Interdisciplinary research: process and theory
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Thousand Oaks, Calif. [u.a.]
Sage
2012
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| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XXXIII, 509 S. Ill., graph. Darst. 26 cm |
| ISBN: | 9781412988773 1412988772 |
Staff View
MARC
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| 245 | 1 | 0 | |a Interdisciplinary research |b process and theory |c Allen F. Repko |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Thousand Oaks, Calif. [u.a.] |b Sage |c 2012 | |
| 300 | |a XXXIII, 509 S. |b Ill., graph. Darst. |c 26 cm | ||
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Record in the Search Index
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|---|---|
| adam_text | Brief Contents___________________________________________________
Preface xxi
Acknowledgments xxxii
About the Author xxxiii
PART I: About Interdisciplinary Studies 1
1. Defining Interdisciplinary Studies 3
2. Mapping the Drivers of Interdisciplinarity 32
PART II: Drawing on Disciplinary Insights 67
3. Beginning the Research Process 69
4. Introducing the Disciplines 93
5. Identifying Relevant Disciplines 143
6. Conducting the Literature Search 167
7. Developing Adequacy in Relevant Disciplines 193
8. Analyzing the Problem and Evaluating Insights 225
PART III: Integrating Insights 259
9. Understanding Integration 261
10. Identifying Conflicts Between Insights 293
11. Creating Common Ground Between Concepts 321
12. Creating Common Ground Between Theories 355
13. Constructing a More Comprehensive Understanding or Theory 382
14. Reflecting on, Testing, and Communicating the Understanding 409
Conclusion 439
Appendix 445
Glossary of Key Terms 459
References 476
Author Index 496
Subject Index 500
Detailed Contents __________________________________________________
Preface xx*
Acknowledgments xxxn
About the Author xxxiii
PART I: About Interdisciplinary Studies 1
1. Defining Interdisciplinary Studies 3
Chapter Preview 3
The Meaning of Interdisciplinary Studies 3
Two Conceptions of Interdisciplinary Studies 3
The “Discipline” Part of Interdisciplinary Studies 4
Categories of Traditional Disciplines 5
The Fine and Performing Arts 5
The Applied and Professional Fields 5
The Emergence of Inter disciplines 6
Evolving Constructs 6
The “Inter” Part of Interdisciplinary Studies 7
“Inter” Refers to Contested Space 7
“Inter” Refers to the Action Taken on Insights 7
“Inter” Refers to the Result of Integration 7
Aspects of the Prefix “Inter” Summarized 8
The “Studies” Part of Interdisciplinary Studies 8
Why Traditional Disciplines Are Not
Referred to as “Studies” 8
Why “Studies” Is an Integral Part
of Interdisciplinary Studies 9
The Differences Between the Disciplines
and Interdisciplinary Studies 9
Why “Studies” Is Plural 11
A Definition of Interdisciplinary Studies 12
Reasons for Agreeing on a Definition of
Interdisciplinary Studies 12
Authoritative Definitions of Interdisciplinary Studies 14
An Integrated Definition of Interdisciplinary Studies 15
What Interdisciplinary Studies Is Not 16
Interdisciplinary Studies Is Not
Multidisciplinary Studies 16
Two Metaphors 17
The Fable of the Elephant House 17
Interdisciplinary Studies Is Not
Transdisciplinary Studies 20
The Differences Between Multidisciplinarity,
Interdisciplinarity, and Transdisciplinarity
Summarized 20
The Premise of Interdisciplinary Studies 21
Competing Impulses Behind the
Term Interdisciplinarity 21
How the Term Interdisciplinarity Is Variably Used Today 22
Forms of Interdisciplinarity 22
Interdisciplinarity Is Used to Describe Work 23
The Work of Integrating Knowledge 23
The Work of Recognizing and
Confronting Differences 24
Interdisciplinarity Is Used to Describe
