Stakeholder Interview And Reflection Assignment
In the Stakeholder Interview and Reflection Assignment, you will interview a person who has a vested interest in the research problem you are investigating. You will submit a document to the dropbox with the following information:
A report of your stakeholder’s responses to your interview questions
A reflection of the experience of interviewing the stakeholder
Part 1: Interview and Report
In Chapter 1, we learned that a stakeholder is a person who has an interest or stake in a problem relevant to society (Repko, Szostak, & Buchberger, 2017). The authors recommend that researchers look to such stakeholders for their insights and expertise. Therefore, you will identify a person who has a vested interest in the research problem you are investigating and ask them questions to help you better understand the problem. For example, if your research problem is how to reduce the incidence of Type 2 diabetes in adolescents, appropriate stakeholders would be a doctor, nurse, patient, or caregiver with experience with the disease.
Use the questions below to interview a stakeholder associated with your problem.
What is your role related to the problem/issue of ___________ and how do you interact with the issue on a daily or weekly basis?
How long have you been involved with this issue/problem?
What if any was your prior experience with this problem/issue?
Did you receive any education/training to deal with the problem/issue, etc.)?
What have been the biggest challenges and what has been the most gratifying experience for you as you have worked with this issue/problem?
In your opinion, what are some causes of this problem?
In your opinion, what are some of the effects of this problem?
How could this problem be solved?
Upon completion of the interview, please write a report of the stakeholder’s responses to your interview questions.
Part 2: Reflection
After writing up the responses to the interview questions, write a reflection of the interview experience. The reflection should share some of the insights that you discovered about the problem through the interview process and some of the additional thoughts that were inspired regarding the problem due to some of the stakeholder’s responses. Your response to each bulleted question should be approximately 100 words (a 4-5 sentence paragraph).
What was something useful you learned that will help you write the paper?
What did you learn that confirms your prior knowledge from your research?
What information surprised you?
Introduction to Interdisciplinary Studies Second Edition
To my wife, children, and grandchildren
“The greatest force in the world is an idea whose time has come.”
Introduction to Interdisciplinary Studies Second Edition
Allen F. Repko University of Texas at Arlington (Retired)
Rick Szostak University of Alberta, Edmonton, Canada
Michelle Phillips Buchberger Miami University
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Library of Congress Cataloging-in-Publication Data
Names: Repko, Allen F. | Szostak, Rick, 1959- author. | Buchberger, Michelle Phillips, author.
Title: Introduction to interdisciplinary studies / Allen F. Repko, University of Texas at Arlington (retired), Rick Szostak, University of Alberta, Edmonton, Canada, Michelle Phillips Buchberger, Miami University.
Description: Second edition. | Los Angeles : Sage, [2017] | Includes bibliographical references and index.
Identifiers: LCCN 2016023303 | ISBN 9781506346892 (pbk. : alk. paper)
Subjects: LCSH: Interdisciplinary approach to knowledge. | Social sciences.
Classification: LCC Q180.55.I48 R473 2017 | DDC 300—dc23 LC record available at https://lccn.loc.gov/2016023303
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https://lccn.loc.gov/2016023303
Brief Contents Preface Acknowledgments About the Authors PART I: UNDERSTANDING INTERDISCIPLINARY STUDIES
1. Interdisciplinary Studies in the Real World 2. The Rise of the Modern Disciplines and Interdisciplinarity 3. Interdisciplinary Studies Defined 4. The Interdisciplinary Studies “Cognitive Toolkit” 5. Academic Disciplines 6. The “DNA” of Interdisciplinary Studies
