Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change

Pharo, Emma J.; Davison, AG; Warr, K; Nursey‐Bray, Melissa; Beswick, Kim; Wapstra, Erik; Jones, Colin

doi:10.1080/13562517.2012.658560

Cited by 54 publications

(45 citation statements)

References 31 publications

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“…Although many "good practice" descriptions of interdisciplinary programmes have become available recently (e.g., Boni, Weingart, and Evenson 2009, Kurland et al 2010, Pharo et al 2012, Kurland et al (2010) indicate that whether students actually learned from peers from different disciplines has received limited (empirical) attention.…”

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confidence: 99%

Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study

Rienties

Héliot

2016

Studies in Higher Education

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While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively "create" interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master's students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were "balanced" by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur "automatically" in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.Key words: interdisciplinary learning, social network analysis, post-graduate management education, boundary crossing In higher education there is a wide acknowledgement that graduates should be able to learn and apply interdisciplinary perspectives, approach problems from multiple vantage points (Borrego and Newswander 2010, Boni, Weingart, andEvenson 2009), and to synthesise knowledge from different disciplines (Kurland et al. 2010) Higher education is "under growing pressure to provide graduates with opportunities to complement discipline-based competency with multidisciplinary and interdisciplinary skills" (Pharo et al. 2012, 498).

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confidence: 99%

Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study

Rienties

Héliot

2016

Studies in Higher Education

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“…Such collaboration is not only challenging because of hindering organizational structures, but also because faculty are unused to such collaboration (Kezar & Elrod, 2012;Lattuca, 2002;Pharo et al, 2012). It is not surprising, then, that the faculty leaders in our study who were most connected to a broader network within and beyond their own institutions were most successful in building an interdisciplinary team.…”

Section: Tempered Radicals As Boundary Spanners: the Importance Of A mentioning

confidence: 83%

Tempered Radicals: Faculty Leadership in Interdisciplinary Curricular Change Authors

Goldfien

Badway

2015

Community College Journal of Research and Practice

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“…Indeed, faculty are often time-poor (Pharo et al, 2012) and development of practical intercultural learning experiences and global case studies to inform sound intercultural pedagogical approaches can be time-consuming. Anecdotally, comments made by faculty suggested it was difficult to find time to incorporate various aspects of IoC and GC into the curriculum.…”

Section: Discussionmentioning

confidence: 99%

Internationalizing Higher Education

Williams

Lee²

2015

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Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change

Cited by 54 publications

References 31 publications

Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study

Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study

Tempered Radicals: Faculty Leadership in Interdisciplinary Curricular Change Authors

Internationalizing Higher Education

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