a Research Process 24
Interdisciplinarity Is Used to Describe the
Kind of Knowledge Produced 25
Interdisciplinarity Is Used to Describe
Change in Knowledge Production 25
Metaphors Commonly Used for Interdisciplinary Work 25
The Metaphor of Boundary Crossing 26
The Metaphor of Bridge Building 27
The Metaphor of Mapping 27
The Metaphor of Bilingualism 28
Reflections on These Metaphors 28
Chapter Summary 29
Notes 29
Exercises 30
2. Mapping the Drivers of Interdisciplinarity 32
Chapter Preview 32
The Primary Drivers of Interdisciplinary
Research and Education 33
The Inherent Complexity of Nature and Society 33
The Desire to Explore Problems and Questions
That are Not Confined to a Single Discipline 35
The Need to Solve Social Problems 37
The Need to Produce Revolutionary
Insights and Generative Technologies 38
The Interdisciplinary Critique of the Disciplines 41
Specialization Can Blind Us to the Broader Context 42
Specialization Tends to Produce Tunnel Vision 42
Disciplinarians Sometimes Fail to Appreciate Other
Disciplinary Perspectives 43
Some Worthwhile Topics Fall in the Gaps Between
Disciplines 43
Creative Breakthroughs Often Require
Interdisciplinary Knowledge 43
The Disciplines Are Often Unable to
Address Complex Problems Comprehensively 44
The Disciplines Are Products of a Bygone Age 44
The Formation of the Disciplines and the Origins of
Interdisciplinarity 45
The Origins of the University and the Disciplines 46
The Impact of the Enlightenment and Scientific
Revolution on the Disciplines 46
The Consolidation of the Disciplines in the
Late Eighteenth and Early Nineteenth Centuries 47
The Professionalization of Knowledge in the Late
Nineteenth and Early Twentieth Centuries
and the Rise of the Modern Disciplines 47
The Emergence of Interdisciplinary Studies and
Interdisciplinarity 48
The General Education Movement 49
The Cold War Era and Interdisciplinarity 49
University Reforms in the 1960s and the
Emergence of Interdisciplinary Studies 50
Interdisciplinary Studies Becomes an
Academic Field 51
Assumptions of Interdisciplinarity 52
The Reality Beyond the Academy Requires
an Interdisciplinary Approach to Research
and Education 52
The Disciplines Are Foundational
to Interdisciplinarity 53
The Disciplines by Themselves Are Inadequate
to Address Complex Problems 53
Disciplinary Perspectives are Partial and Biased 55
Cognitive Abilities Fostered by Interdisciplinarity 56
Develop and Apply Perspective-Taking Techniques 56
Develop Structural Knowledge of Complex Problems 56
Create or Discover Common Ground Between
Conflicting Insights 56
Integrate Conflicting Insights From
Two or More Disciplines 57
Produce a Cognitive Advancement or More
Comprehensive Understanding of the Problem 57
Reflection on What Interdisciplinary Education Offers 58
Traits and Skills of Interdisciplinarians 58
Traits 58
Skills 61
Reflection on Traits and Skills
of Interdisciplinarians 63
Chapter Summary 63
Notes 64
Exercises 65
PART II: Drawing on Disciplinary Insights 67
3. Beginning the Research Process 69
Chapter Preview 69
What the Interdisciplinary Research Process Is 69
A Process of Decision Making 69
A Decision-Making Process 70
A Decision-Making Process That Is Heuristic 70
A Decision-Making Process That Is Iterative 71
A Decision-Making Process That Is Reflexive 71
Two Additional Characteristics of the IRP 71
An Integrated Model of the IRP 73
The Benefits of a Map 73
Cautions Concerning These STEPS 74
STEP 1: Define the Problem or State the Research Question 76
Select a Problem or Pose a Question That Is
Complex and Requires Insights From
More Than One Discipline 76
Define the Scope of the Problem or Question 77
Avoid Three Tendencies That Run Counter to the IRP 78
Disciplinary Bias 78
Disciplinary Jargon 78
Personal Bias 79
