by Institute of Humanities and Social Sciences, College of Graduate Studies, Nanyang University in [Singapore] .
Written in English
Includes bibliographical references.
|Statement||by Ang Kohping.|
|Series||Occasional paper series - Institute of Humanities and Social Sciences, Nanyang University ;, no. 92, Occasional paper series (Nanyang University. Institute of Humanities and Social Sciences) ;, no. 92.|
|LC Classifications||LG395.S53 A83|
|The Physical Object|
|Pagination||23 leaves ;|
|Number of Pages||23|
|LC Control Number||79941245|
Interdisciplinarity -- of any stripe or variety -- depends on disciplines. Interdisciplinary efforts and disciplines are inseparable. Interdisciplinarity is founded and practiced in relationships among approaches and fields of knowledge. This is a fact of theory and practice, and of the history of higher education. We cannot have one without. The authors of this chapter critically explore the debates around interdisciplinarity in a higher education sector that is forcing institutions to become increasingly adaptable. The chapter firstly debates the place of interdisciplinary studies in research and teaching in higher education from a social policy : Sarah Falcus, Christopher Cameron, Jamie P. Halsall. ISBN: X OCLC Number: Notes: Includes indexes. Description: xiii, pages: illustrations ; 24 cm. Taking the reader into the realm of techno-anthropology, the book discusses the role of problems and projects in transgressing disciplines, and presents an analysis of three challenges facing new students when entering interdisciplinary and problem-based higher education. The second part of the book focuses on practicing interdisciplinarity in.
Interdisciplinarity and Higher Education Edited by Joseph J. Kockelmans. Clarification of the aims and problems of interdisciplinarity, as this book demonstrates, not only will help reveal the movement's probable impact on university teaching and research but also will shed light on . At the turn of the twentieth century, colleges and universities in the U.S. and elsewhere were convulsed with change, a change induced by the creation of the modern set of academic disciplines. Their emergence at that time fundamentally altered how universities were constructed and how they did their business. It is the model on which the academy of the twenty-first century operates. Interdisciplinarity has become as important outside academia as within. Academics, policy makers, and the general public seek insights to help organize the vast amounts of knowledge being produced, both within research and at all levels of education. The second edition of The Oxford Handbook of Interdisciplinarity offers a thorough update of this major reference work, summarizing the latest. The second part of the book focuses on practicing interdisciplinarity in problem-based higher education. It explores how the construction of problems in interdisciplinary PBL projects can be seen from the perspectives of multicultural groups, and examines group processes in interdisciplinary PBL projects.
This book therefore speaks to faculty members and administrators in general, as well as to teachers and students whose specialty is the study of higher education. A recurring theme is that every academic specialty can be justified for purposes of research, provided it does not . An chapter anthology on the historical, epistemological, methodological, philosophical, and educational issues surrounding the topic of interdisciplinarity is presented. A general perspective on the continuing debate about interdisciplinarity is presented in the first four chapters, followed by six chapters on specific problems and prospects. How to cite this article: Jacob W J () Interdisciplinary trends in higher education. Palgrave Communications doi: /palcomms This work is licensed under a Creative. This book is an attempt to document our knowledge of interdisciplinarity in higher education, with an emphasis – though not exclusively – on the Australasian and South-East Asian region, and.