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Book part
Publication date: 19 May 2015

Beth Marquis and Vivian Tam

Higher-education institutions have an increasing responsibility to foster “global citizenship,” enabling students to recognize injustice and pursue equity. As a first step to…

Abstract

Higher-education institutions have an increasing responsibility to foster “global citizenship,” enabling students to recognize injustice and pursue equity. As a first step to creating a larger “hub” for global justice, McMaster University set out to develop an interdisciplinary course on the topic. With high-level institutional support, a cross-campus, interdisciplinary course design team was formed to further investigate effective pedagogy. Inquiry-based learning (IBL) was considered a foundation for other learning strategies within the course because of its evidenced ability to instigate a process of “learning by doing,” requiring students to both self-direct their education and develop their capacities as independent learners. To provide a further evidence base, a student member of the committee also conducted a pan-Ontario study surveying relevant instructors on successful global justice pedagogies. Collectively, these findings were integrated to inform the development of “Global Justice Inquiry,” which is characterized by its small course size, open-inquiry style, and engagement of alumni, community partners, and faculty from across campus. This chapter details the process followed to develop this course, presenting it as a model that might be helpful to others looking to develop interdisciplinary inquiry offerings.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

Book part
Publication date: 8 August 2022

Flor S. Gerardou, Royston Meriton, Anthony Brown, Blanca Viridiana Guizar Moran and Rajinder Bhandal

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher…

Abstract

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

Details

The Emerald Handbook of Challenge Based Learning
Type: Book
ISBN: 978-1-80117-491-6

Keywords

Book part
Publication date: 27 June 2015

Shannon E. Finn Connell and Ramkrishnan V. Tenkasi

Organizations facing issues related to growth, innovation, and strategy are embracing design thinking, a problem-solving process. This study explores 40 design thinking…

Abstract

Organizations facing issues related to growth, innovation, and strategy are embracing design thinking, a problem-solving process. This study explores 40 design thinking initiatives and identifies operational practices emerge and empirical categories across various contexts. Quantitative analyses of the initiatives and qualitative interview data are used to distinguish four configurations of action analogous to races: training, emphasizing learning-by-doing; marathons, capturing personal reflection over a long project; relays, highlighting team collaboration; and sprints, reflecting fast-paced product innovation. The initiatives are differentiated as designer-led versus team-driven and, low-urgency versus high-urgency. Implications of practicing design thinking in Organization Development and Change are discussed.

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78560-018-0

Keywords

Book part
Publication date: 11 December 2023

Nil Sonuç and Seda Süer

The conceptualization of smart emerged by technological advancements penetrated the tourism industry with the pace of globalization transformed the destinations providing…

Abstract

The conceptualization of smart emerged by technological advancements penetrated the tourism industry with the pace of globalization transformed the destinations providing digitalized products. Even though smart tourism destinations are initiated by advanced technologies, the notion evolved in embracing Sustainable Development Goals (SDGs) project economic, social, and environmental proliferation. A tourism destination is counted as “smart” which provides advanced technologies to improve the quality of tourists' experiences and enhance the residents' quality of life. The structure of a smart tourism destination is established on four basic pillars that cover technology, innovation, accessibility, and sustainability issues. Designating the notion of smart into tourism destinations is extremely vital since the shifting paradigm of tourists’ demands concern sustainability. The development of smart in a tourism destination is a crucial concern for destination management organizations (DMOs) integrating key destination components with the dimensions of a smart city to enhance the tourists' satisfaction and competitiveness of the destination. Therefore, one aim of this chapter is to elucidate the association between key destination components with the dimensions of a smart city to reveal the related smart tourism destination applications. Moreover, cultural heritage in smart tourism destinations forms an important part of tourism both with its tangible and intangible resources which have been involved in the emergent era of digitalization inevitably with all parties and processes. Hence, another aim of this chapter is to examine the dimensional shift in cultural heritage tourism within the framework of digitalization. Sharing cases of digitization of cultural heritage from different parts of the world, this chapter also reflects that it is inevitable to benefit from digitization and ICTs in order to reach the SDGs on the scale of smart tourism destinations. Analysis of academic publications and the national and international reports of the related authorities sums the methodology used to conclude the study with suggestions of future research paths to develop the field.