Follow Three Guidelines for Stating the Problem
or Posing the Question 80
Examples of Statements of an Interdisciplinary
Problem or Question 81
Note to Readers 84
STEP 2: Justify Using an Interdisciplinary Approach 84
The Problem or Question Is Complex 85
Important Insights or Theories of the Problem
Are Offered by Two or More Disciplines 85
Note to Readers 86
No Single Discipline Has Been Able to Explain
the Problem Comprehensively or Resolve It 86
The Problem Is an Unresolved Societal
Need or Issue 86
Examples of Statements That Justify Using an
Interdisciplinary Approach 87
Chapter Summary 89
Notes 90
Exercises 91
4. Introducing the Disciplines 93
Chapter Preview 93
The Structure of Knowledge and Its Reflection in the
Organization of the Academy 93
Disciplines 94
Disciplinarity 94
Categories of Disciplines 94
The Concept of Disciplinary Perspective 96
Disciplinary Perspective 96
Misconceptions About the Term
Disciplinary Perspective 96
Other Problems With the Concept of Disciplinary
Perspective 99
The Concept of Disciplinary Perspective Clarified 100
A Definition of Disciplinary Perspective 101
Using Disciplinary Perspectives 102
The Defining Elements of a Discipline’s Perspective 105
Phenomena 105
Phenomena Classified 107
Note to Readers 111
Epistemology 111
The Nature and Limits of the Truth Claims
Made by Major Epistemological Approaches 112
Various Epistemologies 113
Epistomologies of Various
Theories and Schools
of Thought 117
Note to Readers 119
Assumptions 120
Basic Assumptions 120
Note to Readers 125
Concepts 2 6
Theory 126
Two Kinds of Theory 127
The Importance of Theory to
Interdisciplinary Work 127
Note to Readers 128
Method 128
The Importance of Disciplinary Methods to
Interdisciplinary Work 128
Various Methods 130
The Correlation Between Epistemologies
and Method 13 7
Note to Readers 137
Chapter Summary 138
Notes 139
Exercises 141
5. Identifying Relevant Disciplines 143
Chapter Preview 143
STEP 3: Identify Relevant Disciplines 143
Identify Potentially Relevant Disciplines 143
Identify Potentially Relevant Disciplines Before
Conducting the Full-Scale Literature Search 144
Identify Phenomena Typically of Interest
to Disciplines 145
Draw on Disciplinary Perspectives
in a General Sense 145
An Example of the Standard Way
to Proceed 145
Synthesis of the Perspectival and Classification
Approaches 147
Summary of How to Identify Disciplines Potentially
Relevant to the Problem 148
Map the Problem to Reveal Its Disciplinary Parts 149
The Research Map 149
The Concept or Principle Map 150
The Theory Map 152
Systems Thinking and the System Map 152
Benefits to Students of Using Systems
Thinking and the System Map 156
The Similarity of Systems Thinking to
Problem-Based and Inquiry-Based Learning 157
How Systems Thinking Promotes
Interdisciplinary Learning and Facilitates
the Research Process 158
Reducing the Number of Potentially Relevant
Disciplines to Those That Are Most Relevant 159
“Most” Relevant Defined 159
Three Questions to Ask to Distinguish Between
Potentially Relevant and Most
Relevant Disciplines 159
Applying These Questions to the Disciplines
Potentially Relevant to Various Topics 160
Note to Readers 163
Applying These Questions to the Problem
of Human Cloning 163
Chapter Summary 164
Notes 165
Exercises 166
6. Conducting the Literature Search 167
Chapter Preview 167
STEP 4: Conduct the Literature Search 167
Defining Literature Search 167
Reasons for Conducting the Literature Search 168
Special Challenges Confronting Interdisciplinarians 170
There Is Simply More Ground to Be Covered 170
Interdisciplinary Researchers Risk Being Seduced
by What Disciplinary Experts Say 170
Interdisciplinarians Must Place the Insights
and Theories of Each Relevant Discipline
Within the Context of Its Unique Perspective 171
