mustafa degerli - 2016 - collaboration - annotated bibliography

DESIGN MANAGEMENT

Mustafa Değerli

2016

Mustafa Değerli – Annotated Bibliography / Design Management Page 1 of 13

Table of Contents

Title of My Promised Research ..................................................................................................................... 2

List of Annotated Bibliography (AB) for My Promised Research .................................................................. 3

AB#1 .............................................................................................................................................................. 4

AB#2 .............................................................................................................................................................. 5

AB#3 .............................................................................................................................................................. 6

AB#4 .............................................................................................................................................................. 7

AB#5 .............................................................................................................................................................. 8

AB#6 .............................................................................................................................................................. 9

AB#7 ............................................................................................................................................................ 10

AB#8 ............................................................................................................................................................ 11

AB#9 ............................................................................................................................................................ 12

AB#10 .......................................................................................................................................................... 13


Title of My Promised Research

A Study on Improving Collaborations of Electrical & Electronics Engineers and Computer

Engineers in Systems Projects


List of Annotated Bibliography (AB) for My Promised Research

Careau, E., Vincent, C., & Swaine, B. R. (2014). Observed interprofessional collaboration

(OPIC) during interdisciplinary team meetings: Development and validation of a tool

in a rehabilitation setting. Journal of Research in Interprofessional Practice and

Education, 4(1), 1-19.

Emmitt, S. & Ruikar, K. (2013). Collaborative design management. New York: Routledge,

Taylor & Francis Group.

Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of

Interprofessional Care, 19(1), 188-196.

Kim, K. (2013). Developing guidelines for collaborative spaces supporting

interdisciplinary engineering design teams (Unpublished doctoral dissertation).

Virginia Polytechnic Institute and State University, Blacksburg, VA.

Klein, J. T. (2005). Interdisciplinary teamwork: The dynamics of collaboration and

integration. In S. J. Derry, C. D. Schunn, & M. A. Gernsbacher (Eds.),

Interdisciplinary collaboration: An emerging cognitive science (pp. 23–50).

Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten

principles of good interdisciplinary team work. Human Resources for Health, 11(19),

1-11.

Schultz, R. & Johnson, A. (2005, June), Practicing real world design, teamwork, and

communications through multidisciplinary systems engineering projects. American

Society for Engineering Education. Paper presented at 2005 American Society for

Engineering Education Annual Conference, Portland, Oregon.

Shelby, K. R. (2014). Systems engineering knowledge asset (SEKA) management for

higher performing engineering teams: People, process and technology toward

effective knowledge-workers (Doctoral dissertation). Retrieved from ProQuest LLC.

(UMI 3611730).

Youngwerth, J. & Twaddle, M. (2011). Cultures of interdisciplinary teams: How to foster

good dynamics. Journal of Palliative Medicine, 14(5), 650-654.

Zhu, H. & Meuth, R. J. (2015, June), Assessment of communication, teamwork, and

engineering motivation in inter-disciplinary projects implemented in an introduction

to engineering course. American Society for Engineering Education. Paper presented

at 2015 American Society for Engineering Education Annual Conference, Seattle,

WA.


AB#1

Careau, E., Vincent, C., & Swaine, B. R. (2014). Observed interprofessional collaboration

(OPIC) during interdisciplinary team meetings: Development and validation of a tool

in a rehabilitation setting. Journal of Research in Interprofessional Practice and

Education, 4(1), 1-19.

This paper gives details about an observation based tool to evaluate interprofessional

collaboration interactional factors arising during interdisciplinary team meetings and

examination of the first validation of the tool in a rehabilitation setting. The items were

developed and pre-tested iteratively by construct experts and non-experts. Interrater

reliability was determined between two observers, subsequent to the analysis of 30 video

recordings of meetings in two rehabilitation centers involving a total of 152 participants.

As a result of the research explained in the subject paper, an observation grid consisting of

20 items that can be answered on a three-point scale and demonstrating satisfactory

interrater reliability was developed. The paper provides a tool which is composed of 20

items; two phases: building a common vision of the situation and development of a

common action plan; and ten dimensions: purpose of the meeting, team composition,

expertise affirmation and recognition, attainment of consensus, person-centered practice,

communication, respectful attitude, facilitation/mediation, shared decision-making, and

adoption of a common action plan. The paper concludes with that the tool designed for

evaluating interprofessional collaboration interactional factors during interdisciplinary

meetings based on team performance.