PART II: THINKING CRITICALLY ABOUT INTERDISCIPLINARY STUDIES
7. Thinking Critically About Disciplinary Perspectives 8. Thinking Critically About Disciplinary Insights 9. Thinking Critically About Integration and Its Results
PART III: INTERDISCIPLINARY RESEARCH AND WRITING 10. An Interdisciplinary Research “Road Map” 11. Identifying Relevant Disciplines and Gathering Information About the Problem 12. Analyzing Insights and Reflecting on Process
Appendixes Glossary of Key Terms References Index
Detailed Contents Preface Acknowledgments About the Authors PART I: UNDERSTANDING INTERDISCIPLINARY STUDIES
1. Interdisciplinary Studies in the Real World ▶ Chapter 1 Objectives ▶ Chapter 1 Learning Outcomes Why Interdisciplinary Studies Matters What Is Driving Interdisciplinary Studies Today
The Complexity of Nature, Society, and Ourselves The Complexity of the Globalized Workplace The Need for Systems Thinking and Contextual Thinking The Changing Nature of University Research
Interdisciplinary Borderlands The Public World and Its Pressing Needs
Community Development Successful Intelligence and Integrative Thinking
A Knowledge Society Needs Both Disciplinarity and Interdisciplinarity The Academic Benefits of Pursuing an Interdisciplinary Studies Degree Interdisciplinary Studies and Your Career Development Critical Thinking Questions Applications and Exercises
2. The Rise of the Modern Disciplines and Interdisciplinarity ▶ Chapter 2 Objectives ▶ Chapter 2 Learning Outcomes Why the Past Matters The Rise of the Modern Disciplines
The Origin of the Concept of Disciplinarity The Professionalization of Knowledge Concerns About Overspecialization
The Rise of Interdisciplinarity The Quest for an Integrated Educational Experience Interdisciplinarity in the 1960s and 1970s Interdisciplinarity Acquires Academic Legitimacy in the 1980s and 1990s Interdisciplinary Practice in the New Millennium
Natural Science The Social Sciences The New Humanities
The Fine and Performing Arts Problems at the Human-Nature Interface The Growth of Interdisciplinarity
Interdisciplinarity’s Criticism of the Disciplines Specialization Can Blind Us to the Broader Context Specialization Tends to Produce Tunnel Vision Specialization Tends to Discount or Ignore Other Perspectives Specialization Can Hinder Creative Breakthroughs Specialization Fails to Address Complex Problems Comprehensively Specialization Imposes a Past Approach on the Present Summary of the Interdisciplinary Criticism of Disciplinary Specialization
Critical Thinking Questions Applications and Exercises
3. Interdisciplinary Studies Defined ▶ Chapter 3 Objectives ▶ Chapter 3 Learning Outcomes Why Definitions Matter Defining Interdisciplinary Studies
Widely Recognized Definitions of Interdisciplinary Studies Commonalities Shares by These Definitions
The Purpose of Interdisciplinary Studies The Process of Interdisciplinary Studies The Product of Interdisciplinary Studies
An Integrated Definition of Interdisciplinary Studies The Premise of Interdisciplinary Studies
Differences Between Disciplinarity, Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity
The Fable of the Elephant House Disciplinarity Multidisciplinarity Interdisciplinarity
Two Metaphors The Difference Between Multidisciplinarity and Interdisciplinarity Summarized
Transdisciplinarity Two Conceptions of Interdisciplinarity
Critical Interdisciplinarity Instrumental Interdisciplinarity
Useful Metaphors of Interdisciplinary Studies The Metaphor of Boundary Crossing The Metaphor of Bridge Building
The Metaphor of Bilingualism Critical Thinking Questions Applications and Exercises
4. The Interdisciplinary Studies “Cognitive Toolkit” ▶ Chapter 4 Objectives ▶ Chapter 4 Learning Outcomes How She Did It Intellectual Capacities Values Traits and Skills
Traits Skills
Ways to Apply Your Interdisciplinary “Toolkit” Writing an Intellectual Autobiography Preparing a Portfolio Performing Service Learning