The Methods of Library and Database
Cataloguing Disadvantage Interdisciplinary
Researchers 171
Conducting the Interdisciplinary Literature Search 172
The Initial Search 173
The Organization and Classification of
Books in Libraries 173
Direct Search ing 176
Search Strategies 179
Mistakes Commonly Made When Beginning
the Literature Search 182
The Full-Scale Literature Search 183
Note to Readers 184
Two Challenges of the Full-Scale
Literature Search 184
Building on the Connections Discovered
by Previous Scholars 188
Consulting Disciplinary Experts 188
Other Sources of Knowledge 189
Chapter Summary 190
Notes 191
Exercises 191
7. Developing Adequacy in Relevant Disciplines 193
Chapter Preview 393
STEP 5: Develop Adequacy in Each Relevant Discipline 193
Comprehending Enough About Each Discipline 193
How Much Knowledge Is Required From
Each Discipline? 194
An Undergraduate Example 194
A Solo Interdisciplinarian Example 194
Examples of the Need for Varying Degrees
of Adequacy 195
Note to Readers 196
Developing Adequacy in Relevant Disciplines
Involves Borrowing 196
What Kind of Knowledge Is Required From
Each Discipline? 197
Which Disciplinary Elements Are
Applicable to the Problem? 197
What Are the Characteristics of the Problem f 197
What Is the Goal of the Research Project? 198
Developing Adequacy in Theories 198
The Reason to Understand Theories 198
Concepts and How They Relate to Theory 199
How to Proceed 199
First, Identify Theories Within a
Single Discipline 199
Second, Identify Theories Within Each
of the Other Relevant Disciplines 202
When to Use a Deductive Approach
to Theory Selection 203
Developing Adequacy in Disciplinary Methods 204
Defining Disciplinary Method 204
Methods Used in the Natural Sciences, the
Social Sciences, and the Humanities 206
The Natural Sciences 206
The Social Sciences 206
The Humanities 206
The Interdisciplinary Position on Methods 207
Adequacy in Disciplines Must Include
Understanding Disciplinary
Research Methods 207
Adequacy in Disciplines Includes Knowing the
Interdisciplinary Position on the Quantitative
Versus Qualitative Methods Debate 208
Two Misconceptions About Qualitative Research 209
Theoretical Implications of Using
Qualitative Research Methods 209
How a Discipline’s Preferred Methods
Correlates to Its Preferred Theories 210
How to Select Methods 211
When Conducting Basic Research in
the Sciences 211
When Conducting Basic Research in
the Humanities 212
How the IRP Relates to the Disciplinary
Method(s) Used in Basic Research 215
The Concept of Triangulation in Research
Methodology 216
Deciding Which Disciplinary Methods to
Use in Conducting Basic Research 217
Providing In-Text Evidence of Disciplinary Adequacy 219
Chapter Summary 220
Notes 221
Exercises 223
8. Analyzing the Problem and Evaluating Insights 225
Chapter Preview 225
STEP 6: Analyze the Problem and Evaluate Each
Insight or Theory 225
Analyzing the Problem From Each Disciplinary
Perspective 225
How to Analyze a Problem From Each
Disciplinary Perspective 226
Examples of Analyzing Problems From
Disciplinary Perspectives 228
Reflections on Analyzing Problems
From Disciplinary Perspectives 232
The Problem of Personal Bias 233
Evaluating Insights 234
Disciplinary Perspective in General 234
The Theories Used in Generating Insights 239
Stating the Theory, Detecting Its Assumptions,
and Identifying Its Explanatory Strengths
and Limitations 239
Asking the “5 W” Questions to Evaluate the
Appropriateness of Each Theory to the Problem 241
The Data Used as Evidence for Insights 244
Examples of How Supportive Evidence
Reflects Disciplinary Perspective 246
Reflecting on These Examples 246
The Methods Employed 247
The Phenomena Embraced by Insights 251
Checklist for Evaluating Previous Research 255
Chapter Summary 255
Note 256
