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Education Research International
Volume 2014, Article ID 836068, 10 pages
Research Article

Collaborative Concept Mapping: Connecting with Research Team Capacities

1School of Human, Health and Social Sciences, Central Queensland University, Locked Bag 3333, Bundaberg, QLD 4670, Australia
2School of Education and Professional Studies, Griffith University, Mt Gravatt Campus, 176 Messines Ridge Road, Mt Gravatt Brisbane, QLD 4122, Australia

Received 19 November 2013; Accepted 30 March 2014; Published 1 June 2014

Academic Editor: Bernhard Schmidt-Hertha

Copyright © 2014 Linda De George-Walker and Mark A. Tyler. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Concept mapping has generally been used as a means to increase the depth and breadth of understanding within a particular knowledge domain or discipline. In this paper we trace the deployment of collaborative concept mapping by a research team in higher education and analyse its effectiveness using the crime metaphor of motive, means, and opportunity. This case study exemplifies two iterations of the research team’s collaborative concept map and shows how the process of the construction of such maps enabled the opportunity for team dialogue and coconstruction that was focused, hands-on, and visual. The concept mapping process provided the team with a meaning-making mechanism through which to share understandings and explore the team’s potential capacities.