardio-oncology research in interdisciplinary research teams has the potential to aid in the investigation of strategies for saving hundreds of thousands of lives each year in the United States and mitigating the annual cost of cardiovascular disease. Despite published reports on experiences developing research teams across organizations, specialties and settings, there is no single journal article that compiles principles for cardiology or cardio-oncology research teams. In this review, recurring threads linked to working as a team, as well as optimal methods, advantages, and problems that arise when managing teams are described in the context of career development and research. The worth and hurdles of a team approach, based on practical lessons learned from establishing our multidisciplinary research team and information gleaned from relevant specialties in the development of a successful team are presented.

Aim/Purpose: There is ample evidence that team processes matter more than the characteristics of individual team members; unfortunately, very few empirical studies have examined communication process variables closely or tied them to team outcomes. Background: The University of Miami Laboratory for Integrated Knowledge (U-LINK) is a pilot funding mechanism that was developed and implemented based on empirically-established best practices established in the literature on the Science of Team Science (SciTS). In addition to addressing grand societal challenges, teams engaged in processes designed to enhance the process of “teaming”. This study uses the Inputs-Mediator-Outputs-Inputs (IMOI) model as a blueprint for an investigation into how team communication processes (shared communication, shared leadership, formal meetings, informal meetings) influence intermediary team processes (goal clarity, role ambiguity, process clarity, trust) and team outcomes (team satisfaction, team productivity). Methodology: Monte Carlo methodologies were used to explore both longitudinal self-report (survey of communication and team outcome variables) data and objective data on scholarly productivity, collected from seventy-eight members of eleven real-world intact interdisciplinary teams to explore how team communication processes affect team outcomes. Contribution: This study is among the few that centers communication practice and processes in the operationalization and measurement of its constructs and which provides a test of hypotheses centered on key questions identified in the literature. Findings: Communication practices are important to team processes and outcomes. Shared communication and informal meetings were associated with increased team satisfaction and increased research productivity. Shared leadership was associated with increased research productivity, as well as improved process and goal clarity. Formal meetings were associated with increased goal clarity and decreased role ambiguity. Recommendation for Researchers: Studying intact interdisciplinary research teams requires innovative methods and clear specification of variables. Challenges associated with access to limited numbers of teams should not preclude engaging in research as each study contributes to our larger body of knowledge of the factors that influence the success of interdisciplinary research teams. Future Research: Future research should examine different team formation and funding mechanisms and extend observation and data collection for longer periods of time.

… in acute (hospital) care were the most common target group, although interdisciplinary teams in acute care and long-term (elderly) care were also significantly present. Outcomes were …

… The purpose of this article is to differentiate the interdisciplinary team from other team … the key elements in effective team functioning, and the challenges of interdisciplinary teams. …

BACKGROUND: There are few studies that examine the processes that interdisciplinary teams engage in and how we can design health information systems (HIS) to support those team processes. This was an exploratory study with two purposes: (1) To develop a framework for interdisciplinary team communication based on structures, processes and outcomes that were identified as having occurred during weekly team meetings. (2) To use the framework to guide 'e-teams' HIS design to support interdisciplinary team meeting communication. METHODS: An ethnographic approach was used to collect data on two interdisciplinary teams. Qualitative content analysis was used to analyze the data according to structures, processes and outcomes. RESULTS: We present details for team meta-concepts of structures, processes and outcomes and the concepts and sub concepts within each meta-concept. We also provide an exploratory framework for interdisciplinary team communication and describe how the framework can guide HIS design to support 'e-teams'. CONCLUSION: The structures, processes and outcomes that describe interdisciplinary teams are complex and often occur in a non-linear fashion. Electronic data support, process facilitation and team video conferencing are three HIS tools that can enhance team function.

We conceptualize organizational teams as dynamic systems evolving in response to their environments. We then review the past 10 years of team effectiveness research and summarize its implications by categorizing studies under three main overlapping and coevolving dimensions: compositional features, structural features, and mediating mechanisms. We highlight prominent work that focused on variables in each of these dimensions and discuss their key relationships with team outcomes. Furthermore, we review how contextual factors impact team effectiveness. On the basis of this review, we advocate that future research seek to examine team relationships through a dynamic, multilevel perspective, while incorporating new and novel measurement techniques. We submit that the future of teams research may benefit from a conceptualization of them as dynamic networks and modeling them as small complex systems.