Exercises 256
PART III: Integrating Insights 259
9. Understanding Integration 261
Chapter Preview 261
What Integration Is 261
A Definition of Integration or Synthesis 262
The Controversy Concerning Integration 263
The Generalist Critique 264
Disciplinary Fragmentation 264
Epistemological Barriers 265
Conflicting Perspectives and Ideologies 265
A Variety of Possible Results 265
Preference for Theory Competition and
Alternative Integrations 266
The Integrationist Case 266
Theories Supportive of Integration
From Cognitive Psychology 267
The Development of New Models of the IRP
That Feature Techniques Demonstrated
to Achieve Integration 270
The Publication of Groundbreaking Integrative
Work on a Wide Range of Complex Problems 270
The Insistence on the Centrality of Integration by Leading
Interdisciplinary and Transdisciplinary Organizations 271
The Advantages of Integration 271
The Readily Available Tests for Selecting the Best
Comprehensive Understanding 272
The Goal of Full Integration 273
Conditions Necessary to Perform Integration 274
Overcoming Monodisciplinarity 274
Perspective Taking 274
Balancing Conflicting Views 276
Holistic Thinking 277
Triangulating Depth, Breadth, and Integration 278
Disciplinary Depth 278
Disciplinary Breadth 279
Interdisciplinary Integration 280
Cultivating Seven Qualities of Mind 280
The Model of Integration Used in This Book 281
What the Model Integrates 281
How the Model Integrates 281
Contextualization 282
Conceptualization 282
Problem Solving 284
Summary of How the Broad
Model Integrates 285
What the Result of Integration Looks Like 285
Integration Accommodates Epistemological
Differences 286
Integration Is New and More Comprehensive 287
Integration Is “Larger” Than the Sum of
Its Parts 288
The Defining Characteristics of the Result of
Integration Summarized 288
Three Fundamental Questions Raised by This
Discussion of the Broad Model 289
Chapter Summary 290
Notes 290
Exercises 291
10. Identifying Conflicts Between Insights 293
Chapter Preview 293
STEP 7: Identify Conflicts Between Insights
or Theories and Their Sources 293
The Importance of Identifying Conflicts Between Insights 293
Where Conflicting Insights Are Located 294
Conflicting Insights Produced by Authors
From the Same Discipline 294
Conflicting Insights Produced by Authors
From Different Disciplines 295
Why Insights Conflict 295
Concepts Embedded in Insights 297
Assumptions 298
Organizing Disciplinary Insights 300
Theories as Sources of Insights and Conflict Between Insights 300
Theories as Sources of Insights, Concepts,
and Assumptions 301
Theories as Sources of Insights 301
Theories as Sources of Concepts 302
Theories as Sources of Assumptions 302
Organizing Information About Theories 303
Theories From the Same Discipline Can
Be Sources of Conflict Between Insights 306
Theories From the Same Discipline Can
Be Sources of Conflicting Assumptions 309
Theories From Different Disciplines Can
Be Sources of Conflict Between Insights 313
A Note to Readers About Communicating Conflicts
and Their Sources 316
Chapter Summary 319
Exercises 320
11* Creating Common Ground Between Concepts 321
Chapter Preview 321
STEP 8: Create Common Ground
Between Concepts and Theories 321
The Theory of Common Ground as the Basis
for Collaborative Communication and
Interdisciplinary Integration 322
A Definition of Interdisciplinary Common Ground 322
Common Ground Is Necessary for Collaborative
Communication 323
Common Ground Requires Unconventional
Thinking 324
Common Ground Is Achieved Through the Use
of Language 326
Note to Readers 326
Common Ground Must Be Created Whenever
Concepts or Theories Conflict 327
Common Ground Is Created by Modifying Concepts
or Theories Directly or Through Their Assumptions 327
Creating Common Ground Is Integral to Preparing
