Interprofessional working & Interprofessional working & learning: sharing objects, learning: sharing objects,

practices & reasonspractices & reasons

Institute of Education, University of Institute of Education, University of LondonLondon

Dr David GuileDr David Guile

,

AimAimTo:To:

identify why interprofessional working & identify why interprofessional working & learning has become a topic of interestlearning has become a topic of interestoffer CHAT conception of interprofessional offer CHAT conception of interprofessional working working identify the implications of interprofessional identify the implications of interprofessional working for education & workplacesworking for education & workplaces

Emergence of interprofessional working Emergence of interprofessional working & learning: perspective from social & learning: perspective from social

theorytheoryBauman (1987) unravelling of modernity has:Bauman (1987) unravelling of modernity has:

undermined epistemological certainty associated with undermined epistemological certainty associated with sciencescience

As a consequenceAs a consequenceundermined the foundations of professionsundermined the foundations of professions

With the result thatWith the result thatprofessionals no longer able to lay claim to authority professionals no longer able to lay claim to authority by dint of ‘knowledge base’ by dint of ‘knowledge base’

Professionals increasingly have to:Professionals increasingly have to: justify their position by explaining why their justify their position by explaining why their knowledge is valuable to: (I) other professionals & (ii) knowledge is valuable to: (I) other professionals & (ii) layitylayity

Emergence of interprofessional working Emergence of interprofessional working & learning: perspective from sociology of & learning: perspective from sociology of

workworkThree developments created conditions for Three developments created conditions for interprofessional working to become a norm interprofessional working to become a norm rather than exceptional feature of work. They rather than exceptional feature of work. They are shift fromare shift from ‘ ‘mass production’ to ‘co-configuration’ (Victor & mass production’ to ‘co-configuration’ (Victor & Boynton)Boynton) insular corporations to strategic ventures & insular corporations to strategic ventures & partnering (Ghoshal & Bartlett)partnering (Ghoshal & Bartlett)Functional differentiation to ‘complexification’ (Hage Functional differentiation to ‘complexification’ (Hage & Powers)& Powers)

Interprofessional working & learning Interprofessional working & learning (IPWL)(IPWL)

Conditions for IPWL created by changes in:Conditions for IPWL created by changes in: organisation of work & undermining of organisation of work & undermining of professionals’ sense of epistemological certaintyprofessionals’ sense of epistemological certainty

First site of development:First site of development:private sectorprivate sector

First manifestations of this development:First manifestations of this development:‘‘cross-functional’ teams etccross-functional’ teams etc

Latter manifestationsLatter manifestations ‘ ‘joined-up’ governmentjoined-up’ government

Interprofessional working & learning: Interprofessional working & learning: lessons from Creative & Cultural (C&C) lessons from Creative & Cultural (C&C)

SectorSectorC&C sector consists of:C&C sector consists of:

fifteen industries: Crafts, Design, Fashion, Film, Music, fifteen industries: Crafts, Design, Fashion, Film, Music, Performing Arts, Publishing, Research and Development, Performing Arts, Publishing, Research and Development, Software, Toys, TV and Radio and Video GamesSoftware, Toys, TV and Radio and Video Games

Characterised by: Characterised by: small number of global conglomerates, large number of SMEs, small number of global conglomerates, large number of SMEs, freelance work; preponderance of External Labour Markets, freelance work; preponderance of External Labour Markets, rather than Firm-Specific Labour Marketsrather than Firm-Specific Labour Marketsentrepreneurial autonomy, creative choice, transactional entrepreneurial autonomy, creative choice, transactional freedomfreedominterprofessional partnerships that form for the life of a projectinterprofessional partnerships that form for the life of a project

Conclusion:Conclusion: paradigmatic example of IPWLparadigmatic example of IPWL

IPW: CHAT perspective 1.IPW: CHAT perspective 1.

Concepts of .... enable us to identify....Concepts of .... enable us to identify....

