Connective knowledge: what we need to know about other fields to ‘envision’ cross-disciplinary collaboration

摘要: This paper centralises the question of what academics in higher education settings need to know about other fields stimulate cross-disciplinary collaborative work. The concept ‘knowledge’, while recognised as important within studies, has failed be properly problematized. Little attention been paid knowledge actors should possess, purposes that might serve and few pause consider collaboration itself, an inherent source situated learning. result is recommendations researchers ‘know’ cannot operationalised practice. Highlighting a distinction between ‘Of-Knowledge’, entailing a detailed understanding field, ‘About-Knowledge’, rudimentary form fields, we explore two key points life-cycle evaluate needs, purposes, limits possibilities knowing. Noting learning long process, for which no pre-packaged ‘knowledge’ emerges address kinds cognitive deficits typically identify, argue itself provides non-substitutable venue In contrast, focusing on point ‘envisioning’ where specialisms are ‘scoped out’ horizons ‘mapped’, efforts placed enhancing researchers’ connective extends basic prior constructing projects. Critical aspirations futures research, importance fostering global, national, regional local collaboration, highlight how little can go way.