Concepts and Theories for Integration 328
Creating Common Ground Requires Using Intuition 329
An Example of How Intuition Helps to Achieve
Common Ground 330
Creating Common Ground Plays Out Differently in
Contexts of Narrow Versus Wide Interdisciplinarity 331
Creating Common Ground Is the Interdisciplinarian’s
Responsibility 332
Modifying Concepts and Assumptions 332
How to Proceed 333
When to Seek Common Ground 333
Decide How Comprehensive the Study Will Be 333
Decide What Common Ground Will
Be Created From 334
A Best Practice When Working With
Concepts and Assumptions 335
Techniques Demonstrated for Modifying
Concepts and Assumptions 335
1. The Technique of Redefinition 336
2. The Technique of Extension 340
3. The Technique of Transformation 343
4. The Technique of Organization 346
The Value of These Techniques 347
Creating Common Ground When Assumed
Values and Rights Conflict 348
Arguments for the Validity of These Types 349
How to Know If Insights
Conflict Over Ethics 349
Creating Common Ground When Values
and Ethical Positions Conflict 350
Chapter Summary 352
Notes 352
Exercises 353
12 Creating Common Ground Between Theories 355
Chapter Preview
Disciplinary Theories 355
A Definition of Disciplinary Theory 356
When Working With Theories Is Necessary 356
The Relationship of Models, Variables, and Causal
Processes to Theories 357
Models 357
Variables and Relationships 358
Independent and Dependent Variables 358
Why a More Comprehensive Theory Includes
Variables From Other Relevant Theories 359
Theories May Contain Macro- and/or Micro-Level
Variables Affecting the Construction of a More
Comprehensive Theory 359
Variables and Causality 361
When Theories Differ Only Minimally and
Focus Instead on Process 361
Modifying a Set of Theories 364
Situation A: One or More Theories in the Set Have
a Broader Range of Applicability Than Do Others 364
Identify All Variables or Causal Factors
Addressed by Each Theory 364
Reduce These Variables to the Fewest Number
Possible by Categorizing Them Under a Few
Broad Headings 365
Determine How Many of These Categories
Are Included in Each Theory 366
If No Theory Encompasses All Categories,
Determine Which Theory Can Most
Readily Be Extended to Do So 366
Modify the Theory by Extending Its Range
of Applicability 368
Critiquing Theories 369
Situation B: None of the Theories in the Set Borrow
Elements From Other Disciplines 370
Modifying Concepts Embedded in Theories 371
Modifying Assumptions Underlying Theories 372
Modifying Concepts and Assumptions 377
Chapter Summary 379
Notes 380
Exercises 38Q
13. Constructing a More Comprehensive Understanding
or Theory
Chapter Preview 382
STEP 9: Construct a More Comprehensive Understanding 382
A Definition of More Comprehensive Understanding
and More Comprehensive Theory 382
Unpacking This Definition 383
The Process Involved 383
Constructing the More Comprehensive Understanding
From Modified Concepts 384
From the Humanities 384
From the Social Sciences 386
Constructing a More Comprehensive Theory From
a Modified Theory 387
Six Strategies to Achieve Causal or
Propositional Integration 388
Sequential or End-to-end Causal Integration 388
Horizontal or Side-by-Side Causal Integration 389
Multicausal Integration 390
Cross-level or Multilevel Causal Integration 395
Spatial and Analytical Integration 403
Chapter Summary 407
Notes 407
Exercises 408
14. Reflecting on, Testing, and Communicating
the Understanding 409
Chapter Preview 409
STEP 10: Reflect on, Test, and Communicate
the Understanding 409
Reflecting on the More Comprehensive Understanding
or Theory 409
Reflect on What Has Actually Been Learned
From the Project in an Overall Sense 410
Reflect on STEPS Omitted or Compressed 411
Reflect on One’s Own Biases 411