… -team knowledge sharing and team innovative performance through an integration mechanism manifest as team … the mediating role of team cooperative norms and knowledge sharing. …

… variable of attitudinal or affective consequences (commitment and satisfaction) without considering its role in knowledge integration or performance processes. This restricts our …

To address the fierce competition for corporate innovation in the digital economy, this study introduces knowledge integration capability as a mediating variable in light of social information processing theory, and explores the mechanism of team learning climate on innovation performance. Data were collected from a sample of 184 team members for statistical analysis, and Statistical methods such as descriptive statistical analysis, correlation analysis, and regression analysis were used to verify the study hypotheses through SPSS and Amos software, and the results showed that: (1) Team learning climate has a significant positive effect on knowledge integration capability. (2) Team learning climate has a significant positive effect on innovation performance. (3) Knowledge integration capability has a significant positive effect on innovation performance. (4) Knowledge integration capability partially mediates the role between team learning climate and innovation performance. The results proved the perspective of knowledge integration capability for the mechanism of team learning climate on innovation performance from the perspective of knowledge integration capability, and provided theoretical references for creating a learning climate in companies to promote members’ knowledge learning and enhance innovation performance.

PurposeThe purpose of this study is to extend the existing literature on knowledge management, which generally focuses on knowledge sharing. The model of this article explains how knowledge creation and team performance can be increased through the integration of social and technological factorsDesign/methodology/approachTo empirically test the model, multi-wave and multi-source data were collected from 80 teams whose members use social media as a tool for communication and interaction.FindingsThe analysis results provide insights into some interesting findings. The results show transactive memory system (TMS) as an important factor that can significantly contribute to knowledge creation in teams. Especially, the TMS strengthens the significant positive effect of enterprise social media (ESM) and insignificant positive effect of knowledge complementarity on knowledge creation. Furthermore, knowledge creation is found to be a significant predictor of team performanceOriginality/valueMuch of the knowledge management literature focuses on the ways to increase the quantity of accessible knowledge to organization members. Such knowledge management studies are more relevant to knowledge exchange among individual employees, teams and organizations. However, this study takes a nuanced approach to explore how knowledge creation can be increased in teams by implementing a knowledge integration mechanism. A general model of knowledge creation is proposed, but the strength of this model lies in the moderating effect of TMS which strengthens the effect of knowledge complementarity and ESM on knowledge creation in teams which eventually increases team performance.

… interventions can improve knowledge integration when they … effectiveness of these groups is the knowledge integration … in explaining knowledge integration (Model 1) and the mediating …

… environments, knowledge integration is essential for teams to … and the interaction term to team performance. The fit of the model … To test for mediation (Hypotheses 2 and 3), we followed …

… mediating mechanisms that drive team performance by proposing team proficiency (Bindl and Parker 2010) and team … and team performance by exploring the mediating effect of team …

Purpose: This paper aims to explore the relationships between organizational unlearning and knowledge transfer in cross-border mergers and acquisitions (M&As) from a routine-based view. The study also stresses the mediating role that knowledge integration capability plays in this relationship. Design/methodology/approach: In all, 178 samples were collected from Chinese multinational corporations that experienced cross-border M&As. In addition, the bootstrap method was used to test the mediating role of knowledge integration capability. Findings: The empirical results indicate that knowledge integration capability is the crucial link between organizational unlearning and knowledge transfer. Specifically, this capability goes beyond the direct effect of organizational unlearning on knowledge transfer and points to the importance of enhancing knowledge integration capability. In turn, knowledge integration capability has a significant influence on knowledge transfer. The study finds that knowledge integration capability mediates the relationship between organizational unlearning and knowledge transfer. Originality/value: This study adopts a routine-based view to develop a theoretical model for examining the relationship between organizational unlearning, knowledge integration capability and knowledge transfer in the context of cross-border M&As. This model provides new insights for a routine-based understanding of the important mediating role of knowledge integration capability for knowledge transfer and the effects of this role on the specific knowledge transfer, i.e. technological, marketing and managerial knowledge.