‘‘Object of activity’ (Leont’ev)Object of activity’ (Leont’ev) what is purpose of IPWwhat is purpose of IPW

Moebius-strip activity (Guile)Moebius-strip activity (Guile)what are sources of funding for new objectwhat are sources of funding for new objecthow have they been achievedhow have they been achieved

‘‘Co-configuration’ (Engestrom after Victor& Boynton)Co-configuration’ (Engestrom after Victor& Boynton)what modes of expertise involved in creating new objectwhat modes of expertise involved in creating new object

‘‘

IPW: CHAT perspective 2.IPW: CHAT perspective 2.Concepts of .... enable us to identify....Concepts of .... enable us to identify....

‘‘Formulation’ of object (Nardi)Formulation’ of object (Nardi)who contributed to defining purpose of objectwho contributed to defining purpose of objectwhat expert/lay practices do they contributewhat expert/lay practices do they contribute

‘‘Instantiation’ of object (Nardi)Instantiation’ of object (Nardi)who is responsibly, & in what combinations, for realising the new objectwho is responsibly, & in what combinations, for realising the new objecthow are practices deployedhow are practices deployed

‘‘Space of reasons’ (Guile after McDowell)Space of reasons’ (Guile after McDowell)what is the basis of comprehending other’ suggestions, judgements & what is the basis of comprehending other’ suggestions, judgements & actionsactions

‘‘Giving & asking for reasons” (Guile after Brandom)Giving & asking for reasons” (Guile after Brandom)what are pedagogic practices that facilitate IPW thinking, what are pedagogic practices that facilitate IPW thinking, commujnicating & actingcommujnicating & acting

What is distinctive about work What is distinctive about work in the creative industries 4. ?in the creative industries 4. ?

M-SEs involved with object creationM-SEs involved with object creation

‘‘twisting and turning’ expertise to:twisting and turning’ expertise to:

co-ordinate project network whose members co-ordinate project network whose members have not previously worked together have not previously worked together

support network members to mediate between support network members to mediate between different modes of ‘epistemic expertise’ to different modes of ‘epistemic expertise’ to create a new objectcreate a new object

Concept of moebius strip Concept of moebius strip enterprises & expertise (M-SEE)enterprises & expertise (M-SEE)

CHAT and M-SECHAT and M-SE

Concept of ‘object of activity’ used to:Concept of ‘object of activity’ used to:capture continuity between SMEs’ preferred way of working AND capture continuity between SMEs’ preferred way of working AND

commission undertaken to realise their OoAcommission undertaken to realise their OoAdistinguish work that M_Ses &networks do to: distinguish work that M_Ses &networks do to:

‘‘formulate’ (i.e. figure out) and ‘instantiate’ (i.e. realise) the objectformulate’ (i.e. figure out) and ‘instantiate’ (i.e. realise) the object Creation of new product and /or service implies that OoA is Creation of new product and /or service implies that OoA is

literally formulated and instantiated afresh.literally formulated and instantiated afresh. Not quite the case:Not quite the case:tenders’ goals vary enormously and their end points are open, yet, also tenders’ goals vary enormously and their end points are open, yet, also

subordinate to the wider context of the creative industrysubordinate to the wider context of the creative industryHelpful to use:Helpful to use:• concept of project-object’ (Hyssalo 2005) to theorise tension concept of project-object’ (Hyssalo 2005) to theorise tension

between continuity of activity and creativity within that activitybetween continuity of activity and creativity within that activity

CHAT & M-SECHAT & M-SE

Concepts of mediation in conjunction Concepts of mediation in conjunction with the ‘space of reasons’ (Guile, after with the ‘space of reasons’ (Guile, after McDowell) used to shed light onMcDowell) used to shed light on::

infer what follows from members of project networks infer what follows from members of project networks concepts, judgements, practices and preferences;concepts, judgements, practices and preferences;infer its implications for their understanding/ infer its implications for their understanding/ aspirations of the POaspirations of the POsupport formulation and instantiation of POsupport formulation and instantiation of PO

An M-SE in action: Renn & ThackerAn M-SE in action: Renn & Thacker

Two main domains of public art activity:Two main domains of public art activity:sculpture in bronze, steel, copper, fibre-optics, terracotta, film sculpture in bronze, steel, copper, fibre-optics, terracotta, film and videoand videoarts project planning, management and consultancy servicesarts project planning, management and consultancy services

