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dc.contributorVirginia Techen
dc.contributor.authorCreamer, Elizabeth G.en
dc.date.accessioned2014-02-18T16:35:10Zen
dc.date.available2014-02-18T16:35:10Zen
dc.date.issued2003en
dc.identifier.citationCreamer, E. G. (2003). Exploring the link between inquiry paradigm and the process of collaboration. The Review of Higher Education 26(4), 447-465. doi: 10.1353/rhe.2003.0012en
dc.identifier.issn0162-5748en
dc.identifier.urihttp://hdl.handle.net/10919/25472en
dc.description.abstractCase studies of long-term collaborators here test the links between inquiry paradigm or worldview and the practical aspects of the conduct of scholarly inquiry. The findings reveal that differences in ontological and epistemological assumptions do not always translate into practical differences in collaboration, while those who share the same inquiry paradigm can also have substantial differences in working methods. The article concludes that multiple models exist of effective collaboration.en
dc.language.isoen_USen
dc.publisherJohns Hopkins Univ Pressen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.titleExploring the link between inquiry paradigm and the process of collaborationen
dc.typeArticle - Refereeden
dc.identifier.urlhttp://muse.jhu.edu/journals/rhe/summary/v026/26.4creamer.htmlen
dc.date.accessed2014-01-31en
dc.title.serialReview of Higher Educationen
dc.identifier.doihttps://doi.org/10.1353/rhe.2003.0012en


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