Interdisciplinary research is commonly conceptualized in terms of knowledge integration, emphasizing the diversity of disciplinary sources combined within a publication. However, integrating heterogeneous knowledge does not necessarily entail occupying a structurally mediating position in citation networks. This study analytically distinguishes between two dimensions often associated with interdisciplinarity: knowledge integration, measured by disciplinary diversity in references, and structural mediation, measured by paper-level betweenness centrality. Using 4,025 publications in scientometrics, we examine the empirical relationships among these dimensions and their associations with citation impact and cross-field knowledge diffusion. Results show little empirical association between knowledge integration and structural mediation, with only a very weak negative association observed for directed betweenness, indicating that integrative papers do not systematically function as structural bridges. Regression analyses further reveal that, within the field of scientometrics, knowledge integration is negatively associated with citation impact, whereas structural mediation is positively associated with citation counts. Despite their divergent effects on citations, both dimensions positively contribute to cross-field knowledge diffusion. These findings underscore that cognitive integration and structural positioning capture distinct organizational properties of scientific work, highlighting the importance of analytically distinguishing their roles when interpreting indicators in interdisciplinary research.

Interdisciplinary teams are assembled in scientific research and are aimed at solving complex problems. Given their increasing importance, it is not surprising that considerable attention has been focused on processes of collaboration in interdisciplinary teams. Despite such efforts, we know less about the factors affecting the assembly of such teams in the first place. In this paper, we investigate the structure and the success of interdisciplinary scientific research teams. We examine the assembly factors using a sample of 1,103 grant proposals submitted to two National Science Foundation interdisciplinary initiatives during a 3-year period, including both awarded and non-awarded proposals. The results indicate that individuals’ likelihood of collaboration on a proposal is higher among those with longer tenure, lower institutional tier, lower H-index, and with higher levels of prior co-authorship and citation relationships. However, successful proposals have a little bit different relational patterns: individuals’ likelihood of collaboration is higher among those with lower institutional tier, lower H-index, (female) gender, higher levels of prior co-authorship, but with lower levels of prior citation relationships.

This study examines how configurations of intellectual capital shape knowledge production in university research teams. Using a dataset of Chinese engineering research teams (2017–2021), we find that intellectual capital affects research productivity and influence in distinct ways. Human capital shows nonlinearity: an optimal mix of core and backbone members is associated with higher output and impact. Structural capital exhibits trade‐offs: topic breadth and diversity scale publication quantity, whereas excessive topic proliferation and certain coordination structures can dilute citation‐based impact; cohesion among prolific authors tends to reduce output but increase impact. Relational capital also depends on tie type: domestic and international academic collaborations enhance both quantity and FWCI—especially international ties—while non‐academic collaborations are linked to lower citation impact, consistent with a visibility gap under citation‐based evaluation. The findings advance intellectual capital theory by demonstrating contingent, configurational effects at the team level and offer implications for research team governance and evaluation design in higher education.

… universities in these trends. Our sample focuses on a set of 662 major US universities and includes 4.2 million research … , covering 172 fields of science and engineering (SE), 54 fields …

… top universities in Materials Science and Engineering as case studies, this research reveals that university research teams predominantly manifest as backbone-based research groups. …

This study aims to explore key factors influencing the work of interdisciplinary university research teams of small size.,This is a multiple-case study of four interdisciplinary university research teams of small size in which science and/or engineering was an important component.,Data analysis revealed 17 critical factors classified into five groups. Although some factors were more influential than others, it was rather multiple factors at various levels of analysis, and not a single factor, that influenced the work of research teams. Another important finding was the identified need to develop project management capacity of university researchers. The study also revealed two strategies, conditioned on the availability of funds, that small university research teams use as a way to adapt to situational demands and research opportunities.,Although previous research examined various aspects pertinent to the work of industry research teams and large research groups, empirical research into interdisciplinary university research teams of small size has been limited.

This study explores learner experiences regarding skills acquisition of a cohort of engineering doctoral students enrolled in a New Zealand university. Employing a qualitative methodology, we interviewed 28 PhD students about the range of experiences and exchanges that comprised their pathways to skill acquisition. Students reported that research projects with application enabled the development of ‘real world problem solving’ by drawing on bonding and bridging network ties. Indeed, informal structures and disciplinary norms operating in the culture of postgraduate engineering research are principle contributors to successful progression, degree completion and outputs. Research practices emphasising repetition and doability establish productive environments for postgraduates, enhancing support for collective endeavours and increased outputs. In the absence of formalised skills development programmes, the approaches discussed in this paper contribute to postgraduates’ timely acquisition of skills. This research can assist supervisors, academic developers and administrators from a range of disciplines in improving postgraduate research environments.