Unifying link between them a focus on the site:Unifying link between them a focus on the site:‘‘With this approach and through collaboration, we strive to expand the With this approach and through collaboration, we strive to expand the limits of possibility. You could say that we specialize in not specializing’limits of possibility. You could say that we specialize in not specializing’

Challenge win tenders & co-ordinate activity of Challenge win tenders & co-ordinate activity of ‘experts’ and ‘lay’ folk‘experts’ and ‘lay’ folk

Example of tender specificationExample of tender specification

Create a public sculpture that celebrates Create a public sculpture that celebrates Stourbridge’s glass industry by conveyingStourbridge’s glass industry by conveyingsense of ownership/pride/achievement in local economy;landmark to announce Stourbridge;gateway to establish the new park and ride;awareness of public transport.

By involving the following:By involving the following:Centro - Project Managers, Halcro - Structural Engineers, Mark Worral Centro - Project Managers, Halcro - Structural Engineers, Mark Worral

Associates - Architects, Wrekin Construction, Landscape Associates - Architects, Wrekin Construction, Landscape Engineers,Tudor Crystal, Glass Company, Red House, Glass Cone Engineers,Tudor Crystal, Glass Company, Red House, Glass Cone Museum, Broad House Museum, representatives from local glass Museum, Broad House Museum, representatives from local glass industry and community and Form Fabrications, Manufacturerindustry and community and Form Fabrications, Manufacturer

in its formulation and instantiationin its formulation and instantiation

Realising Realising Clink Clink (PO) 1.(PO) 1.

Support project network to:Support project network to:develop fuller sense of POdevelop fuller sense of POmediate between modes of epistemic expertise by mediate between modes of epistemic expertise by locating them in the space of reasonslocating them in the space of reasonsinfer what follows from suggestionsinfer what follows from suggestionsMediate between competing suggestionsMediate between competing suggestions

By organising a mix of network meetings to By organising a mix of network meetings to ‘brainstorm’ ideas & ‘snowball’ ideas to:‘brainstorm’ ideas & ‘snowball’ ideas to: voice aesthetic/technical and communitarian voice aesthetic/technical and communitarian interestsinterests

Creating Creating Clink Clink (PO) 2.(PO) 2.

Incorporate/take account of aesthetic, technical Incorporate/take account of aesthetic, technical and communitarian issues toand communitarian issues to::

• refine and represent ideas for design of POrefine and represent ideas for design of PO

Explore implications of new design of PO withExplore implications of new design of PO with::• network partners and resolve conflicts of interestnetwork partners and resolve conflicts of interest

Arrange for fabrication/installation/celebration Arrange for fabrication/installation/celebration of - of - ClinkClink

Conclusions: concept of M-SEConclusions: concept of M-SEConceptualisation of typical pattern of SME Conceptualisation of typical pattern of SME

activity in ‘temporary project’ C&C economy. activity in ‘temporary project’ C&C economy.

SMEs (i.e. Renn and Thacker) have to:SMEs (i.e. Renn and Thacker) have to:twist and turn expertise to commission’s needstwist and turn expertise to commission’s needsuse traditional pedagogies - brainstorming / snowballing in new use traditional pedagogies - brainstorming / snowballing in new ways to support formulation and instantiation of POsways to support formulation and instantiation of POs

SMEs develop this capability and capacity through: SMEs develop this capability and capacity through: work-based learningwork-based learning

Challenge - how to understand & support diverse Challenge - how to understand & support diverse manifestations of moebius strip activitymanifestations of moebius strip activity

Conclusions: CHAT/SS/M-SEConclusions: CHAT/SS/M-SE

Extends Knorr Cetina’s argument about the Extends Knorr Cetina’s argument about the transition to a knowledge society:transition to a knowledge society:epistemic cultures spilling over into heterogeneous activities epistemic cultures spilling over into heterogeneous activities (leave cognitive trails, not necessarily well-defined cultures)(leave cognitive trails, not necessarily well-defined cultures)

Use concept of space of reasons to support Use concept of space of reasons to support work of Miettinen and Hyysalo to explore the work of Miettinen and Hyysalo to explore the relation between:relation between:objects and epistemic expertiseobjects and epistemic expertise