I am to utilize the drawings of this paper for the context of meetings done in design phases

of systems projects where electrical & electronics engineers and computer engineers

participate in to collaborate. I am to hypothesize and test some of these points to

characterize the effective collaborations of electrical & electronics engineers and computer

engineers in the scope of design phases of systems projects.


AB#2

Emmitt, S. & Ruikar, K. (2013). Collaborative design management. New York: Routledge,

Taylor & Francis Group.

Part 8 of this book comprehensively explains the crucial components for collaborative

working strategies. The book’s pertinent part names these schemes as management, people,

process, and technology. For each of these domains, the part of the book clarifies the

importance of these at an all-purpose perspective, and gives impartially adequate amounts

of literature justifications for each domain. To be exact, the part of the book finally

highlights that management, people, process, and technology are the vigorous dimensions

to manage and exploit on the way to ensure and enhance collaborative design management

in general sense.

This is a quite broad and generic reference for my subject work, yet the main rulers (i.e.,

management, people, process, and technology) listed and expanded in the related part of

the book are going to be ordinarily valuable for my work. I consider that collaborations of

electrical & electronics engineers and computer engineers in design phases of systems

projects are also conceivably influenced by these four essentials. I am to utilize this part of

the book to form my hypotheses and prepare my questionnaire for data collection.

Additionally, I will compare the results of my work with the general clauses and comments

made in the related part of this book.


AB#3

Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of

Interprofessional Care, 19(1), 188-196.

In this article, it is stressed that educational experiences and the socialization process taking

place throughout the training of professionals customarily underpin the common values,

problem solving methodologies, and guff of each profession. Namely, it is noted that

knowledge and culture of each professional groups are formed and sustained either

intentionally or unintentionally in training and education processes. For sure, these so

called professional cultures sometimes add to the challenges of effective interprofessional

teamwork. This article lists the collaborative skills which are crucial aimed at effective

teamwork as cooperation, assertiveness, responsibility, communication, autonomy, and

coordination. Accordingly, this article suggests an understanding with respect to

educational, systemic and personal barriers hindering interprofessional practice. The article

discusses values, educational systems, challenges and opportunities in the subject context.

The article concentrates mostly on the professional culture shaping and driving these

settings. In the subject article, a number of hypotheses are proposed for the context of

development of methodologies to advance the concept and practice of interprofessional

teamwork.

Even though this paper is from health and care domain, I think that its results and drawings

may also be applicable for systems projects engineering design domain. To me, the

drawings are quite generic and can possible be applicable for the context of my research as

collaborations of electrical & electronics engineers and computer engineers and

interprofessional teamwork are highly related and can be treated in the similar contexts.

Specifically, I expect that electrical & electronics engineers and computer engineers are

fairly different professional cultures which has to be seriously taken into account to

improve collaborations of these people. I am to consider the professional cultures as a

separate construct while preparing and drafting my research.


AB#4

Kim, K. (2013). Developing guidelines for collaborative spaces supporting

interdisciplinary engineering design teams (Unpublished doctoral dissertation).

Virginia Polytechnic Institute and State University, Blacksburg, VA.

This dissertation examines the effect of physical environment on the effectiveness of

interdisciplinary engineering design teams; explores the impact of interaction strategy

design support on the effectiveness of interdisciplinary engineering design teams; and

constructs behavioral indicators of successful interdisciplinary teamwork. Related study is

conducted in two phases, namely field based pilot study and laboratory based experimental

study. In the subject study, physical room condition (Kiva vs. conference room) and

interaction strategy design support (present vs. absent) are used as independent variables;

and the dependent variables were categorized as team process and output that measured

team effectiveness. As a result, this dissertation’s results designate that the benefits of

having a novel, flexible team design space are only effective when they are combined with

a strategy that allows workers to entirely utilize the features of the space.

In my study, I am also to have a look at the effect of space for collaborations of electrical

& electronics engineers and computer engineers in the scope of design phases of systems

projects. I guess that this possibly will be more central for electrical & electronics engineers

as they need extra and distinctive space for the design. Though, I predict both electronics

engineers and computer engineers may perhaps evaluate the space as a vital factor. I am to

benefit from the approach and drawings of the subject dissertation for my work.