… sets of diverse researchers in university research centers. The … challenges to team science in university research centers and … in industry: Evidence from engineering research centers. …

… lead to inefficiency in the engineering effort are discussed. It is engineering personnel to a large … a development engineering effort. many organizatiohs today engaged in complex …

… In this paper the problem of the efficiency of research teams as a function of their size is investigated for the laser field. It is ΛΛ^ΟΙΙ realized that the ideal method should consider …

… of TDR research; TDR … ; team development and co-location should be facilitated; and academic institutions should include performance and promotion criteria encouraging researchers …

… of one leader and several researchers at different stages in … research activities. The sample in our survey is composed of 851 active research teams in universities and public research …

… team, it is important to understand the characteristics of team … tors of team members are developed in this research. The … of team members due to the need of concurrent engineering. …

This paper discusses the results of the first semester of a longitudinal study of intentional teambuilding undertaken in the Freshman and Sophomore Engineering Clinics at Rowan University. Students took Johnston & Dainton’s Learning Combination Inventory (LCI), a 28item self-report instrument that quantitatively and qualitatively captures the degree to which an individual uses each of four learning patterns. Through these patterns the learner represents how he or she sees the world, takes in stimuli, integrates the stimuli and formulates a response to it. An individual can begin his or her learning with a particular pattern or patterns, use patterns as needed, or avoid them. Teams were then created in order to maximize individual and collective use of learning patterns. This paper will report 1. The results of the initial study conducted during the Fall 2001 semester. 2. An overview of the patterns that resulted from the administration of the LCI to all Freshmen and Sophomore Engineering students at Rowan 3. Examples of the patterns of the teams that were assigned (to show how it’s done) 4. Comments from students regarding their team experiences 5. An evaluation of the study to date. Introduction Responding to the demands of industry for graduates skilled in teamwork, many engineering programs have introduced projects that require students to work in teams. Positive team experiences also contribute significantly to student academic success and to improved rates of retention. Creating teams, however, does not always engender effective team behavior. Students who report negative team experiences typically cite lack of communication among – and lack of commitment by – some participants as factors critical to unproductive or failed work efforts. Nationwide there is increasing interest in the subject of forming teams on the basis of qualifications that are more closely associated with individual learning patterns than with specific technical qualifications alone. Of course, it is important to take into consideration the actual technical skills that a particular member brings to a project team but if the team members do not adequately function as an effective unit, the technical skills will be wasted. The act of forming effective teams, then, should be emphasized as an important technical skill. P ge 7.287.1 “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ” 2002, American Society for Engineering Education” The Freshman and Sophomore Clinics at Rowan University The Freshman and Sophomore Clinics at Rowan University are intensive, team-based and multi-disciplinary laboratory courses taken by all engineering students in the college. The Freshman Clinic is taught by engineering faculty from each of the four disciplines at Rowan: Mechanical, Electrical and Computer, Civil and Environmental, and Chemical. It targets problem solving and engineering measurements in the fall semester and introduction to design and competitive assessment in the spring semester. In Freshman Clinic, we have concentrated on using teams to build a feeling of belonging among the first year Engineering students who are mostly in classes outside of the college. We begin with the first day of class in the fall when teams of 4 or 5 students are asked to participate in a tower building contest using Jenga blocks. This first day exercise allows the students to get to know some of the people in their section and to become acquainted with their section instructor in an informal atmosphere. During the remainder of the semester, the students work in teams on laboratory projects, presentations, and in homework study-groups. Sophomore Clinic is team-taught by faculty from engineering and college writing in the fall semester and faculty from engineering and public speaking in the spring. The curriculum in Sophomore Clinic is coordinated so that the students’ writing and speaking assignments are planned and accomplished in conjunction with the laboratory design projects that increase in sophistication during the academic year. At the completion of these first two years of Engineering Clinic, the students must be prepared to work on design projects in mixed teams of junior and senior students throughout the remainder of their undergraduate program. During the Junior and Senior years the students are expected to perform at a near-professional level on industry and government sponsored projects. Throughout the Clinic sequence, the effective performance of the students’ team is crucial to their success. While team performance is critical in each of the Rowan Engineering disciplines, the development of models for effective team building needs more attention. We actively encourage the students to participate in their teams, but we do not provide extensive formal instruction in team management or team interaction skills. Some topics relevant to teamwork, such as brainstorming or dealing with difficult people, are addressed, however, the details of team interaction are not specific lecture or discussion topics. In addition, there has been no systematic attempt to form teams on a consistent basis. We have sometimes tried to group students based on perceived strength by assuring that all the strong students do not end up in a single group. Another consideration which has been used in the past is to assure that no team had only one woman student. It was felt that the women would be more comfortable in a predominately male environment if they were not isolated. A new method that combines consideration of the students’ strengths, preferences and needs with information that the students can use to improve their group experience will be a welcome addition to the engineering program at Rowan University.

