Page 161 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 161
lational expertise as a prerequisite for effective multi-professional collaboration ...
is more often used in the literature, in this article we decided to use “rela-
tional expertise” as an umbrella term, since that is the term the European
Commission (2013) uses.
The aim of this article is to review the literature on the relatively new
concept of relational expertise (Edwards, 2005), its possible role in fostering
multi-professional team cooperation and potential use in the fight against
ESL. Findings that refer to relational expertise training are also highlighted.
Methodology
To conduct this literature review, five academic databases were searched;
namely MEDLINE, CINHAL with Full Text, ERIC, PsycARTICLES and
Science Direct (Elsevier). The search was confined to relevant English-
language articles covering psychology, education and social science topics
published between January 1990 and September 2017 using combinations
of the following key words: “relational expertise” and “relational agency”.
In total, 143 records that were available were identified and, after prelimi-
nary abstract screening, 137 articles were excluded for irrelevance, leaving 5
articles that passed full-text screening.
In addition, according to Google Scholar, resources citing two ini-
tial literature sources on relational expertise (Edwards, 2005, 2010) were
identified and exposed to the same selection process. Out of 620 articles,
589 articles were excluded following preliminary abstract screening due to
their irrelevance, leaving 31 articles to be assessed for eligibility. As part of
that, full-text screening was conducted, leading to a further 16 articles be-
ing eliminated after concluding the concepts they used are incompatible
with relational expertise. These 15 articles were combined with the 2 ar-
ticles from step one above (3 of these were then excluded due to duplica-
tion). The final sample consisted of 17 articles. Reports and documents for/
by the European Commission linking relational expertise with ESL were
also considered.
Team competencies
Team competencies have been identified as the primary factor influenc-
ing the performance of a team (Cannon-Bowers et al., 1995). If a multi-pro-
fessional team working on ESL is to be successful, it must possess different
team competencies. Team competencies are widely researched in the fields
of organisational psychology, medicine and information technology, while
161
is more often used in the literature, in this article we decided to use “rela-
tional expertise” as an umbrella term, since that is the term the European
Commission (2013) uses.
The aim of this article is to review the literature on the relatively new
concept of relational expertise (Edwards, 2005), its possible role in fostering
multi-professional team cooperation and potential use in the fight against
ESL. Findings that refer to relational expertise training are also highlighted.
Methodology
To conduct this literature review, five academic databases were searched;
namely MEDLINE, CINHAL with Full Text, ERIC, PsycARTICLES and
Science Direct (Elsevier). The search was confined to relevant English-
language articles covering psychology, education and social science topics
published between January 1990 and September 2017 using combinations
of the following key words: “relational expertise” and “relational agency”.
In total, 143 records that were available were identified and, after prelimi-
nary abstract screening, 137 articles were excluded for irrelevance, leaving 5
articles that passed full-text screening.
In addition, according to Google Scholar, resources citing two ini-
tial literature sources on relational expertise (Edwards, 2005, 2010) were
identified and exposed to the same selection process. Out of 620 articles,
589 articles were excluded following preliminary abstract screening due to
their irrelevance, leaving 31 articles to be assessed for eligibility. As part of
that, full-text screening was conducted, leading to a further 16 articles be-
ing eliminated after concluding the concepts they used are incompatible
with relational expertise. These 15 articles were combined with the 2 ar-
ticles from step one above (3 of these were then excluded due to duplica-
tion). The final sample consisted of 17 articles. Reports and documents for/
by the European Commission linking relational expertise with ESL were
also considered.
Team competencies
Team competencies have been identified as the primary factor influenc-
ing the performance of a team (Cannon-Bowers et al., 1995). If a multi-pro-
fessional team working on ESL is to be successful, it must possess different
team competencies. Team competencies are widely researched in the fields
of organisational psychology, medicine and information technology, while
161
