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This chapter aims to seek insight into engagement in context, conceived through Productive Disciplinary Engagement (PDE), which can be perceived as a condition for sustained disciplinary and interdisciplinary interest and motivation. Despite ongoing trends in the design and implementation of enriched learning environments that are expected to boost effective use of material and digital tools along with new sources of information, the empirical research on their motivational and emotional consequences is still in its infancy. These environments challenge, cognitively as well as motivationally, emotionally, and socially, both students and teachers alike. Keeping in mind the challenging times for future learning and work-life, engagement and motivation are discussed with a focus on science disciplines. In these fields, there is a strong call for proficient skills in collaborative team learning, problem-solving, and collective knowledge creation in anticipation of an uncertain, challenging future. Knowledge-intensive work and knowledge demands are escalating along with fast technological development, and simultaneously tasks that demand new, not yet even existing and partly unpredicted knowledge and expertise are increasing. In addition, knowledge and expertise are progressively more distributed, with new knowledge, products and innovations being created in collaboration that crosses disciplinary borders. In this chapter, three case illustrations in different science fields and learning contexts provide empirical evidence for the discussion on the learned lessons from these illustrated studies designed to support PDE, and the potential significance of PDE for productive collaboration, sustained disciplinary interest, and motivation given later development of adaptive expertise.

This article reflects on the lack of focus on history characterizing the strategic management field. Reasons and consequences of such a peculiar situation need to be pointed out in order to develop a better history-grounded research approach inside the field.

In terms of (the missing) history of thought, a fear of history seems to characterize the field, for a more aware historical understanding of strategic management and practices is likely to question not only notions and concepts, but the very perception of the field as a practically oriented discipline. A lack of historical reflection is usually preferred, wherein strategic management seems to come out of the blue, ignoring its inner evolution over time, and the relationships with previous bodies of knowledge in the business realm, such as for instance administrative sciences and accounting.

In terms of the history of practice the situation is – if possible – even worse, with an obscure understanding of contexts and features of managerial practices in the past. Archival research is called for here, drawing on two research projects on pre-industrial revolution context (the Spanish Royal Tobacco Factory in the XVIII century, and the Venice Arsenal in the turn of the XVI century), in order to examine how prior management practices can influence and inform our present understanding of the discipline of strategic management. A less simplistic view of managing practices in the past emerges, which challenges the commonly held cycle of innovation and discontinuity perpetually alleged in the strategic management field to legitimize its own existence as a research area.

While strategic management tools show a potential contribution to historical understanding in this archival research, a more historically aware understanding of the evolution of the field is thus intended as a way to falsify strategic management theory.

The purpose of this paper is to evaluate a unique pedagogical approach intended to address a need of the architecture, engineering and construction (AEC) professions for graduates to work in cross-disciplinary collaborative teams. Addressing this industry need has been challenging for higher education programs in the past. The pedagogy evaluated in this study takes a unique approach to addressing the issue and the aim of the study is to capture the effectiveness of the approach.

This paper presents a qualitative research study evaluating perceptions of students and faculty participating in the cross-disciplinary course experience between architecture and construction. The study evaluated perceived vs received learning outcomes and perceived challenges of the cross-disciplinary course approach. Data were collected from open-ended interviews and observations of students and faculty participating in the course, as well as course artifacts.

Results of the study indicate alignment between perceived and received outcomes. Identified perceptions of challenges to the approach reflect many identified in previous studies. Areas for future study, and practice in collaborative education within the AEC disciplines are also suggested.

This research used a qualitative approach to evaluate perspectives of six students and two teachers in a specific pedagogical approach at one university. Given the small sample size and delimitation of one-course approach, findings from this study are not generalizable to a broader population. In addition to providing valuable data for future quantitative studies on a larger population, the study also provides pedagogical options for other schools to consider implementing and studying. The findings support previous research suggestions that collaborative approaches done early and often for longer durations are needed to address collaborative learning challenges.

The pedagogical approach evaluated in this study takes a unique approach to addressing a well-documented need in the AEC industry. Information included in this paper demonstrates an approach not yet documented in AEC higher education. Further, it provides a glimpse into the strengths, weaknesses, opportunities and challenges that contribute a body of knowledge for others in the discipline to build from. The findings suggest a more in-depth approach may help cross the negative student impressions developed in shorter in-frequent approaches, and begin to develop student understanding of the value and necessity of multi-disciplinary collaboration.

The socialist political economy with Chinese characteristics is a systematic economic discipline, which theoretically summarises the socialist economic system and the path of economic development with Chinese characteristics. It is a systematic economic theory of adapting Marxism to the Chinese context. The theoretical system construction for the discipline of socialist political economy with Chinese characteristics is currently a major task.

From the perspective of disciplinary cognition, the theoretical system of the discipline of socialist political economy with Chinese characteristics includes the disciplinary attributes and connotations, theoretical basis, the origin of thoughts, major principles, logical starting point, main logic and problem-based study of major theoretical and practical issues.

Developing the discipline and building the theoretical system of the socialist political economy with Chinese characteristics, several major principles should be adhered to, including building the socialist political economy with Chinese characteristics on the basis of historical materialism; building the theoretical paradigm of socialist political economy with Chinese characteristics around the analysis of production relations; adhering to the people-centred principle; taking common prosperity as the main logic of the socialist political economy with Chinese characteristics; studying the major theoretical and practical issues of building the socialism with Chinese characteristics in the new era based on problems; and reflecting the innovative development of the discipline in the textbook, The Socialist Political Economy with Chinese Characteristics.