… define knowledge source heterogeneity as the diversity and … , data-driven latent knowledge space. Our approach is thus … how diverse knowledge sources are truly integrated in scientific …

The purpose of this work is to contribute to the body of knowledge on processes by which students develop interdisciplinary understanding of contents, as well as to suggest technology-enhanced means for supporting them in these processes in the context of higher education. In doing so, we suggest a rethinking of three traditional practices that tend to characterise typical higher education instruction: (1) compartmentalisation of disciplines; (2) traditional pedagogy; and (3) traditional hierarchies based on levels of expertise. Our high-level conjecture was that meaningful dialogue with peers and experts supports both the deepening of ideas in one knowledge domain and the formation of connections between ideas from several domains, both of which are required for the development of interdisciplinary understanding. We developed the  Boundary Breaking for Interdisciplinary Learning  (BBIL) model, which harnesses technology to break boundaries between disciplines, learners and organisational levels of hierarchy. Findings indicate that 36 undergraduate students who participated in an interdisciplinary online course that implemented the BBIL model have significantly improved their interdisciplinary understanding of the course contents. This study illustrates how innovative use of available, free and low-cost technology can produce a ‘positive disruption’ in higher education instruction. Keywords:  interdisciplinary learning; interdisciplinary understanding; learning community; cognitive apprenticeship; technology-enhanced learning; instructional design; higher education; online education (Published: 28 October 2015) Citation:  Research in Learning Technology 2015,  23 : 26496 -  http://dx.doi.org/10.3402/rlt.v23.26496

… Integrating and reconstructing diverse knowledge This category captures PE teachers’ competence to acquire diverse disciplinary knowledge and coconstruct it with other discipline …

Purpose PhD students at different universities face varying opportunities for interdisciplinary exposure, which may influence their academic performance. This study empirically investigates how university disciplinary diversity, which creates a context for the sharing and transfer of interdisciplinary knowledge, is associated with PhD student research productivity. Methods This study proposes a novel measure of university-level disciplinary diversity and employs Poisson regression to examine its impact on PhD students’ research productivity, controlling for a range of individual-, supervisor-, and institution-level factors, based on a sample of 1,418 accounting dissertations submitted to Chinese universities between 1999 and 2022. Results While a linear model points to an aggregate negative effect of university disciplinary diversity on PhD students’ research productivity, detailed analyses reveal a more nuanced inverted U-shaped relationship, suggesting that moderate levels of disciplinary diversity facilitate research productivity, and that the optimal level of diversity increases with a university’s overall resources. Further analyses uncover that the negative effect is concentrated in universities with greater disciplinary imbalance or those that expand into too many irrelevant disciplines. Additionally, evidence indicates that PhD students at universities with higher disciplinary diversity are more likely to engage in interdisciplinary research and produce work with greater impact. Discussion This study sheds new light on how interdisciplinary exposure is associated with PhD students’ research productivity and offers practical implications for doctoral training. Engaging with interdisciplinary knowledge may help students identify innovative research questions and produce novel insights, underscoring the value of maintaining adequate disciplinary diversity at the university level.

… diverse human perspectives which go beyond technological and social determinisms. A cross-disciplinary … forms of problem-solving knowledge integration and participation for design …

… with content knowledge in practice or how such an integration can be supported by … forms of disciplinary knowledge, to investigate how the complexity of their integration is managed …

… relevant knowledge, reasoning agents that support transparency in knowledge discovery and synthesis, and translator agents that help bridge knowledge across diverse scientific …

