Doctoral education and the development of an interdisciplinary identity
Doctoral education and the development of an interdisciplinary identity
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DOI：
10.1080/14703297.2013.847796
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发表时间：
2015-11-02
影响因子：
1.8
通讯作者：
Holley, Karri A.
中科院分区：
文献类型：
--
作者：
Holley, Karri A.
高等教育面临的挑战是创造创新、协作和跨学科的知识，以应对日益增长的社会需求。教职员工往往对从事此类工作准备不足，这引发了人们对学科认同和跨学科参与之间的平衡的质疑。本文考察了40名参加跨学科博士课程的学生的经历。从事学术生涯的学者如何才能形成跨学科身份？这些数据表明，坚实的学科基础、对综合过程的理解、对跨学科结果的认可以及参与合作研究的能力是重要的。这些结论为教师和博士生可能如何构思跨学科教育提供了洞察。
Higher education is challenged to produce innovative, collaborative and interdisciplinary knowledge in response to increasing social demands. Faculty are often ill-prepared to engage in such work, raising questions as to the balance between disciplinary identity and interdisciplinary engagement. This article examines the experiences of 40 students enrolled in an interdisciplinary PhD programme. How might scholars embarking on their academic career develop an interdisciplinary identity? The data suggest the importance of a strong disciplinary foundation, an understanding of the integrative process, the recognition of interdisciplinary outcomes and the ability to participate in collaborative research. The conclusions offer insight into how faculty and doctoral students might conceptualise interdisciplinary education.