Details

Smart Cities for Sustainability
Type: Book
ISBN: 978-1-80455-902-4

Keywords

Book part
Publication date: 8 November 2010

Tai Peseta, Catherine Manathunga and Anna Jones

Formal programmes designed to develop university teaching and learning are often assumed to be spaces for interdisciplinary learning and exchange. Because such programmes bring…

Abstract

Formal programmes designed to develop university teaching and learning are often assumed to be spaces for interdisciplinary learning and exchange. Because such programmes bring together academics from a range of different disciplines to learn about university teaching and learning as an academic development activity, it would seem feasible to argue that these spaces for learning, and the learning which results from them, can be characterised as ‘interdisciplinary’. Academic development itself is often thought to be a project that fosters an interdisciplinary approach to teaching and learning. This chapter offers a narrative of the way academic development programmes support academics to adopt an interdisciplinary approach to their learning about university teaching and learning. We take graduate certificate programmes in university teaching and learning as the vehicle for our analysis. In doing so, the chapter makes three points. First, that academic development has the potential to be a ‘critical interdisciplinary space’. Second, that it is important for academics to see and experience the Graduate Certificate as an opportunity to develop interdisciplinary learning outcomes. The evidence at present reveals that interdisciplinary learning outcomes for academics feature more as an absent-presence rather than as a conscious decision about curriculum design. Third, the curriculum of graduate certificate programmes needs to have a coherent and theorised account of interdisciplinary teaching and learning embedded in the philosophy and approach of the course.

Details

Interdisciplinary Higher Education: Perspectives and Practicalities
Type: Book
ISBN: 978-0-85724-371-3

Book part
Publication date: 27 May 2020

Tonya Sweet, Andrea Milligan and Meegan Hall

Interdisciplinary approaches to sustainability curriculum and pedagogy remain a particular challenge internationally. This chapter shares insights from a 2016 attempt to establish…

Abstract

Interdisciplinary approaches to sustainability curriculum and pedagogy remain a particular challenge internationally. This chapter shares insights from a 2016 attempt to establish a first-year undergraduate Design course with an interdisciplinary approach to sustainability education. A series of video dialogues between university and community-based sustainability experts was created to enable students to access understandings and research evidence about sustainability issues and the United Nations Sustainable Development Goals, through different disciplinary lenses. The video dialogues provided students with opportunities to learn reflexively through exposure to differing visions for sustainable development, including Indigenous perspectives. In doing so, the video dialogues provide material for critical, creative, and iterative design thinking. Drawing on feedback from students enrolled in the course, this chapter offers reflections about enhancing course design through using video dialogues to support students’ critical openness to addressing sustainability concerns.

Details

Teaching and Learning Strategies for Sustainable Development
Type: Book
ISBN: 978-1-78973-639-7

Keywords

Book part
Publication date: 8 July 2021

Rebecca Bednarek, Miguel Pina e Cunha, Jonathan Schad and Wendy K. Smith

Interdisciplinary research allows us to broaden our sights and expand our theories. Yet, such research surfaces a number of challenges. We highlight three issues – superficiality…

Abstract

Interdisciplinary research allows us to broaden our sights and expand our theories. Yet, such research surfaces a number of challenges. We highlight three issues – superficiality, lack of focus, and consilience - and discuss how they can be addressed in interdisciplinary research. In particular, we focus on the implications for interdisciplinary work with paradox scholarship. We explore how these issues can be navigated as scholars bring together different epistemologies, ontologies and methodologies within interdisciplinary research, and illustrate our key points by drawing on extant work in paradox theory and on examples from this double volume. Our paper contributes to paradox scholarship, and to organizational theory more broadly, by offering practices about how to implement interdisciplinary research while also advancing our understanding about available research methods.