Cross‐disciplinary research is a priority for many academic institutions, with a growing body of scholarship dedicated to studying the central practice of cross‐disciplinarity: integration, or the synthesis of knowledge, information, and data across disciplines and domains. Discussions on this topic are regularly published in JASIST and ARIST and are of interest to ARIST readership because of the centrality of information to definitions of integration. Emerging challenges in this area are that (1) cross‐disciplinary integration practices are not only discussed by information scholars, but in fragmented, rarely overlapping discourses across domains, and (2) despite being linked to information, cross‐disciplinary integration is rarely explicitly positioned as an information practice. In this review, to respond to these challenges, I adopt critical interpretive synthesis methods to review the literature on cross‐disciplinary integration. I consolidate definitions of integration across 12 areas of scholarship and highlight the roles of information in these definitions. I find that certain areas of work are more likely to describe integration as the homogenization of disparate datasets, while others describe integration as a synthesis of knowledge or perspectives, and that the relationship between these integrative activities—for example, how combination of multi‐source datasets can support interdisciplinary conclusions—is rarely explored in depth. I identify concepts from the information sciences that offer ways forward to address this knowledge gap, and suggest roles for information practitioners in supporting integrative work.

The Covid-19 pandemic has affected most organizations’ working environment and productivity. Organizations have had to make arrangements for staff to operate remotely following the implementation of lockdown regulations around the world, as the pandemic has led to restrictions on movement and the temporary closure of workplace premises. The purpose of this paper is to gain a deeper understanding of the effect of this transition on productivity during the pandemic, by studying a distributed network of research who collaborate remotely. We examine how the productivity of researchers is affected by the distributed collaborative networks in which they are embedded. Our goal is to understand the effects of brokerage and closure on the researchers’ publication rate, which is interpreted as an indicator of their productivity. We analyze researchers’ communication networks, focusing on structural holes and diversity. We take into account the individual qualities of the focal researcher such as seniority. We find that disciplinary diversity among researchers’ peers increases the researchers’ productivity, lending support to the brokerage argument. In addition, we find support for two statistical interaction effects. First, structural holes moderate diversity so that researchers with diverse networks are more productive when their networks also have a less redundant structure. Diversity and structural holes, when combined, further researchers’ productivity. Second, seniority moderates diversity such that senior researchers are more productive than junior researchers in less diverse networks. In more diverse networks, junior researchers perform as well as senior researchers. Social capital and human capital are complementary. We conclude that the benefits of diversity on researchers’ productivity are contingent on the qualities of the researchers and on network structure. The brokerage/closure debate thus needs a more nuanced understanding of causal relationships.

This research extends the problem-solving perspective of the knowledge-based view by examining the interdisciplinary publication outcomes of individual scientists in hybrid organizations. Whereas prior literature has focused on problem-solving activities in hierarchies (firms), hybrid organizations, including federally funded research programs involving interdisciplinary science, have emerged to address societal issues ranging from public health to climate change. To understand what might contribute to scientists’ performance in such hybrid settings, in this article, we theorize and empirically examine how scientists’ overall scientific reputation and their access to and familiarity with various disciplinary knowledge domains influence their publication output in interdisciplinary journals. We focus specifically on 169 researchers in the eight Nanomedicine Development Centers funded by the U.S. National Institutes of Health. Our analysis reveals that scientists’ scientific reputation is positively related to their subsequent number of publications in interdisciplinary journals. However, scientists’ disciplinary knowledge diversity has a more nuanced association with their number of interdisciplinary publications, contributing more when moderate than when high or low. These findings will help hybrid organizations such as universities and research institutes understand how individual attributes contribute to interdisciplinary research.

“Interdisciplinary Cases and Disciplinary Knowledge: Epistemic Challenges of Interdisciplinary Research” provides a conceptual framework of interdisciplinarity in the context of contemporary philosophy of science and social epistemology. It describes a widespread tension between the interdisciplinary commitment to complex real-world problems and the disciplinary strategies to build simplified models. While real-world problems call for highly specific and context-sensitive solutions, disciplinary problems serve as exemplars of more a general type. The epistemological challenge of interdisciplinarity is to relate knowledge about complex and singular cases with knowledge about generalized concepts and causalities. This relationship calls for a combination between the “humanistic” ideal of understanding the individual case, and the “scientific” search for common features of different cases. In practice interdisciplinary projects find ways to bridge causal explanation and the concern for the case. An epistemological attempt is made to conceptually integrate the search for universally applicable knowledge and idiographic richness.