Critical Thinking Questions Applications and Exercises
5. Academic Disciplines ▶ Chapter 5 Objectives ▶ Chapter 5 Learning Outcomes Disciplines and Disciplinarity Defined
Commonalities Shared by These Definitions The Purpose of Disciplines The Content of Disciplines
An Integrated Definition of Discipline and Disciplinarity The Epistemic, Social, and Organizational Dimensions of Disciplines
Disciplines as Epistemic Communities Disciplines as Social Communities Disciplines as Organizational Units A Taxonomy of Disciplines, Fields, and Professions
The Concept of Disciplinary Perspective Perspective Taking in Interdisciplinary Studies Types of Disciplinary Perspective
Disciplinary Perspective Defined What Disciplinary Perspective Is Used For Disciplinary Perspective in an Overall Sense Three Misconceptions About Disciplinary Perspective
The Defining Elements of a Discipline Phenomena Epistemology
Epistemologies of the Natural Sciences
Epistemologies of the Social Sciences Epistemologies of the Humanities
Assumptions Assumptions of the Natural Sciences Assumptions of the Social Sciences Assumptions of the Humanities
Concepts Theory Methods
The Scientific Method Induction and Deduction Quantitative and Qualitative Methods
Data Critical Thinking Questions Applications and Exercises
6. The “DNA” of Interdisciplinary Studies ▶ Chapter 6 Objectives ▶ Chapter 6 Learning Outcomes Assumptions of Interdisciplinary Studies
No. 1: The Complex Reality Beyond the University Makes Interdisciplinarity Necessary No. 2: The Disciplines Are Foundational to Interdisciplinarity No. 3: The Disciplines Are Inadequate to Address Complexity Comprehensively No. 4: Interdisciplinarity Is Able to Integrate Insights From Relevant Disciplines No. 5: The Disciplines and the Institutional Policies That Reinforce Them Often Present Major Barriers to Interdisciplinarity
Theories Supportive of Interdisciplinary Studies Complexity Theory Perspective Taking Theory Common Ground Theory Integration Theory
Theories Supportive of Integration Interdisciplinary Integration Defined
Epistemology of Interdisciplinary Studies Critical and Instrumental Modes of Interdisciplinarity Complexity
How Interdisciplinary Studies “Sees” It Sees Complexity in the Familiar It Sees Complex Problems in Context It Sees Commonality Amid Difference and Conflict
It Sees Contingency in Certainty Critical Thinking Questions Applications and Exercises
PART II: THINKING CRITICALLY ABOUT INTERDISCIPLINARY STUDIES
7. Thinking Critically About Disciplinary Perspectives ▶ Chapter 7 Objectives ▶ Chapter 7 Learning Outcomes What It Means to Think Critically About Disciplinary Perspectives Developing a Sophisticated Conception of Knowledge
Reflect on Your Present Epistemic Position Assess Your Tolerance for Multiplicity Move Toward Critical Pluralism Why Some May Find the Transition to Critical Pluralism Difficult to Make How to Move From a Position of Dualism or Relativism to One of Critical Pluralism
Why Interrogate Disciplinary Perspectives (or Practice Critical Pluralism) The Issues of Disciplinary Depth and Interdisciplinary Breadth Identifying Disciplines Relevant to the Problem Why Interdisciplinarians Interrogate Perspectives
No. 1: Perspective Taking Is a Key Feature of Interdisciplinarity That Is Necessitated by Complexity No. 2: Perspective Taking Is a Prerequisite for Turning Multidisciplinary Work Into Interdisciplinary Work No. 3: Perspective Taking Enables Us to See the Relevance of Other Perspectives No. 4: Perspective Taking Illumines Our Understanding of the Problem as a Whole No. 5: Perspective Taking Reduces the Possibility of Making Poor Decisions No. 6: Perspective Taking Exposes Strengths and Limitations of Disciplines
How Interdisciplinarians Interrogate Disciplinary Perspectives 1. What Is the Discipline’s Perspective on This Particular Subject? 2. How Does Each Perspective Illumine Our Understanding of the Subject as a Whole? 3. What Are the Strengths and Limitations of Each Perspective?
