Abstract

This article, based on interviews with eighteen active collaborators in the field of higher education, provides two perspectives to enhance knowledge about the process and dynamics through which faculty collaborate to conduct research: (1) metaphors to describe faculty collaboration to conduct research; and (2) an emerging grounded theory, which is useful for understanding and analyzing faculty research collaboration. The article also suggests appropriate directions for further research on faculty collaboration.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 45-70
Launched on MUSE
2017-02-01
Open Access
No
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