Interrogate One’s Own Biases 412
Check One’s Work for Biases 413
Reflect on One’s Adherence to
a Theoretical Approach 413
Reflect on One’s Limited Understanding
of the Relevant Disciplines, Theories,
and Methods 414
Testing the Quality of Interdisciplinary Work 414
Learning Outcomes Claimed for Interdisciplinarity 415
Cognitive Abilities Attributable to Interdisciplinary
Learning Drawn From Research on Cognition
and Instruction 415
Develop and Apply Perspective-Taking Techniques 416
Develop Structural Knowledge of Problems
Appropriate to Interdisciplinary Inquiry 416
Create Common Ground Between Conflicting
Disciplinary Insights 417
Integrate Conflicting Disciplinary Insights 417
Produce a Cognitive Advancement or
Interdisciplinary Understanding of a Problem 417
Four Core Premises That Underlie the
Concept of Cognitive Advancement 417
Testing or Assessing the More Comprehensive
Understanding 418
The Newell Test 419
The Tress et al. Test 419
The Szostak Test 421
The Boix Mansilla et ah Test 422
Integrating These Tests 424
Communicating the Results of Integration 425
A Metaphor 426
A Model 426
Examples of Models 427
A Narrative 429
Examples of Narratives 429
Note to Readers 431
A New Process to Achieve New Outcomes 431
Examples of New Processes 432
A New Product 433
A Critique of an Existing Policy and/or
a Proposed New Policy 433
Examples of Critiques 434
A New Question or Avenue of Scientific Inquiry 435
The Value of Communicating Back to Disciplines 435
Chapter Summary 436
Note 436
Exercises 437
Conclusion
Appendix
Glossary of Key Terms
References
Author Index
Subject Index
439
445
459
476
496
500
|
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| discipline | Allgemeines Psychologie |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV042440301 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T01:21:44Z |
| institution | BVB |
| isbn | 9781412988773 1412988772 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027875618 |
| oclc_num | 774398615 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-473 DE-BY-UBG |
| owner_facet | DE-19 DE-BY-UBM DE-473 DE-BY-UBG |
| physical | XXXIII, 509 S. Ill., graph. Darst. 26 cm |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Sage |
| record_format | marc |
| spelling | Repko, Allen F. Verfasser (DE-588)1143240324 aut Interdisciplinary research process and theory Allen F. Repko 2. ed. Thousand Oaks, Calif. [u.a.] Sage 2012 XXXIII, 509 S. Ill., graph. Darst. 26 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Interdisziplinäre Forschung (DE-588)4027274-6 gnd rswk-swf Interdisciplinary research Interdisziplinäre Forschung (DE-588)4027274-6 s 1\p DE-604 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027875618&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Repko, Allen F. Interdisciplinary research process and theory Interdisziplinäre Forschung (DE-588)4027274-6 gnd |
| subject_GND | (DE-588)4027274-6 |
| title | Interdisciplinary research process and theory |
| title_auth | Interdisciplinary research process and theory |
| title_exact_search | Interdisciplinary research process and theory |
| title_full | Interdisciplinary research process and theory Allen F. Repko |
| title_fullStr | Interdisciplinary research process and theory Allen F. Repko |
| title_full_unstemmed | Interdisciplinary research process and theory Allen F. Repko |
| title_short | Interdisciplinary research |
| title_sort | interdisciplinary research process and theory |
| title_sub | process and theory |
| topic | Interdisziplinäre Forschung (DE-588)4027274-6 gnd |
| topic_facet | Interdisziplinäre Forschung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027875618&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT repkoallenf interdisciplinaryresearchprocessandtheory |