AB#5

Klein, J. T. (2005). Interdisciplinary teamwork: The dynamics of collaboration and

integration. In S. J. Derry, C. D. Schunn, & M. A. Gernsbacher (Eds.),

Interdisciplinary collaboration: An emerging cognitive science (pp. 23–50).

Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

This chapter explores the landscape of interdisciplinary teamwork and examines certain

practices in science, industry, and government with a special focus on cases of developing

countries. The chapter endows with basic definitions and backgrounds on both of the

concepts of interdisciplinarity and teamwork. The chapter gives details with respect to

historical and organizational contexts, complexity of interdisciplinary teamwork, problems

in interdisciplinary teamwork, enabling integration, tools and skills, and models of

integration. The chapter firmly concludes that the salient dynamics of interdisciplinary

teamwork are typically governed by organizational structure, tasks and activities,

leadership, team dynamics, problems, enabling factors, and tools, skills, and models. In the

chapter, each of these ruling factors on interdisciplinary teamwork are examined and

elaborated in detail.

This chapter will be reasonably advantageous for my research. As I am to study to

determine principal stimulating factors and thereby provide suggestions on improving

collaborations of electrical & electronics engineers and computer engineers in design

phases of systems projects, I will mostly benefit from the elaborated dynamics of

interdisciplinary teamwork, such as organizational structure, tasks and activities,

leadership, team dynamics, problems, enabling factors, and tools, skills, and models.

Furthermore, I am to take advantage of basic definitions and backgrounds provided in the

chapter to richen the introductory parts of my paper.


AB#6

Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten

principles of good interdisciplinary team work. Human Resources for Health, 11(19),

1-11.

Based on a published systematic review of the pertinent literature on interdisciplinary team

work and the insights of 253 people from 11 teams in the UK, this article tries to identify

the characteristics of a good interdisciplinary team. In the paper, data sources are combined

using qualitative content analysis to attain an outline pinpointing features and suggests ten

competencies meant for effective interdisciplinary team work. The results of the paper

claim that there can be ten features reinforcing effective interdisciplinary team work and

these are: positive leadership and management attributes; communication strategies and

structures; personal rewards, training and development; appropriate resources and

procedures; appropriate skill mix; supportive team climate; individual characteristics that

support interdisciplinary team work; clarity of vision; quality and outcomes of care; and

respecting and understanding roles. The paper describes characteristics of a good

interdisciplinary team with themes, descriptions for each theme, and competency

statements.

This article is to be helpful for my study as it generically lists and elaborates the ten

characteristics of a good interdisciplinary team. As I am to characterize expected conditions

to improve collaborations of electrical & electronics engineers and computer engineers in

the scope of design phases of systems projects, I am to use these ten features while

developing my instrument; and supporting and discussing my drawings.


AB#7

Schultz, R. & Johnson, A. (2005, June), Practicing real world design, teamwork, and

communications through multidisciplinary systems engineering projects. American

Society for Engineering Education. Paper presented at 2005 American Society for

Engineering Education Annual Conference, Portland, Oregon.

This conference paper gives some information on the subject of collaborations in the

University of North Dakota’s famous aerospace program which provides the students with

numerous experiential learning opportunities that fulfill design, multidisciplinary

teamwork, and communication skill outcomes. The paper firmly designates the large-scale

systems engineering projects at the University of North Dakota. In the paper, seven brief

case studies are provided with an examination of their sustainability and scalability. The

paper additionally reviews the paybacks and the defies related with stimulating practice-

oriented systems engineering projects to help students learn real world design, teamwork,

and communications. The paper continues with that the program’s main contribution is that

the students must learn to communicate well in order to be successful on a large team.

Additionally, the paper suggest that students involved in the program who practice at

designing complex electrical subsystems must also understand the importance of the

integration and test process while building larger systems containing electrical,

mechanical, and software components. The paper concludes that from a real world outlook,

projects conducted in the program provide comparable technical tasks, team environment,

personality conflicts, and ever-changing workforce like in industry.

I am to benefit from this paper to hypothesize that whether graduate and undergraduate

programs have a duty to involve practice-oriented systems engineering projects in their

curriculums to let students learn hurly-burly design, teamwork, and communications. More

unambiguously, in my questionnaire and interviews, I am to ask this issue to the

participants to know their perception about involving practice-oriented systems

engineering projects in graduate or undergraduate curriculums will improve something or

not. Explicitly, I am to get participants view about involving systems projects which have

condensed amount of software and hardware, and integrations of these in the graduate and

undergraduate programs.


