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With the continuous change of research contents and methods of intelligence science, its integration with other disciplines is also deepening. The purpose of this paper is to further explore the interdisciplinary research characteristics of intelligence science in theoretical depth and application value.

This paper summarizes and explores in two aspects. The first is a large number of literature review, mainly combined with the historical characteristics of the development of intelligence science researches in China and international comparison. The second is to refine the discipline construction ideas suitable for the development of contemporary intelligence science.

From the perspective of the historical development of discipline relevance, the development characteristics and positioning of intelligence science in China are introduced, with the comparison of many disciplines including information technology, library science, information science, data science, management science and other disciplines. In order to better meet the practical needs of intelligence service in the new era, this paper mainly analyzes the construction method of intelligence science research system and the relocation of intelligence science research content.

This paper summarizes the historical characteristics and international comparison of the development of intelligence science in China. It proposes the development characteristics and orientation of intelligence science in China from the perspective of historical development of discipline relevance. It also proposes the discipline construction ideas suitable for the development of contemporary intelligence science.

Human resource development (HRD) as an applied discipline is an example of a scholarly field that has emerged through the collaboration of scholars and practitioners with backgrounds in various foundational disciplines. This study interested in both the influence of other disciplines on HRD research and in HRD’s influence on other disciplines. The purpose of this study is to take stock of the relationships between HRD research and research in other academic disciplines affecting and affected by HRD research.

The study used content analysis of the top 100 most frequently cited empirical articles published in three HRD journals between 2000 and 2019 to identify disciplinary foundations of HRD research. The influence of HRD on other disciplines was scrutinized through citation analysis of work citing the top 100 articles. In addition, categorizing the 100 articles into six research themes, the influence of six research themes on citation patterns was explored.

The findings indicated that empirical research in HRD, as represented by the top 100 articles, relied mainly on theories and frameworks from two disciplines, management and psychology. Another important finding is that the top 100 HRD articles were cited most often in management publications and the rate of citation in management journals has been growing rapidly since 2005. The citation frequency of HRD articles in other disciplines including psychology, social sciences, education and medicine and nursing shows a general upward trend as well. In addition, there was a difference in disciplines providing theoretical foundations to the HRD articles and citing the articles depending on six predominant research themes, identified in HRD articles.

This study empirically identified theories and disciplines contributing to HRD research, considering the influence of cited research on the HRD articles through content analysis. In addition, the findings of this study broadened the understanding of the relationship between HRD research and other disciplines by examining the contributions of HRD articles to other disciplines. Finally, this research provided new information regarding the changes in dominant themes in HRD research over time.

This paper aims to selects 59 journals that focus on data science research in 14 disciplines from the Ulrichsweb online repository. This paper analyzes the aim and scope statement using both quantitative and qualitative methods to identify the research types and the scope of research promoted by these journals.

Multiple disciplines are involved in data science research and publishing, but there lacks an overview of what those disciplines are and how they relate to data science. In this study, this paper aims to understand the disciplinary characteristics of data science research. Two research questions are answered: What is the population of journals that focus on data science? What disciplinary landscape of data science is revealed in the aim and scope statements of these journals?

Theoretical research is mainly included in journals that belong to statistics, engineering and sciences. Almost all data science journals include applied research papers. Keywords analysis shows that data science research in computers, statistics, engineering and sciences appear to share characteristics. While in other disciplines such as biology, business and education, the keywords are indicative of the types of data to be used and the special problems in these disciplines.

This is the first study to use journals as the unit of analysis to identify the disciplines involved in data science research. The results provide an overview of how researchers and educators from different disciplinary backgrounds understand data science research.

The purpose of this paper is to examine the structure, patterns and themes of interdisciplinary collaborations in the digital humanities (DH) research through the application of social network analysis and visualization tools.

The sample includes articles containing DH research in the Web of Science Core Collection as of December 2018. First, co-occurrence data representing collaborations among disciplinary were extracted from the subject category. Second, the descriptive statistics, network indicators and interdisciplinary communities were calculated. Third, the research topics of different interdisciplinary collaboration communities based on system keywords, author keywords, title and abstracts were detected.

The findings reveal that while the scope of disciplines involved in DH research is broad and evolving over time, most interdisciplinary collaborations are concentrated among several disciplines, including computer science, library and information science, linguistics and literature. The study further uncovers some communities based on closely collaborating disciplines and the evolving nature of such interdisciplinary collaboration communities over time. To better understand the close collaboration ties, the study traces and analyzes the research topics and themes of the interdisciplinary communities. Finally, the implications of the findings for DH research are discussed.

This study applied various informetric methods and tools to reveal the collaboration structure, patterns and themes among disciplinaries in DH research.

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum.

This paper examines the correlation between university discipline and industrial structure in the context of the integration and development of the Guangdong-Hong Kong-Macau Greater Bay Area (hereinafter the Greater Bay Area). It aims to determine the industrial structure deviation, and further identify human resource shortages and complementarity through the lens of the university discipline layout in the three regions of the Greater Bay Area, namely, the nine mainland Guangdong cities in the Pearl River Delta, Hong Kong, and Macau.

The paper takes a quantitative Pearson correlation approach to determine the magnitude and strength of the relationship between regional university discipline and industrial structure in the Greater Bay Area, using predictor variables of percentage of compositions of GDP by sector to manifest the industrial structure and criterion variables of percentage of compositions of university enrollments by an academic program to represent the university discipline layout.