… of knowledge integration: types of knowledge integrated, competencies and education required to practice knowledge integration… and evaluating knowledge integration efforts in diverse …

Turning disciplinary knowledge about preadolescents’ and adolescents’ exposure to risk factors for cancer as adults into solutions for preventing such an outcome requires that investigators from a variety of backgrounds and disciplines come together to share knowledge. Optimally, these collaborations would occur across two dimensions: (1) transdisciplinary, from the molecular or cellular level (e.g., animal studies of endocrine disruption) to the societal level (e.g., economic studies related to state tobacco policies), and (2) translational, using basic research findings in clinical and other sciences to implement prevention programs and public policy. Only when collaboration is commonplace can the disparate groups of investigators working on cancer prevention during pre-adolescence and adolescence gain a holistic picture of the risk factors, inform one another’s work, and learn what we need to know to devise successful interventions for preventing cancer. Working transdisciplinarily also helps to ensure that messages to health professionals, policymakers, the news media, and the public are consistent and coordinated. At present, those investigating preadolescent and adolescent risk for adult cancer disseminate their knowledge individually, thus missing the opportunity to synthesize knowledge, coordinate dissemination, and implement prevention programs. In this paper, we distinguish multidisciplinary, interdisciplinary, and transdisciplinary approaches, argue for the benefits of a transdisciplinary approach to devising successful solutions and how to achieve transdisciplinary functioning.

AIMS The aims of this paper are to explore the role of cross-disciplinary knowledge exchange and integration in advancing the science of unfinished nursing care and to offer preliminary guidance for theory development activities for this growing international community of scholars. BACKGROUND Unfinished nursing care, also known as missed care or rationed care is a highly prevalent problem with negative consequences for patients, nurses and healthcare organizations around the world. It presents as a 'wicked' sustainability problem resulting from structural obstacles to effective resource allocation that have been resistant to conventional solutions. Research activity related to this problem is on the rise internationally but is hindered by inconsistencies in conceptualizations of the problem and lack of robust theory development around the phenomenon. A unified conceptual framework is needed to focus scholarly activities and facilitate advancement of a robust science of unfinished nursing care. DESIGN Discussion paper. DATA SOURCES This discussion paper is based on our own experiences in international and interdisciplinary research partnerships related to unfinished nursing care. These experiences are placed in the context of both classic and current literature related to the evolution of scientific knowledge. IMPLICATIONS FOR NURSING The problem of unfinished nursing care crosses multiple scientific disciplines. It is imperative that the community of scholars interested in solving this wicked problem engage in meaningful cross-disciplinary knowledge integration and move towards transdisciplinarity. CONCLUSION Metatheorizing guided by structuration theory should be considered as a strategy to promote transdiciplinarity around the problem of unfinished nursing care.

Examining the structure and acquisition mechanisms of a disciplinary knowledge system through the framework of knowledge behavior can greatly enhance science education and stimulate innovation in higher education in the long term. Within this framework, a disciplinary knowledge system can theoretically be segmented into a basic knowledge system and a knowledge network system. Drawing from knowledge structure theory and the philosophy of science, a basic knowledge system is characterized by a pyramid structure. When integrated with ecosystem research perspectives, the knowledge network system assumes a “center-periphery” circle structure which reveals the underlying meanings within the structure of disciplinary knowledge systems. On this basis, using energy chemical engineering as a case study, this paper examines a disciplinary knowledge system by analyzing citations and author collaborations in leading academic papers and explores interconnections within disciplinary knowledge systems. This process provides a methodological reference for other disciplines to identify the structure of their own knowledge systems. This study significantly contributes to educational reform and the development and innovation of academic disciplines by offering a robust framework for understanding and advancing the knowledge structures within various fields.

… to this, and we see a diversity of indicators being proposed. It … , and not so much in terms of knowledge streams (relations) – … stabilize into a normal ‘disciplinary’ mode of communication, …

… Every R&D team leader was asked to complete a … four team members in their R&D team to participate in our survey. Projects were considered to be usable data points when R&D team …

Interdisciplinary research is vital to research productivity. However, the existing research has not given a reasonable explanation on how and under what condition facilitating interdisciplinary research cooperation promotes research productivity. This article aims to contribute to the existing literature by examining the link between facilitating interdisciplinary cooperation and research productivity as well as the role of government assistance in this link. Using a sample of 314 members of Chinese university research teams, we show that management, operations, evaluation, team building, and collaborating with industry to facilitate interdisciplinary cooperation all have significantly positive effects on the research productivity of university research teams. Among them, evaluation has the most significant impact on research productivity. Moreover, government assistance weakens the relationship between evaluation and research productivity but strengthens the relationship between management and research productivity. However, the moderating effects of government assistance on the links among team building, operations, collaborating with industry, and team research productivity are not statistically significant. Overall, our study has important implications for governments and universities seeking to facilitate interdisciplinary cooperation.