Critical Thinking Scenario Critical Thinking Questions Applications and Exercises
8. Thinking Critically About Disciplinary Insights
Chapter 8 Objective ▶ Chapter 8 Learning Outcomes Critical Thinking Attitudes
Awareness of the Limitations of Expertise Self-Awareness Intellectual Courage Respect for Different Viewpoints
Categories of Statements No. 1: What Are the Author’s Conclusions? No. 2: What Are the Supporting Arguments? No. 3: What Assumptions Does the Author Make (and Are These Justified)? No. 4: What Evidence Does the Author Marshal? Other Types of Statements You Will Encounter Summary of This Discussion
Critically Analyzing Disciplinary Insights A Distinctive Approach to Critically Analyzing Disciplinary Insights How to Find What You Need in Disciplinary Insights
Clarity Depth and Breadth Logic
Examples of Applying an Interdisciplinary Approach to Critically Analyzing Disciplinary Insights
Example 1: An Analysis of Crime by an Economist Example 2: A Newspaper Article on Global Warming Example 3: An Article by a Literary Theorist on a Nineteenth- Century Latin American Novelist
Mapping Interdisciplinary Connections Returning to Example 1: An Analysis of Crime What Mapping the Scholarly Enterprise Reveals
Critical Thinking Questions Applications and Exercises
9. Thinking Critically About Integration and Its Results ▶ Chapter 9 Objectives ▶ Chapter 9 Learning Outcomes Approaches to Interdisciplinary Integration
Integrative Approach 1: Contextualization History as Integrative Context Metaphysics as Integrative Context Epistemology as Integrative Context Example of a Contextual Integration Strengths and Limitations of Approaches to Contextual
Integration Integrative Approach 2: Conceptualization
Strengths and Limitations of the Conceptual Approach to Integration
Integrative Approach 3: Problem Centering Strengths and Limitations of the Problem-Centering Approach
The Broad Model Approach to Integration Examples of How the Broad Model Integrates
Working With Assumptions Working With Concepts
“Partial” and “Full” Integration Strategies for Integration The Result of Integration
A More Comprehensive Understanding Core Premises That Underlie the Concept
Reflecting on What Was Achieved Critical Thinking Scenario Critical Thinking Questions Applications and Exercises
PART III: INTERDISCIPLINARY RESEARCH AND WRITING 10. An Interdisciplinary Research “Road Map”
▶ Chapter 10 Objectives ▶ Chapter 10 Learning Outcomes The Power and Usefulness of Research Disciplinary and Interdisciplinary Approaches to Research The Broad Model of the Interdisciplinary Research Process STEP 1: Define the Problem or State the Research Question
What Is a Good Research Question? How Do You Develop a Good Research Question?
The Research Question Identifies the Focus of the Study The Research Question the Scope of the Study The Research Question Three Tendencies The Research Question the “So What?” Question The Broad Model Rubric Applied to STEP 1
STEP 2: Justify Using an Interdisciplinary Approach Commonly Used Justifications
The Problem or Research Question Is Complex Important Insights Into the Problem Are Offered by Two or More Disciplines No Single Discipline Has Been Able to Address the Problem Comprehensively The Problem Is an Unresolved Issue or Unmet Societal Need
The Broad Model Rubric Applied to STEP 2 Evaluating Practitioner and Student Justifications
Critical Thinking Questions Applications and Exercises Peer Evaluation Activity
11. Identifying Relevant Disciplines and Gathering Information About the Problem
▶ Chapter 11 Objectives ▶ Chapter 11 Learning Outcomes STEP 3: Identify Relevant Disciplines
Action No. 1: Connect the Problem as a Whole to Phenomena Typically Studied by Disciplines and Interdisciplinary Fields
Problem/Research Question No. 1: What is the cause of teen apathy toward learning? Problem/Research Question No. 2: Should natural gas replace coal as a fuel source for electricity production? Problem/Research Question No. 3: What is the meaning of the growing popularity of action super heroes in media?
Action No. 2: “Decompose” the Problem Action No. 3: Externalize the Problem Action No. 4: Reflect on the Problem “Rules of Thumb” to Help You Perform STEP 3
STEP 4: Conduct a Literature Search Remember that Different Disciplines Employ Terminology Differently
Categorize Publications According to Their Disciplinary Source Focus on Quality Rather Than Quantity Develop a Data Management System
The Broad Model Rubric Applied to STEPS 3 and 4 Examples Analysis of Examples
Critical Thinking Questions Critical Thinking Scenario Peer Evaluation and Edit Activity
12. Analyzing Insights and Reflecting on Process ▶ Chapter 12 Objectives ▶ Chapter 12 Learning Outcomes STEP 5: Critically Analyze the Disciplinary Insights Into the Problem
Strategies for Critically Analyzing Disciplinary Insights Strategy No. 1: Identify the Key Elements of Each Insight Strategy No. 2: Organize This Information Strategy No. 3: Critically Analyze This Information
The Broad Model Rubric Applied to STEP 5Part 1 and Part 2 should be included in the same document, which you will submit to the Stakeholder Interview and Reflection Dropbox.