Toward a Collaborative Model for Interdisciplinary Teaching: Business and Literature

The road to collaborative and integrated education: Success and struggle in a university classroom

“…In the university setting, as Gailey and Carroll (1993) contended, departments are often disconnected from one another and frequently housed in separate buildings, spatially suggesting to students that each discipline is "isolated, remote, independent" (p. 37). A study conducted by Austin and Baldwin (1992) noted that the two principal forms of collaboration-teaching and research-are often distinctive arrangements depending on the field of study, institutional environment, and task requirements.…”

“…The 1993-1994 Florida International University's graduate catalog described the three courses as follows: In developing the course along interdisciplinary and collaborative lines, we adopted part of Gailey and Carroll's (1993) model for interdisciplinary and integrated teaching, which includes "lectures [that] are collaborative, consisting of dialogue, even disagreements" (p. 37). We envisioned a course in which all three of us would be there most of the time, but planned a few sessions in which just one or two of us would have the opportunity to lead the class.…”

Razão e sensibilidade no ensino de administração: a literatura como recurso estético

“…A literatura tem sido usada com crescente entusiasmo no ensino de administração conforme registros e depoimentos de Cohen (1998), Phillips (1995), Gayley (1993), Shaw (1992) e outros. Quer entendida como literatura por Gailey (1993) e por Shaw (1992), por narrativa (Hatch, 1996;CzarniawskaJoerges, 1999) ou como ficção narrativa (Phillips, 1995;Cohen, 1998), o uso de diversos tipos de leituras expressas em gêneros tais como romances, contos e peças teatrais têm sido objeto de experiências e reflexões, independentemente das divergências semânticas sobre o tema.…”

Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study

“…This model is the definition one traditionally considers as true team teaching. Both professors actively participate by commenting on most or all of the scheduled discussion topics, with lively interactive dialogue and debate (Galley & Carroll, 1993;Nead, 1995). The participantobserver team-teaching model requires both professors to be present for all classes; however, one professor presents independently with little or no dialogue from the observer partner (the professors alternate the observer and teacher roles).…”

“…Ayadi and Crawford (1996) agreed that the traditional method of instruction focuses on individual courses and does not stress the interconnectedness of subject matter and future implementation. In fact, researchers agree many interdisciplinary courses should be team-taught (Galley & Carroll, 1993;Slater, McCubbrey, & Scudder, 1995). Nixon, Helms, and Fletcher (1997) discussed the challenges of integrating team teaching in a business setting yet stressed the benefit of such activities.…”