AB#8

Shelby, K. R. (2014). Systems engineering knowledge asset (SEKA) management for

higher performing engineering teams: People, process and technology toward

effective knowledge-workers (Doctoral dissertation). Retrieved from ProQuest LLC.

(UMI 3611730).

This dissertation studies the surrounding people, process and technology dimensions for

higher performing engineering teams to improve communication, learning and common

knowledge collaboration. The research examines an exclusive information technology

based systems engineering knowledge asset (SEKA) management mechanism. The

selected mechanism integrates multiple techniques for improved collaboration efficacy.

The research methodology applied in the subject research was a modified true experiment

with dual-posttest only, using an A and B group for comparative controls. The subject

research’s findings reflect that SEKA represented in 3-way multiple informational

representations required of referent knowledge constructs improves systems engineering

teams’ consumption of a common knowledge base.

This research’s findings are to be of assistance for my research as I am to hypothesize the

knowledge management’s weight on improving communication, learning and common

knowledge collaborations of electrical & electronics engineers and computer engineers in

the scope of design phases of systems projects. I am to benefit from this dissertation during

both instrument development and discussion of my results.


AB#9

Youngwerth, J. & Twaddle, M. (2011). Cultures of interdisciplinary teams: How to foster

good dynamics. Journal of Palliative Medicine, 14(5), 650-654.

In this article, the concept of teamwork and interdisciplinary teams are basically pointed

out. The article gives details about benefits of the interdisciplinary approach and what

makes an interdisciplinary team work sound. In the article, specifically, it is noted that real

team in effect is reliant on communication, interpersonal relations, team composition, and

structure, and organizational factors. Additionally, in the article, barriers and challenges to

effective interdisciplinary team operations are elaborated. Barriers/challenges are listed as

communication breakdown, hierarchical structures, muddied roles of team members, and

systems issues. The article finally notes that communication and collaboration are

identified as exceedingly and mostly critical to the effective functioning of interdisciplinary

teams. Besides, the article concludes that establishing clear goals and roles, mutual respect

and trust among team members, team structure, and organizational support are to aid a team

towards working most effectually.

This paper will be of assistance for my research as it distils the benefits of the

interdisciplinary approach and what makes an interdisciplinary team work well.

Specifically, for the context of my research I am to take into account the issues of

communication breakdown, hierarchical structures, fuzzy roles of team members, and

systems issues for electrical & electronics engineers and computer engineers in the scope

of design phases of systems projects. I am to utilize this article both for instrument

development and general discussion of my research.


AB#10

Zhu, H. & Meuth, R. J. (2015, June), Assessment of communication, teamwork, and

engineering motivation in inter-disciplinary projects implemented in an introduction

to engineering course. American Society for Engineering Education. Paper presented

at 2015 American Society for Engineering Education Annual Conference, Seattle,

WA.

This conference paper basically discusses the integration of inter-disciplinary teamwork

into a course, the Introduction to Engineering course, at the Arizona State University.

Explicitly, the implementation of a large practical hands-on design project is discussed in

the text. In the subject paper, measurements of the impact of experience on learners’

knowledge and self-efficacy of the engineering design process, their technical

communication skills, and teamwork are provided. In the context of the subject research,

engineering design self-efficacy was administered before the start of the hands-on design

project and again at the end of the semester after the completion of the design project to

over 80 students in both sections of the course. In the paper, it is claimed that pre- and post-

project results recommend that the interdisciplinary project had a positive impact on the

measured outcomes. Moreover, it also has changed students’ perception of the importance

of various skills in engineering and their expectations of engineering in action in the real

world to a greater extent.

To me, this paper highlights and confirms the view that schools should be laboratories for

real life. That is to say, as students are to be required to work mostly in interdisciplinary

teams in real professional life, they should be equipped with the skills and knowledge for

this context during their education/training period. In my research, I am to hypothesize this

point and to confirm or reject this view based on the views of the participants. Based on

the results, I am to defend my views with the ones provided in this paper. Hence, this paper

will be of assistance for my work.

mustafa degerli - 2016 - collaboration - annotated bibliography

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