Interdisciplinary cooperation is an important way to achieve scientific innovation breakthrough. Currently, great scientific innovation often occurs in interdisciplinary areas. However, they still face challenges in relation to theoretical support and strategic choices. This paper identifies the extent to which interdisciplinary cooperation-induced heterogeneity affects team innovation performance in Chinese universities. The questionnaire survey is employed in this study and the samples selection covers a wide range of multidisciplinary or interdisciplinary collaboration. This study used Poisson regression analysis to create a new method to evaluate innovation performance. Then, the relationship between team heterogeneity and innovation performance was examined and the moderating role of transformational leadership was also introduced. The empirical results show that three independent variables (disciplinary heterogeneity, cognitive heterogeneity, and organisational heterogeneity) all had a significant positive effect on the team innovation performance. Transformational leadership has a significant positive effect on cognitive heterogeneity and innovation performance, but moderating effects did not appear to be seen in the other two relationships. Our study contributes to a deeper understanding of the value of interdisciplinary research collaboration.

This paper is an attempt to advance research on spatial potential for interdisciplinary innovation of university campuses by proposing a spatial quantitative method. The aim is to develop the campus to adapt to the new pedagogical structure of encouraging interdisciplinary innovation in the era of knowledge society. For this purpose, literature from management, psychology, and architecture are reviewed to provide insight into the relationship between innovation and physical environment. The existing research mainly focused on the characteristics of physical environment that supported individual innovative thinking or innovative interaction between people in building scale, which is relatively limited in this study for the campus scale since people are less likely to exchange academic information with strangers because of a lack of knowledge about their professional background. In this context, this research enriches the understanding of spatial potential for innovation by proposing a more effective way of increasing unexpected encounters with information, which are probably occurred while people passing by laboratories, seminars, or exhibitions of other disciplines. In this process, the unexpected encounters with information act as the medium or promotion factor for face-to-face interaction. This kind of innovative potential requires fewer conditions like acquaintance or face-to-face interaction but depends more on the space organization. Physical connectivity acts as enabler and the effects vary. This article reports on a preliminary study of how Space Syntax as a quantitative approach is applied to evaluate the effects in the case of South China University of Technology. The proposed method aims to sustain a sustainable transition toward a more adaptable relation between people and the campus environment. However, to improve understanding of spatial effects on innovation, more empirical studies must be carried out.

The Internet provides the most extensive platforms for information and knowledge seeking. Accordingly, investigating antecedents for online knowledge seeking becomes an important topic for managing knowledge-based work and innovation. Taking an integrative approach drawing on social cognitive theory, expectancy theory, and theory of reasoned action, this article examines the antecedents of online knowledge seeking with a sample of 246 professionals in 43 technical R&D teams. The results reveal that 1) computer-based self-efficacy, intrinsic and extrinsic motivation, and norms of knowledge sharing have a joint and positive effect on online knowledge seeking behavior; and 2) norms of knowledge sharing positively moderate the relationship between extrinsic motivation and online knowledge seeking. This article is one of the few that develop and empirically test an integrative model of antecedents for online knowledge seeking. The findings not only contribute to the knowledge seeking and knowledge management literatures, but also shed light on managing employee knowledge behaviors and learning via the means of the Internet.

Modern science is dominated by scientific productions from teams. A recent finding shows that teams of both large and small sizes are essential in research, prompting us to analyze the extent to which a country’s scientific work is carried out by big or small teams. Here, using over 26 million publications from Web of Science, we find that China’s research output is more dominated by big teams than the rest of the world, which is particularly the case in fields of natural science. Despite the global trend that more papers are written by big teams, China’s drop in small team output is much steeper. As teams in China shift from small to large size, the team diversity that is essential for innovative work does not increase as much as that in other countries. Using the national average as the baseline, we find that the National Natural Science Foundation of China (NSFC) supports fewer small teams than the National Science Foundation (NSF) of the United States does, implying that big teams are preferred by grant agencies in China. Our finding provides new insights into the concern of originality and innovation in China, which indicates a need to balance small and big teams.