About this paper

Appears in:
Page: 7259 (abstract only)
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

MULTIPROFESSIONAL INNOVATION TEAMS AS AMOEBA – LESSONS FOR THE TEACHERS

E. Pineiro1, B. Guve1, M. Lindahl2, P. Ulfvengren1, S. Haasl1

1Royal Institute of Technology KTH (SWEDEN)
2Uppsala University (SWEDEN)
Multiprofessional teams have been studied in clinical settings for the last years (see, for instance Scholes & Vaughan 2002). The multiprofessionality of these teams regards mainly different medical professional and specialities, and these teams do not generally focus on innovating but are set together to achieve a more efficient production of health care.
This paper studies multiprofessional teams, widening the perspective above in both aspects:
- The multiprofessionality of the team is not limited to different professions within the medical field but includes engineers, designers and organisation consultants.
- The teams are not set up to work in the production of health care but have the specific goal of coming up with innovations that result in a more efficient production.

The study is based in the findings obtained during a year of participatory observation in a unique eight-months long program aimed at educating innovators (Ulfvengren et al 2010). The observed program is an adaptation to Scandinavian conditions of a successful program that has run since 2003 in a university in the USA. The observed program run from oct 2010 to june 2011 and included two multiprofessional teams of three members each:
Individual competences in Team 1: MD&Computer engineering, Microsystems engineering and Industrial Design).
Individual competences in Team 2: MD&Visual arts, Mechatronic engineering, management consulting.

The preliminary analysis suggests that multiprofessional innovation teams in a situation similar to that in the program will behave in ways that can be described as "amoebic":
- The team will make decisions following very simple impulses, due to:
(1) very limited (in relation to the task at hand) internal analytic resources
(2) very limited external connections
- The team will have an extremely simple, loose and flexible structure due to:
(1) the members' disconnected world views (professional carriers, ethics, etc)
(2) the need for informal and ad-hoc associations to obtain deep expert knowledge
(3) pressing time deficit

The paper draws from these findings to conclude with a set of pedagogic and structural suggestions for programs put in place to educate future members of multiprofessional innovation teams.
@InProceedings{PINEIRO2011MUL,
author = {Pineiro, E. and Guve, B. and Lindahl, M. and Ulfvengren, P. and Haasl, S.},
title = {MULTIPROFESSIONAL INNOVATION TEAMS AS AMOEBA – LESSONS FOR THE TEACHERS},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {7259}}
TY - CONF
AU - E. Pineiro AU - B. Guve AU - M. Lindahl AU - P. Ulfvengren AU - S. Haasl
TI - MULTIPROFESSIONAL INNOVATION TEAMS AS AMOEBA – LESSONS FOR THE TEACHERS
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 7259
EP - 7259
ER -
E. Pineiro, B. Guve, M. Lindahl, P. Ulfvengren, S. Haasl (2011) MULTIPROFESSIONAL INNOVATION TEAMS AS AMOEBA – LESSONS FOR THE TEACHERS, ICERI2011 Proceedings, p. 7259.
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