In an increasingly competitive higher education sector, the role of interdisciplinarity is a complex one. Researchers are called upon to adopt interdisciplinary practices as the only way to tackle global social challenges. Teaching at universities often draws upon interdisciplinary strategies as a way of embedding holistic learning and producing more adaptable graduates. At the same time, disciplinary boundaries remain in place and may be even more important to universities called upon to market their subjects in a very competitive higher education environment. The authors of this chapter will critically explore the debates around interdisciplinarityi n a higher education sector that is forcing institutions to become increasingly adaptable. The chapter will firstly debate the place of interdisciplinary studies in research and teaching in higher education from a social policy perspective. Secondly, the chapter will examine the theoretical perspectives on interdisciplinarity and will provide a model framework. Finally, the authors of this chapter will consider their own research and teaching experiences in the context of debates about interdisciplinarity.
|Title of host publication||Mentorship, Leadership, and Research:|
|Subtitle of host publication||Their Place within the Social Science Curriculum|
|Editors||Michael Snowden, Jamie Halsall|
|Publisher||Springer International Publishing AG|
|Number of pages||17|
|Publication status||Published - 1 Jan 2019|
- Department of Behavioural and Social Sciences - Senior Lecturer
- School of Human and Health Sciences
- Centre for Citizenship, Conflict, Identity and Diversity - Member
Falcus, S., Cameron, C., & Halsall, J. (2019). Interdisciplinarity in Higher Education: The Challenges of Adaptability. In M. Snowden, & J. Halsall (Eds.), Mentorship, Leadership, and Research: Their Place within the Social Science Curriculum (pp. 129-146). Springer International Publishing AG.