Research Circles

Procedures

In an RC, about 5–10 people work together in order to enlarge and deepen the knowledge about a mutual problem. An agreement to meet regularly is needed, generally at least 5–10 meetings for 2–3 hours at a time. Most of the RCs will go on much longer, and it is not unusual that they last for years, sometimes changing their focus in response to new challenges. In an RC, the participants have access to an abundance of knowledge resources. The practitioners contribute with their first-hand knowledge about the focus problem. The researchers bring to the circle their knowledge from research that has relevance for the problem. They also contribute with their professional competence as researchers in dealing systematically with research problems, developing new knowledge and documenting the process. Further, they have the function as members of the academic community to find colleagues from various disciplines who can contribute to the circle work with relevant research. In this way, potentially all research in any field from any corner of the world could be accessible for the RC. Not least important, the researcher can bring the fundamental scientific attitude of being critical and at the same time be self-critical in the sense of being humble, open to new perspectives and willing to modify his or her own knowledge.

Characteristics

The mutuality in the creation of knowledge is characteristic of what is going on within an RC. The knowledge transmission that takes place between the participants is not directed either from above or outside. Since the members of the group together own the problem, it is the right and the duty for everyone to contribute in the collective knowledge building. The role of the participating researchers is not using their academic knowledge to exert power over the content or direction of the circle work. On the contrary, it is their task to take into consideration and to value all kinds of knowledge and experience. At the same time, it is also important that researchers can critically challenge all kinds of knowledge, not least research results. By doing so, RCs can be described as examples of democratic knowledge processes where the knowledge construction is taking place in co-operation with all concerned and where different interests are considered.

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