Disciplinary cognition involves the connotations, attributes, mission and development path of the discipline, which is related to how to construct the discipline system and is a significant part of the disciplinary construction.

This paper addresses the concept of concurrent engineering (CE) and its application to construction. The construction process is faced with an ephemeral shifting coalition of participants who have divergent goals and objectives. Consequently, adversarial relationships between project participants have developed. This has made it difficult for organizations to cooperate, communicate and integrate with each other effectively. The CE concept advocates the implementation of a multi‐disciplinary team approach to construction by encouraging collaborative decision making based upon team coordination and information sharing. This paper suggests that a multi‐disciplinary approach can be achieved by introducing the contractor, major subcontractors and suppliers during the design phase.

Today’s digitally connected classrooms have the potential to be places for rich and engaged disciplinary learning. This chapter takes two topics that have been identified in the What’s Hot in Literacy 2019 study, digital literacies and disciplinary literacies, and illustrates their intersections and synergies. Both areas have remained hot and very hot as individual topics. In this chapter, the authors explore the powerful opportunities to harness the learning potential of the Internet to engage learners across disciplines. By forging connections between digital literacies for disciplinary learning, the authors examine practices and develop pedagogies that youth deserve.

The purpose of this paper is to review the achievements of Chinese educational management in the past 30 years, conclude the characteristics of Chinese educational management and indicate the problems of Chinese educational management and the countermeasures.

This paper reviews the research of educational management in China in the past 30 years from four aspects: research purpose, research methods, research contents and disciplinary system.

The paper sums up the main achievements, the main characteristics and the main problems of Chinese educational management in the past 30 years. It suggests that the disciplinary relationship should be further clarified; the role of disciplinary research accomplishments has to be further developed and the specialization level in disciplinary research needs to be further improved.

This paper indicates the direction for the construction of Chinese educational management in the future: to further clarify the relationship among related disciplines; to put the role of the research results into full play; to further improve the specialization level of disciplinary research.

This paper contributes to the construction of Chinese educational management both theoretically and practically.

In recent years the pace of technological innovation in construction operations has escalated with resulting intensification of the inputs necessary for contemporary multi‐disciplinary construction projects, and thereby has exacerbated their potential complexity. In its widest form the topic of complexity in construction continues to attract considerable research and re‐evaluation; however the resulting published work remains largely unapplied by construction professionals due to either to its intricacy or difficulty of application. This study concludes that recent advances in information management can facilitate data sharing and thereby resolve many of the early life and project production complexity issues. The aim of this paper is to suggest a new direction for research studies.

This desktop study uses a key word protocol to identify the relationship between published research papers both past and present to first determine the development of complexity research and then looks forward to an interaction between research and industry.

Questions if complexity in multi‐disciplinary projects may well be diminished by information modelling, this practical solution evolved in parallel with computer based design.

This descriptive study suggests a new direction for research studies.

This chapter presents a discussion of innovations in pedagogic approaches for high-achieving, pre-degree pathway program students at the University of Edinburgh, Scotland.

The question under discussion in the academic language classroom is the extent to which dynamic cohorts of multi-lingual, multi-cultural and multi-disciplinary students are being enabled to fulfill individual learning goals as well as the institution’s expectations of pathway learners and academic language users. Wingate (2015) argues that in the absence of an epistemological and socioculturally embedded literacy instruction, students are not equitably prepared for success in the discipline or the wider institution. The chapter reviews critiques of English for Academic Purposes (EAP) and Academic Literacies by addressing “the best of both worlds” (Wingate & Tribble, 2012, p. 492) approach.

The chapter continues with a case study into the Academic Vocabulary in Literacy strand of the Foundation EAP course on the International Foundation Programme at Edinburgh University. There then follows close analysis of innovation by course designers to adapt the “best of both traditions” model (Wingate & Tribble, 2014, p. 2) into an integrated academic language and literacy approach. It is posited that this approach could enable attempts at transition for high-achieving foundation students by experiencing language in dynamic and multi-modal genres.

The purpose of this paper is to develop a framework for value management (VM) implementation by establishing the effect of critical success factors on current construction practices. This will aid stakeholders to improve productivity of construction practices in the Nigerian construction industry. The study established the requirements that ought to be satisfied for VM to successfully enhance productivity of construction activities.

Data collection was based on self-administered questionnaires from 344 registered construction professionals in Nigeria. The Statistical Package for Social Sciences version 25 and structural equation modelling were used to analyse the data for both descriptive and inferential analyses. Kaiser-Meyer-Olkin measure of sampling adequacy revealed that the internal consistency of the developed research instrument was appropriate, while the confirmatory factor analysis indicated satisfactory goodness-of-fit indices among acknowledged determinants of the structural model.

A framework that established the requirements for the successful implementation of VM construction practices in the Nigerian construction industry.

A structural model validated the requirements of applying VM on current construction practices. The established requirements (environment, people, government and information/methodology) can be used by decision makers and stakeholders to improve productivity of the current construction practices in the Nigerian construction environment. A framework was developed and validated by construction experts to confirm its suitability, usefulness and acceptance.