Overcoming Silos: The Role of an Interdisciplinary Course in Shaping a Sustainability Network

Kurland, Nancy B.; Michaud, Kristy; Best, Mechelle; Wohldmann, Erica L.; Cox, Helen; Pontikis, Kyriakos; Vasishth, Ashwani

doi:10.5465/amle.9.3.zqr457

Cited by 37 publications

(57 citation statements)

References 12 publications

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“…Another example could be a new module offered to all programmes at the beginning of their studies introducing sustainability principles and a general understanding of the challenges faced in this century and its implications for governments, intergovernmental organisations, science, business and the public. This approach has been adopted by Kurland et al (2010) in the development of an interdisciplinary undergraduate sustainability programme that included six other disciplines besides management.…”

Section: Insertmentioning

confidence: 99%

Beyond the Curriculum: Integrating Sustainability into Business Schools

et al. 2015

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Section: Insertmentioning

confidence: 99%

Beyond the Curriculum: Integrating Sustainability into Business Schools

et al. 2015

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“…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). …”

mentioning

confidence: 99%

“…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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“…Conservation researchers with expertise in or familiarity with social sciences will have more traction in the social, economic, and political worlds (Gibbs et al 2008). Even though criticism exists that multiple disciplinary work lowers productivity in career paths (Brewer 1999;Roy et al 2013), we argue that the benefits of multiple disciplinary approaches to an individual problem promote ongoing learning outside one's own area of expertise (see Kurland et al 2010, for example); therefore, diversifying and enhancing one's own perspective, knowledge, and career satisfaction (Demerouti et al 2001;Amey and Brown 2005;Miller et al 2008).…”

Section: Because Conservation Involves Compromisementioning

confidence: 99%

Necessary but challenging: Multiple disciplinary approaches to solving conservation problems

Dick

Rous

Nguyen

et al. 2017

FACETS

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Contemporary conservation problems are typically positioned at the interface of complex ecological and human systems. Traditional approaches aiming to compartmentalize a phenomenon within the confines of a single discipline and failing to engage non-science partners are outmoded and cannot identify solutions that have traction in the social, economic, and political arenas in which conservation actions must operate. As a result, conservation science teams must adopt multiple disciplinary approaches that bridge not only academic disciplines but also the political and social realms and engage relevant partners. Five reasons are presented that outline why conservation problems demand multiple disciplinary approaches in order to move forward because: (i) socio-ecological systems are complex, (ii) multiple perspectives are better than one, (iii) the results of research must influence practice, (iv) the heterogeneity of scale necessitates it, and (v) conservation involves compromise. Presenting reasons that support multiple disciplinarity demands a review of the barriers that impede this process, as we are far from attaining a model or framework that is applicable in all contexts. Two challenges that impede multiple disciplinarity are discussed, in addition to pragmatic solutions that conservation scientists and practitioners can adopt in their work. Overall, conservation researchers and practitioners are encouraged to explore the multiple disciplinary dimensions of their respective realms to more effectively solve problems in biodiversity and sustainability.

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Overcoming Silos: The Role of an Interdisciplinary Course in Shaping a Sustainability Network

Cited by 37 publications

References 12 publications

Beyond the Curriculum: Integrating Sustainability into Business Schools

Beyond the Curriculum: Integrating Sustainability into Business Schools

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

Necessary but challenging: Multiple disciplinary approaches to solving conservation problems

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