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    Re-viewing desires : re-(per)forming interdisciplinary matter(s) : the written thesis as scholarly home(s) : a thesis submitted to Massey University in fulfillment of the requirements for the degree of Master of Arts in Visual and Material Culture, Massey University, 2014
    (Massey University, 2014) Barber, Lucia
    This research explores methods of representing individual interdisciplinary inquiry in the context of a written thesis. It is an active experiment that has been driven by performative writing experiments: writing, re-writing, reflecting, and inflecting. While this process examines the construction of this thesis, in doing so this also informs wider consequences of how we comprehend the academic thesis as scholarly vehicle. The term ‘home(s)’ is used to signal an irrefutable crisis, and to draw attention to a desire to belong, in academic home. So throughout, performing meaning has been employed as a method of engaging with the many homes—both physical and abstract—of creative research, that include but that are not exclusive to academic discipline, other means of drawing spatial territory, and the written (and the writing of a) thesis itself. I question disciplinary home(s) – how they are constructed by, and how they construct, subjects (inquirers AND topics). This thesis affords a new understanding of academic home: the thesis is asserted to be an—inquiry-constructed—scholarly site – an alternative to academic discipline, interdiscipline, or other any other “disciplinary” relation. This thesis generates its own themes, logics, rules— methods—for viewing subjects, and seeks to assert its way of seeing the world: the necessity of the other. A new materialist project, it investigates the entanglement between viewed, viewer, viewing mechanism, and context – elements involved in the re-presentation of ideas and articulation of meaning. A temporary apparatus, the thesis as contingent body facilitates re-iterative material encounter, re-views of both matter and matters. The thesis doubts being fixed— it is a textual boundlessness: is/never fixed, is never in one home, or at home for long. Nor have I been fixed by this thesis at all, but have been made visibly iterative and always in a state of becoming. Presented in the possibility of the other, is the infinite ability to re-view.
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    A design-based research study to promote cross-disciplinary collaboration using a case from the New Zealand disability field : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2014) Budd, Julia Mary
    This study developed and evaluated an approach to promote cross-disciplinary collaboration when studying complex real-world issues. Complex real-world issues, such as inclusion for those experiencing disability in New Zealand, have been found to be difficult to resolve. This is due to both the nature of complex real-world issues that cross disciplinary boundaries as well as epistemological differences held by members of the cross-disciplinary groups brought together to study them. The eight-phase approach developed in this study was designed to address these issues and promote cross-disciplinary collaboration through the employment of a critical realist framework and activities based on Appreciative Inquiry and Future Search. The evaluation of cross-disciplinary studies has also been found to be problematic as they are often judged against contradictory disciplinary criteria. This study, therefore, also developed a multidimensional evaluation process that recognises the interactive nature of crossdisciplinary collaboration. Findings from this study show that this newly developed process was useful to evaluate the approach. They also show that the approach did promote cross-disciplinary collaboration as well as furthered the understanding of cross-disciplinary collaboration and the factors that promote and hinder its development. Based on the study’s findings recommendations are made as to how the approach can be refined and used in a range of settings and areas for further research are identified. In this way, the study contributes to a better understanding of factors that promote and hinder cross-disciplinary collaboration, and provides an approach and evaluation process that could be useful for other cross-disciplinary studies.