Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review
By E.J.H. Spelt, Harm J. A. Biemans, Hilde Tobi, Pieternel A. Luning, Martin Mulder. 2009
465 citations recorded by the source corpus.
Interdisciplinary higher education aims to develop boundary-crossing skills, such as interdisciplinary thinking. In the present review study, interdisciplinary thinking was defined as the capacity to integrate knowledge of two or more disciplines to produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. It was considered as a complex cognitive skill that constituted of a number of subskills. The review was accomplished by means of a systematic search within four scientific literature databases followed by a critical analysis. The review showed that, to date, scientific research into teaching and learning in interdisciplinary higher education has remained limited and explorative. The research advanced the understanding of the necessary subskills of interdisciplinary thinking and typical conditions for enabling the development of interdisciplinary thinking. This understanding provides a platform from which the theory and practice of interdisciplinary higher education can move forward.
Subfields: Biomedical Engineering, Education, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/d1f154b557a667275896d210b62bd7af9da6a52f
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In Education
Citations in the corpus
- Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment (2019, background): “The defining characteristic of interdisciplinarity was the integration or synthesis of knowledge (Spelt et al., 2009).”