Barriers to Interdisciplinarity: Disciplinary discourses and student learning

Bradbeer, John

doi:10.1080/03098269985326

Cited by 91 publications

(87 citation statements)

References 13 publications

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“…This poses difficulties for the development of interdisciplinary thinking in interdisciplinary higher education. These student problems may be caused by disciplinary differences in epistemologies, discourses, and ways of teaching (Bradbeer 1999). In addition, curricula that aim to develop interdisciplinary thinking on a broad scale are likely to experience more difficulties than curricula that aim to develop interdisciplinary thinking on a narrow scale.…”

mentioning

confidence: 99%

Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

et al. 2009

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Interdisciplinary higher education aims to develop boundary-crossing skills, such as interdisciplinary thinking. In the present review study, interdisciplinary thinking was defined as the capacity to integrate knowledge of two or more disciplines to produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. It was considered as a complex cognitive skill that constituted of a number of subskills. The review was accomplished by means of a systematic search within four scientific literature databases followed by a critical analysis. The review showed that, to date, scientific research into teaching and learning in interdisciplinary higher education has remained limited and explorative. The research advanced the understanding of the necessary subskills of interdisciplinary thinking and typical conditions for enabling the development of interdisciplinary thinking. This understanding provides a platform from which the theory and practice of interdisciplinary higher education can move forward.

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confidence: 99%

Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

et al. 2009

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“…Gaps in their disciplinary knowledge and differences in their approaches to student learning were common themes. For example, respondents (8) and (3) commented that "tutors should be trained in educational approaches", although this might be "hard to organize", indicating that differences in approaches to student learning, as identified by Bradbeer (1999, cited in Franks et al, 2007 are a real concern. Others supported this factor as important.…”

Section: Resultsmentioning

confidence: 99%

“…(ii) differences in approaches to student learning, and other disciplinary traditions (Bradbeer, 1999, cited in Franks et al 2007), or (iii) differences in the academic language of the discipline (Brewer, 1999, cited in Franks et al, 2007.…”

Section: Literature Reviewmentioning

confidence: 99%

Engaging Staff in Curriculum Change: Reflections from an Accounting Ethics Initiative

Wright¹,

Byers²,

Dyball³

et al. 2011

ASS

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This paper identifies the challenges associated with engaging staff in curriculum change, using the context of systematic inclusion of ethics in the accounting curriculum of a major Australian metropolitan university, and offers some suggestions as to how these challenges might be overcome. We characterize the inclusion of ethics in the accounting curriculum as 'pluri-disciplinary' following the typology of Davies and Devlin (2007) and draw on 22 interviews with accounting academics to examine curriculum change in a pluri-disciplinary context. We find that key staff concerns are the impact on broader accounting discourse, assignment of teaching responsibilities, curriculum content, and identification of who is ultimately responsible for the curriculum change. The responses indicate that staff would like to be equipped to confidently deliver ethics content and to have material relevant to a technically-focused student cohort. One means of achieving this might be to involve ethics experts in developing and delivering foundational material early in the curriculum and having accounting staff teach applications of this material in the latter stages. Our observations might also be of interest to those seeking to embed other 'soft' skills (such as communication, critical thinking and sustainability) within a technical curriculum.

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“…Reflect upon how others might understand your presence there based upon assumptions they might make if you were noticed. Bradbeer's (1999) analysis of barriers to interdisciplinarity and the ambivalent position of geography within the universe of academic disciplines. Following Kolb's cycle of experiential learning, Bradbeer distinguishes four different learning styles according to a concrete-abstract and an active-reflective dimension.…”

Section: Discussionmentioning

confidence: 99%

Gender-sensitive observations in public spaces as a teaching tool

Fortuijn

2009

Geogr. Helv.

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Abstract. Public spaces can be seen as arenas where gendered social roles, relations and identities are (re)produced, represented and contested. Because of their (assumed) public character – crowded, open, accessible and visible – these spaces are extremely useful as «observatories » for teaching and learning geography. This article presents and discusses 17 examples of assignments of eleven different universities in Europe, the United States and Israel in which students are encouraged to observe public spaces in order to understand the gendered use of space, interactions in space and the physical and symbolic design of public spaces, and to reflect on their observations from a gender perspective. Two different teaching styles are distinguished: semi-formal (detailed, protocolized and object-oriented) and informal (open, relational and subject-oriented). These differences in teaching styles are argued to reflect differences in academic cultures between countries and between disciplinary paradigms.

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Barriers to Interdisciplinarity: Disciplinary discourses and student learning

Cited by 91 publications

References 13 publications

Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

Engaging Staff in Curriculum Change: Reflections from an Accounting Ethics Initiative

Gender-sensitive observations in public spaces as a teaching tool

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