Reward and Recognition Across the Spectrum: Attending to the Needs of Multiple Collaboration Stakeholders in the Professions and Learning
Lotrecchiano G, Falk-Krzesinksi HJ, O'Rourke M. Reward and Recognition Across the Spectrum: Attending to the Needs of Multiple Collaboration Stakeholders in the Professions and Learning. Oral presentation at 2017 SciTS Conference. Clearwater Beach, FL. Jun 13, 2017.
Problem. Proper recognition and reward for collaborative activities are critically important for learners and
professional scholars given the nature of academe. As collaborative principles and cross-disciplinary engagements
continue to gain importance in complex problem solving, concerns about recognition and reward structures at the
individual, team, and organizational levels require specific attention to ensure that individuals are appropriately
credited to support career advancement. Researchers are motivated by increased recognition and visibility
(Beaver, 2001; Beaver & Rosen, 1979), and personal recognition can increase the visibility of the work produced
through the multiple contacts and networks formed out of collaborations (Katz & Martin, 1997; Laberge, Albert,
& Hodges, 2009). Researchers anxious about receiving adequate recognition for their work may shy away from
interdisciplinary, collaborative work (Wray, 2006), and loss of identity and increased risk through collaboration are
dominant concerns (Fox & Faver, 1984; Georghiou, 1988; Hackett, 2005; Sonnenwald, 2007).
Historically, promotion and tenure practices and policies appear to support individual and disciplinary
achievements rather than interdisciplinary work, although there does appear to be a shift in recent years (FalkKrzesinski,
2013). Therefore, interdisciplinary research can be considered risky in terms of career progression
(Carayol & Thi, 2005; Coberly & Gray, 2010; Harris, Lyon, & Clarke, 2009; Horlick-Jones & Sime, 2004; Maglaughlin
& Sonnenwald, 2005; Rhoten & Parker, 2004; Zucker, 2012). Academic rank and status can negatively affect the
allocation of recognition in interdisciplinary and collaborative projects, and much of the literature suggests that
this risk is especially true for early career researchers, who must often delay collaborative work until tenure has been achieved (Boden, Borrego, & Newswander, 2011; Carayol & Thi, 2005; Maglaughlin & Sonnenwald, 2005;
Younglove-Webb, Gray, Abdalla, & Thurow, 1999).
For students, participating in scientific collaborations is a sign of recognition and acceptance by the greater
scientific community (Hara, Solomon, Kim, & Sonnenwald, 2003). However, the skills required to achieve this are
often acquired post-training as early career professionals engage with more senior scholars. There remains lack
of attention to two important considerations: (a) the recognition and reward structures required in educational
settings to promote collaboration, and (b) how best to evaluate individual mastery while simultaneously
encouraging robust collaborative practices.
Method. The panel discussion will explore three main areas of concern for recognition and reward of collaborative
research and scholarly efforts: Learning strategies that reward collaborative and cross-disciplinary engagement
(Dr. O’Rourke), motivations that drive stakeholders to collaborate (Dr. Lotrecchiano), and structures and policies
that encourage and recognize collaboration (Dr. Falk-Krzesinski). Participants will be introduced to emerging
thought in these areas and be engaged in discussion around specific concerns and strategies that can be
employed in their professional environments.
SciTS Advancement. As collaboration priorities become more commonplace amongst professionals as a means to
accomplishing greater cross-disciplinary integration and complex problem-solving, structures and policies that
define how this is accomplished remain disparate and often not clearly defined. By taking a multilayer approach
that targets learner, professional, and organizational dynamics, this cross-topical conversation can advance
the way that team scientists consider the relationship between developing collaborative skills, maintaining
collaborative engagement, and advocating for appropriate infrastructures and policies that further recognition
and reward on each level of engagement.
Type of Publication:
scits 2017 conference, presentation, collaboration stakeholders
Addresses these goal(s):
- Learn about the field of team science: history, theory and concepts
- Conduct research on/evaluate team science
Resource created by Jane Hwang on 10/3/2017 11:59:50 AM.