Overcoming Obstacles to Interdisciplinary Research

By L. Campbell. 2005

325 citations recorded by the source corpus.

Subfields: Ecological Modeling, Ecology, Nature and Landscape Conservation

View Paper: https://www.semanticscholar.org/paper/c5f751c4c9757dab05334446d2183b57752fb2f2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Ecological Modeling

1. Richard M. Cowling
2. Deana D. Pennington
3. M. McGeoch
4. Mathieu Rouget
5. A. Knight
6. A. Balmford
7. D. Richardson
8. Wilfried Thuiller

In Ecology

1. Richard M. Cowling
2. A. Balmford
3. Mathieu Rouget
4. Karen J. Esler
5. Deana D. Pennington
6. M. McGeoch
7. Atte Moilanen
8. Aija S. Kukkala

In Nature and Landscape Conservation

1. Mathieu Rouget
2. Richard M. Cowling
3. A. Balmford
4. A. Knight
5. M. McGeoch
6. Karen J. Esler
7. Deana D. Pennington
8. D. Richardson

Citations in the corpus

• Knowing But Not Doing: Selecting Priority Conservation Areas and the Research–Implementation Gap (2008, background): “Although the science of conservation assessment alone will only ever be able to solve a small proportion of conservation problems (Schön 1983; Cowling et al. 2004), it is, however, an important component of broader conservation planning processes that deliver effective conservation action.”
• An operational model for mainstreaming ecosystem services for implementation (2008, background): “Because of different value systems, research traditions, and mental models, this process can be difficult (38, 39, 56); it requires excellent facilitation and leadership.”
• How wide is the “knowing-doing” gap in invasion biology? (2010, background): “non-action towards invasive species’’ (Larson 2007); and, because of the socioecological complexity of conservation related problems and the way in which knowledge has traditionally been compartmentalized into disciplines, the lack of interdisciplinarity (Campbell 2005) and even transdisciplinarity ”
• Facilitating Innovation in Diverse Science Teams Through Integrative Capacity (2012, background): “Failure to understand these fundamental differences between members of science teams can foster subgroups that can be divisive and hinder progress towards identifying a common superordinate goal (Campbell, 2005; Jakobsen, Hels, & McLaughlin, 2004).”
• Cross-Disciplinary Collaboration and Learning (2008, methodology): “…by employing methodologies that consider the structure of knowledge in cooperating disciplines, such as disciplinary history, epistemology, framing differences, and scales of application (Benda et al. 2002, Bammer 2005, Boulton et al. 2005, Campbell 2005, Newell et al. 2005, Dewulf et al. 2007).”