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We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our teacher education practices (S-STEP) over a period of five academic years. Through this collaborative engagement, we came to recognize the similarities and differences in our language and values found within each of our individual disciplinary cultures. It was through the juxtaposition of studying ourselves alongside of that of our colleagues that we further generated a shared culture and common understandings. In our chapter, we explore the ways in which self-study enabled collaboration with teacher educators representing different disciplines. The research brought to light specific disciplinary values, assumptions, and terminology that, when articulated and examined among critical friends, facilitated our ability to both broaden and deepen our individual understandings of teacher education practices in light of each other’s diverse disciplinary perspectives.

The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing.

The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward.

Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice.

Librarians dissatisfied with traditional forms of generic information literacy instruction marketing will find a method by which to place ownership on information literacy in the hands of disciplinary faculty.

The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines.

To analyze FINRA’s focus on broker-dealer culture in its 2016 annual priorities letter and the application of the concept in FINRA disciplinary proceedings, to explain how that focus will affect FINRA’s examinations of firms, and to provide recommendations as to how a firm can develop or improve its culture of compliance.

This article examines FINRA’s current and historic pronouncements about “culture” in speeches, guidance, and decisions in disciplinary proceedings, and looks for common themes that should guide broker-dealers’ compliance.

This article concludes that even if the focus on culture might be regarded as an unnecessary overlay to the panoply of securities laws and regulations to which broker-dealers already are subject, firms should still take it seriously. It is now a focus of FINRA examinations for the purpose of fact-gathering, but FINRA might well elevate their concerns about culture into examination findings or worse.

This article gathers together all available information about the concept of firm “culture” and examines what aspects of the current focus represents legitimate concerns, and what aspects are unnecessary. The article takes the best of the guidance about culture and offers suggestions about how to improve a firm’s culture and, correspondingly, its compliance.

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

The authors co-designed and implemented four arts-integrated data literacy units with 10 teachers of arts and mathematics in middle school classrooms from four different schools in the USA. The data include student-generated artwork and their written rationales, and interviews with teachers and students. Through maximum variation sampling, the authors identified examples from the data to illustrate disciplinary synergies and tensions that appeared to support different IIR processes among students.

Aspects of artistic representation, including embodiment, narrative and visual image; and aspects of the culture of arts, including an emphasis on personal experience, the acknowledgement of subjectivity and considerations for the audience’s perspective, created synergies and tensions that both offered and hindered opportunities for IIR (i.e. going beyond data, using data as evidence and expressing uncertainty).

This study answers calls for humanistic approaches to data literacy education. It contributes an interdisciplinary perspective on data literacy that complements other context-oriented perspectives on data science. This study also offers recommendations for how designers and educators can capitalize on synergies and mitigate tensions between domains to promote successful IIR in arts-integrated data literacy education.

This paper offers design cybernetics as a theoretical common ground to bridge diverging approaches to design as they frequently occur in collaborative design projects. Focusing on the education of architects and structural engineers in China, the paper examines how compatible approaches to design can be established in both disciplines.

The paper analyses relevant literature as well as observations from Chinese practice and academia. Design cybernetics is introduced and examined as a basis for establishing shared narratives to support cross-disciplinary collaborations involving architects and structural engineers.

Design cybernetics offers a body of vocabulary and a rich resource of strategies to address applied designing across design-oriented disciplines such as architecture and science-based disciplines such as structural engineering. The meta perspective of design cybernetics also provides a basis for the implementation of pedagogy supporting cross-disciplinary collaboration in applied design.

The scope of the paper is limited to the examination of the theoretical framing as well as the implementation of pedagogy in the cultural and geographical context of China.

The paper outlines several design cybernetic strategies for pedagogy in support of cross-disciplinary collaborative design processes and illustrates their implementation in applied design education.

Addressing a significant and persistent gap between the two disciplines of architecture and structural engineering in the context of Chinese building practice, this paper examines the particularities of this context and presents an educational approach to support cross-disciplinary collaboration that has value in and beyond the context of China.

The purpose of this paper is to explore experiences of team culture, structure and function of an intensive support service (ISS) within the context of the recent service guidance “Building the Right Support” (NHS England, Local Government Association and Association of Directors of Adult Social Services, 2015). Reflections on the Hampshire and Southampton ISS set up in 2010 are discussed with a view to informing a debate about frameworks for ISS services nationally.

A reflective piece, drawing on experience and case examples.

This paper describes that a key function of an ISS is making individuals safe and this is significantly assisted by using shared team formulation, which can enable information and perspectives to be shared between and within teams as rapidly as possible. Further, a case is made for recognising the importance of inter-disciplinary practice, as the Southampton and Hampshire ISS has removed the “old fashioned” demarcations that led to individuals seeing a “procession” of different professionals from different disciplines. This relates to team structure, but importantly is about a culture of holding a shared identity based on positive behavioural support values, rather than a traditional uni-disciplinary perspective.

ISS models are being proposed by NHS England and this paper suggests some important practical aspects.

Limited literature exists examining the team culture within ISSs, which contributes to desired outcomes for service users. This paper opens a debate about structural and functional aspects of service delivery in this service model.