The most significant empirical result suggests that industrial structure deviation exists in the secondary industries of both Guangdong and Hong Kong. This indicates the complementarity between regions of the Greater Bay Area: the number of science and engineering talents graduating from the universities in Hong Kong exceeds the demands of Hong Kong’s local needs, while the science and engineering talents cultivated by universities in Guangdong cannot satisfy the needs of its secondary industries. However, the cities of Guangdong are not the primary choice of most Hong Kong graduates (Zhaopin, 2019).

There have been previous empirical studies dealing with the correlation between Chinese higher education discipline layout and industrial structure at the national level. There have been more case analyses at the provincial level, and some studies have used a comparative lens to find implications for the Chinese transformation. However, few studies have examined the correlation between higher education discipline layout and industrial structure in the context of the Greater Bay Area, with its emphasis on regional synergy and the distinction of “one country, two systems, and three tariff zones.” Based on its empirical findings, this study calls for a talent ecosystem that is beneficial for talent flow, talent sharing, and talent cultivation in a complementary manner.

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

We conduct an anonymous online survey of the pedagogical training practices experienced by Ph.D. students in accounting, finance, management, and economics programs in the United States.

Results indicate that accounting, finance, and management perform similarly with respect to providing doctoral students with first-hand teaching experience and requiring for-credit courses in teacher training. Accounting and management appear to utilize doctoral students as teaching assistants less than the other disciplines. A lower proportion of accounting doctoral students indicate that their program requires proof of English proficiency prior to teaching, and pedagogical mentoring is rare across disciplines. Accounting and management doctoral students feel more prepared to teach undergraduate courses compared to finance and economics students. However, all disciplines indicate a relative lack of perceived preparation to teach graduate courses.

This study provides empirical evidence of the current practices in pedagogical training of accounting, finance, management, and economics doctoral students.

The results highlight several areas where accounting could possibly improve with regard to pedagogical training in doctoral programs. In particular we suggest (1) changes in the teaching evaluation process, (2) development of teaching mentorships, (3) implementing a teaching portfolio requirement, and (4) incorporation of additional methods of assisting non-native English speakers for teaching duties.

The study fills a gap in the literature regarding the pedagogical training in accounting doctoral programs.

A vast amount of educational literature has repeatedly documented the overrepresentation of African American male students in exclusionary school punishment. However, amid the wealth of data and statistics on the topic, a viable theoretical explanation, that helps to make sense of the disproportionately high number of suspensions for Black males, remains relatively absent. Drawing upon the Method of Theory Triangulation, this chapter uses three conceptual frames to develop a plausible, causal narrative for deconstructing how pose, perception, and threat converge create a perfect storm of conditions that perpetuate discriminatory discipline practices. Based on the theoretical considerations implicit in this account, practical recommendations are offered to educational stakeholders who might be interested in improving school discipline practices and reducing the number of Black males disproportionately targeted for disciplinary action.

Purpose: The current study aims to cast light on the divide between academic research in management accounting and its applicability to practice by examining, from the standpoint of nursing, how this gap is perceived and what challenges may be involved in bridging it.

Design/Methodology/Approach: The current study compares the findings of Tucker and Parker (2014) with both quantitative as well as qualitative evidence from an international sample of nursing academics.

Findings: The findings of this study point to the differing tradition and historical development in framing and addressing the research–practice gap between management accounting and nursing contexts and the rationale for practice engagement as instrumental in explaining disciplinary differences in addressing the research–practice gap.

Research Implications Despite disciplinary differences, we suggest that a closer engagement of academic research in management accounting with practice “can work,” “will work,” and “is worth it.” Central to a closer relationship with practice, however, is the need for management accounting academics to follow their nursing counterparts and understand the incentives that exist in undertaking research of relevance.

Originality/value: The current study is one of the few that has sought to look to the experience of other disciplines in bridging the gap. Moreover, to our knowledge, it is the first study in management accounting to attempt this comparison. In so doing, our findings provide a platform for further considering how management accounting researchers, and management accounting as a discipline might, in the spirit of this study’s title, “Learn from the Experience of Others.”

Concern about the use of zero-tolerance policies for discipline has led to a search for alternatives such as training in early-warning signs of aggressive behavior and strategies for effective classroom management in schools. This chapter examines the effectiveness of the provision of alternatives to out-of-school suspensions (OSS) in reducing the use of exclusionary discipline for minor misbehavior and the school characteristics associated with these provisions.

This analysis uses the 2008 panel from the National School Survey on Crime and Safety to explore this question for approximately 1,000 high schools. The analysis is a probit regression analysis to examine the association between the provision of alternatives to OSS, school characteristics, and the use of OSS for low-level suspensions. This analytic approach provides wide generalizability for the findings, though it does also limit an ability to identify individual school- or student-level effects.

Findings based on probit regression analysis suggest that structural characteristics of schools – beyond student characteristics – are only somewhat related to variation in the use of OSS for low-level infractions and, on average, the availability of alternatives to OSS do not strongly decrease the frequency of OSS for lower-level infractions. These findings are important in the current era of discipline policy scrutiny where schools and policy-makers are searching for alternatives to traditional suspension practices in a limited empirical evidence base.

While these alternatives hold great promise, little is known about their effectiveness in addressing behavior problems and/or reducing OSS. More importantly, even less is known about the characteristics of schools likely to enact alternatives.