Sustaining interdisciplinary education: developing boundary crossing governance

Hannon, J, Hocking, C, Legge, K and Lugg, A 2018, 'Sustaining interdisciplinary education: developing boundary crossing governance', Higher Education Research and Development, vol. 37, no. 7, pp. 1424-1438.


Document type: Journal Article
Collection: Journal Articles

Title Sustaining interdisciplinary education: developing boundary crossing governance
Author(s) Hannon, J
Hocking, C
Legge, K
Lugg, A
Year 2018
Journal name Higher Education Research and Development
Volume number 37
Issue number 7
Start page 1424
End page 1438
Total pages 15
Publisher Routledge
Abstract Interdisciplinarity has become part of contemporary university discourses on knowledge in both research and curriculum. The move to break down traditional disciplinary boundaries reflects emerging forms of enquiry into knowledge that are less hegemonic and more distributed, and more tuned to its production, practices and the needs of its practitioners. A focus on complex problems that draws on multiple knowledge domains and an emphasis on professional knowledge have engendered a loosening of discipline boundaries in the development of curriculum and degree programmes. In this case study, we investigated teaching practices across discipline boundaries: how interdisciplinary curriculum and teaching are understood, practiced and supported within an Australian university that typifies a discipline-based organisational structure. Through interviews with relevant academics, managers and professionals, we explored the challenges and strategies in sustaining interdisciplinary curricula that were managed between several disciplinary Schools. Our findings were two-fold: engagement with interdisciplinary knowledge had profound effects on academic culture and identities among participating students and teaching staff; and significant challenges arose in the coordination and administration of interdisciplinary education, with institutional structures highlighted as a contributing factor. While the literature on interdisciplinary education emphasises academic collaborations and leadership, there has been less attention to the role of institutional processes-mediated by procedures, artefacts and routines-in supporting and sustaining interdisciplinary education. Aspects of the case study are used to analyse the conflicting practices arising with interdisciplinary education, and to develop the potential for boundary crossing modes of interdisciplinary governance to counter the legacy of discipline-based structures.
Subject Higher Education
Keyword(s) boundary crossing
curriculum
disciplines
governance
higher education
Interdisciplinary education
teaching
DOI - identifier 10.1080/07294360.2018.1484706
Copyright notice © 2018 HERDSA
ISSN 0729-4360
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 1 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 0 times in Scopus Article
Altmetric details:
Access Statistics: 8 Abstract Views  -  Detailed Statistics
Created: Mon, 29 Apr 2019, 13:04:00 EST by Catalyst Administrator
© 2014 RMIT Research Repository • Powered by Fez SoftwareContact us