SCENARIO PART #3- ETHICS AND

INTERDISCIPLINARY IN PROJECT MANAGEMENT

(CASE STUDY: INTERDISCIPLINARY RESEARCH IN
NORWAY)

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DATE OF SUBMISSION
 Table of Contents
INTRODUCTION.........................................................................................................................3

DISCIPLINARITY IN THE PROJECT.....................................................................................3

ISSUE ANALYSIS.........................................................................................................................4

REFERENCES..............................................................................................................................6
Introduction

Interdisciplinarity is attracting considerable interest in Norway and throughout the globe.

Due to the emphasis on solving complicated real-world problems and performing cutting-edge

projects, conventional methodologies restricted to a particular area are no longer applicable. As a

result, institutions, sponsors, and academics have devised several methods to generate and

sustain Interdisciplinarity.

This study examines the conditions of five Norwegian project institutes that support

Interdisciplinarity using various techniques. The location of these institutions is in Norway. The

sample consists of different academic institutions and considers a range of designs, geographical

regions, and subject areas.

This study analyzes the ethical and interdisciplinary issues in Norway project

management based on a chosen case study. As the project manager associate of the project, I will

explore the research and relevant causes related to the interdisciplinary factor of the project.

Disciplinarity in the project

Most Norwegian universities have developed project strategies that reflect the country's

and the Nordic region's present project goals. These goals were defined in the Norwegian

government's long-term plan for project and education2 and topics for education and project in

the Nordic region. Norway is placing a higher emphasis on IDR due to the Interdisciplinarity of

these objectives, which include climate change, enabling technologies, and oceans. Even if it is

not needed to support IDR, if institutional policies focus more on IDR, Interdisciplinarity may

become more established in an organization. It can be learned from the English context. As a
result of Norway's strategic emphasis on IDR, it appears that projectors there have been

encouraged to use interdisciplinary methods of inquiry.

This analysis found the following objectives that help to support the issue as mentioned above:

 To research critical social issues in line with Norwegian and international research

policy.

 To carry out the institution's mission and plan.

 To get access to more sources of money or bigger ones.

These reasons are similar to those that came out of our previous case study review of

English. In that review, we found that the two main reasons for institutions to support IDR were

to do research that addresses practical issues or societal challenges and access to a broader range

or more significant sources of outside funding. In the UK's IDR Landscape Review, both of these

causes were found independently.

Issue analysis

As Porter et al. (2021) suggested, IDR may take longer to provide results since it requires

coordinating a team, communicating regularly, learning another topic, and staying current in

many fields. On the other hand, in this case, study, Davé et al. (2022) stated that the efficacy of

IDR collaborations may be strengthened by qualities that work as facilitators, such as a research-

and openness-friendly climate, curiosity, respect, outstanding communication, strong leadership,

and a joint project goal. According to ‌Cummings et al. (2018), lack of shared understanding of

aims and concepts within a team, the disciplinary nature of many Norwegian degree programs,
results in a lack of interdisciplinary skills, disciplinary differences in conceptual understanding,

norms, and methodological requirements, the disciplinary organization of universities (such as

faculties), and related administrative and financial systems, and disciplinary differences in

conceptual understanding, norms, and methodological requirements.

McLeish et al. (2020), if the team was created through interdisciplinary networks or prior

experience working together, there would be fewer delays and hurdles. Research teams working

together are more likely to receive external funding and produce high-quality outcomes. At the

same time, Davé suggested a perfect example because it overcame usual consortium-building

barriers in the study. Its organization and industry advisory board are based on the Optique FP7

project. Literature shows the benefits of teams who have worked together before, yet new

partnerships may be more imaginative regarding abilities, tactics, and ideas. English universities

have overcome this tension through seed funding or pump-priming prizes. These awards help

researchers build IDR teams and gain teamwork experience.

Recommended management approach

As a project manager executive, I would like to suggest a few points to prevent the

interdisciplinarity factors associated with the project.

Firstly, I would recommend understanding the ethics related to the project in Norway.

The basic idea is always preferable to achieve the goal of the project.

Secondly, as a monitor, I would personally identify the ethical and Interdisciplinarity

issues in the project.

References

Davé, A., Melin, G., Swenning, A.-K., Berglund, E., Javorka, Z., & Arnold, E. (2022). Case

Study Review of Interdisciplinary Research in Norway.

‌Cummings, J.N. and Kiesler, S., 2018. Who collaborates successfully? Prior experience reduces

collaboration barriers in distributed interdisciplinary research. Proceedings of the 2008

ACM conference on Computer supported cooperative work, 437- 446.

Porter, A.L., Roessner, J.D., Cohen, A.S. and Perreault, M., 2021. Interdisciplinary research:

meaning, metrics, and nurture. Research Evaluation, 15(3), 87–195.

McLeish, T. and Strang, V., 2020. Leading interdisciplinary research: transforming the

academic landscape. London: The Leadership Foundation for Higher Education.