This study is a quantitative exploration of a new construct the authors label as “academic culture (AC).” Treating it as generalized latent variable composed of academic press (AP), disciplinary climate (DC), and teachers’ use of instructional time, the purpose of this paper is to explore the potential of this construct to be a key mediator of school leaders’ influence on student learning. The study is guided by three hypotheses.

Responses by 856 elementary teachers from 70 schools to an online survey measured the three components of AC along with school leadership (SL). Provincial tests of writing, reading, and math were used as measures of student achievement (SA). Social economic status (SES) was used as control variable for the study. Data were summarized using descriptive statistics and correlations were calculated among all variables. Analyses included intra-class correlation analysis, regression equations, confirmatory factor analysis, and structural equation modeling.

Evidence confirmed the study’s three hypotheses: first, AP, DC, and instructional time formed a general latent construct, AC; second, AC explained a significant proportion of the variance in SA, controlling for student SES; and third, AC was a significant mediator of SL’s influence on SA. Concepts and measures of academic optimism (AO) and AC are compared in the paper and implications for practice and future research are outlined.

This first study of AC explored the relationship between AC and SA. Although at least two AO studies have included measures of distributed leadership, minimal attention has been devoted to actually testing the claim that AO is amenable to the influence of explicit leadership practices (as distinct from enabling school structures) and is a powerful mediator of SL effects on student learning. Addressing this limitation of AO research to date, the present study included a well-developed measure of leadership practices and assessed the value of AC as a mediator of such practices.

In this chapter, we consider the tensions that arise at the intersection of various organizational units (i.e., academic departments, research centers, and administrative areas) and actors (i.e., professors, graduate students, investors, and secular entrepreneurs) that are commonly involved with academic entrepreneurship and the exploration of the entrepreneurial dimensions of science. Using the premises of organizational boundary spanning (e.g., Aldrich & Herker, 1977; Thompson, 1967; Tushman & Scanlan, 1981), we organize our discussion around the role of university entrepreneurship and innovation centers in facilitating and mediating the interorganizational transactions that most often underpin academic entrepreneurship. Specifically, we illustrate and discuss the role university entrepreneurship and innovation centers play in (1) managing the various agendas and expectations of stakeholders within and outside of the academy, (2) providing clarity of purpose to the entrepreneurial endeavor, (3) clarifying ownership rights throughout the entrepreneurial process, and 4) maximizing the potential of individuals to contribute to venture success.

What do economists talk about? This seemingly innocent interrogation conceals a broader and innovative research programme, with the potential to renew the reflection on heterodox economics in a post‐crisis scenario. The aim of this paper is to show that convergence between language for specific purposes and economics is possible, so as to single out the genesis and the emergence of critical economic discourse.

After underlining the necessary collaboration between language and subject‐matter specialists, the paper addresses the question of the problematic use of economics textbooks in English‐speaking countries. Then, it deals with the fascinating question of the multiplicity of specialized meanings in economics. After pointing out the shortcomings of orthodoxy characterized by hyper‐formalization and its inevitable corollary, the mathematical nature of the discipline, it investigates the genesis of critical economic discourse, which requires the acknowledgement of pluralism and the components of heterodoxy, in order to converge towards a process of disciplinary acculturation that goes hand in hand with the learning process of language for specific purposes.

A deep‐seated renewal of economics, consisting of a methodological shift towards the components of heterodoxy, has the potential to enhance the effectiveness of teaching English for economics, so that the latter effectively conveys specialized meaning.

Teaching and researching English for specific purposes necessitates enhanced collaboration between subject‐matter specialists and applied linguists. However, this type of collaboration can be hampered by institutional or socio‐professional obstacles.

Discursive analysis has become indispensable in order to surmount the collective failure of mainstream economics in the aftermath of the global financial crisis. With the help of textbooks of a new kind, one must go beyond the vision of students as mere consumers of knowledge.

Language for specific purposes has long shown interest in economics, but is the reciprocal true? This paper proposes an original association, by putting the two disciplinary fields on an equal footing, and by bringing new synergies forward.

This paper reflects on the Sustainability Research Symposium (SRS), a long-term student-led initiative (seven years) at McGill University in Montréal, Canada, that seeks to foster interdisciplinary dialogue among students and researchers by using the sustainability sciences as a bridge concept. The purpose of this study is to explore the effectiveness of the SRS in fostering sustainability literacy.

Past participants of the SRS were invited to complete a survey to gauge the strengths and weaknesses of the symposia from a participants’ perspective. A mix of descriptive statistics and axial and thematic coding were used to analyze survey responses (n = 56). This study links theory and practice to explore the outcomes of symposia as tools for students to engage with sustainability research in university campuses.

Survey findings indicated that participants are from multiple disciplinary backgrounds and that they are often interested in sustainability research without being identified as sustainability researchers. Overall, the survey findings suggested that student-organized symposia can be effective mechanisms to enhance exposure to interdisciplinary research and to integrate sustainability sciences outside the classroom.

Despite being a one-day event, the survey findings suggest that symposia can offer an “initiation” toward interdisciplinary dialogue and around sustainability research that can have lasting impacts beyond the time frame of the event.

Although research symposia are widespread in university campuses, there is little published information on the effectiveness of student-organized symposia as vectors for sustainability literacy. This original contribution presents a case study of the effectiveness of an annual symposium at one Canadian university, organized by students from the Faculties of Science, Arts and Management.