Details

Interdisciplinary Dialogues on Organizational Paradox: Investigating Social Structures and Human Expression, Part B
Type: Book
ISBN: 978-1-80117-187-8

Keywords

Book part
Publication date: 8 November 2010

Ellen Jansen and Martin Goedhart

The framework of the Bologna Process, the bachelor's–master's degree structure, was introduced into the Netherlands in 2002. At the moment many other countries in Europe have…

Abstract

The framework of the Bologna Process, the bachelor's–master's degree structure, was introduced into the Netherlands in 2002. At the moment many other countries in Europe have adopted this structure, or are in the process of restructuring their higher education system in that direction. The so-called Dublin descriptors have been developed to provide a general statement of qualifications that students should have acquired at the end of each cycle. These descriptors can be seen as criteria in terms of competence levels regarding the following aspects: acquiring knowledge and understanding, applying knowledge and understanding, making informed judgements and choices, communicating knowledge and understanding, and capacities to continue learning. It can be argued that these competences are interdisciplinary in nature. For instance, a university graduate has to be able to collaborate and communicate in multi- or interdisciplinary teams. However, many of these competences will be acquired in disciplinary settings, and faculty will not easily recognise the general terms in which the descriptors are formulated. This raises questions about the interchangeability of the competences between disciplines. In this chapter we will argue that some of the Dublin descriptors can be seen as an attempt to make it clear that there is a common interdisciplinary language in certain fields of attributes, whereas there will be a strong component of disciplinarity in the programmes. An example in the field of research and enquiry competences will be elaborated for two distinctive programmes: in natural sciences and in social sciences.

Details

Interdisciplinary Higher Education: Perspectives and Practicalities
Type: Book
ISBN: 978-0-85724-371-3

Book part
Publication date: 8 November 2010

Margaret Cargill and Patrick O’Connor

This vignette reports on a range of implementation models for an approach dubbed Collaborative Interdisciplinary Publication Skills Education (CIPSE). CIPSE aims to develop the…

Abstract

This vignette reports on a range of implementation models for an approach dubbed Collaborative Interdisciplinary Publication Skills Education (CIPSE). CIPSE aims to develop the skills of early-career researchers, including higher degree by research students, to write about their research in ways that meet the expectations of external assessors – editors and referees of international journals. CIPSE involves expert researchers from a specific field, in this case scientists, and English language specialists with specific expertise in research communication working together on the planning, design and implementation stages of education programmes adapted to fit local contextual constraints. It combines the knowledges and skills of scientists/reviewers/editors, matched to the research discipline of students, and the skills of language educators experienced in genre analysis and language-based elements of English writing. The programme develops skills in three interwoven components: genre analysis, the deconstruction of the scientific journal article genre into functional steps and learning of skills required for each identified component of the genre; gatekeeper awareness, understanding and anticipating the role of reviewers, and developing strategies for presenting quality research and negotiating the acceptance phase of publishing; and story development, packaging and value-adding to data, analysis and information to present and discuss the most important and novel findings of research to the chosen audience. The vignette presents an analysis of CIPSE implementation in two types of higher education contexts, in order to draw out principles of general relevance to the sector: three science disciplines in a research-intensive Australian university and three sites beyond Australia where English is used as an additional language – one in Spain and two in China. Implications are presented for curriculum design and interdisciplinary practice.

Details

Interdisciplinary Higher Education: Perspectives and Practicalities
Type: Book
ISBN: 978-0-85724-371-3

Book part
Publication date: 19 May 2015

Anders Siig Andersen and Simon B. Heilesen

This chapter introduces an approach to higher education developed and practiced over four decades at Roskilde University in Denmark. Known as the Roskilde Model, the approach is…

Abstract

This chapter introduces an approach to higher education developed and practiced over four decades at Roskilde University in Denmark. Known as the Roskilde Model, the approach is characterized by (1) a special type of self-directed learning (SDL), named “problem-oriented project learning” (PPL); (2) a way of organizing undergraduate education into broad interdisciplinary programs; and (3) an interdisciplinary profile where double-major graduate programs allow students to design their own academic and professional profiles. The chapter first explains similarities and differences between PPL and some related concepts of SDL: problem-based learning (PBL), inquiry-based learning, and project learning. Secondly, it outlines the origins and development of Roskilde University and of PPL. Thirdly, it introduces and discusses the building blocks and workings of PPL: problem-orientation, interdisciplinarity, the exemplary principle, participant direction, and group-based project work. Fourthly, it describes how studies are organized so as to realize PPL in practice. And finally, it outlines the challenges that current educational policy poses to practicing an educational alternative.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

1 – 10 of over 4000