Team learning has been found to be a significant predictor of team performance and affects perceptions of collaboration.
Members of team perceive team learning as important for performance (Savelsbergh et al., 2010).
The opportunity to learn itself motivates researchers to participate in interdisciplinary collaborations (Lotrecchiano et al., 2023; Tkachenko & Ardichvili, 2020).
In interdisciplinary teams, learning is linked to the perceived effectiveness of collaborations (Lorenzetti et al., 2022).
- Savelsbergh, C. M. J. H., van der Heijden, B. I. J. M., & Poell, R. F. (2010). Attitudes towards factors influencing team performance. Team Performance Management: An International Journal, 16(7/8), 451–474. 10.1108/13527591011090682
- Lotrecchiano, G. R., Balog, E., Brundage, S., Deyo, P., Conlon, L., Bugin, K., Sheffey, L., Cook, E., & Gentry, M. (2023). Similarities and differences in motivation in cross-disciplinary biomedical, policy, and education health science teams: a mixed methods comparative case study using the MATRICx. Team Performance Management: An International Journal, 29(1/2), 113–137. 10.1108/tpm-05-2022-0036
- Tkachenko, O., & Ardichvili, A. (2020). Critical factors impacting interdisciplinary university research teams of small size: A multiple-case study. Team Performance Management: An International Journal, 26(1/2), 53–69. 10.1108/tpm-07-2019-0068
- Lorenzetti, L., Jacobsen, M., Lorenzetti, D. L., Nowell, L., Pethrick, H., Clancy, T., Freeman, G. (Gina), & Oddone Paolucci, E. (2022). Fostering Learning and Reciprocity in Interdisciplinary Research. Small Group Research, 53(5), 755–777. 10.1177/10464964221089836