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Tyler L. Hough; Isabelle A. Jenkins; Charlie Pierce; Ashley Bellet – Experiential Learning and Teaching in Higher Education, 2024
This paper explores the dualistic nature of experiential learning (EL) definitions in higher education, advocating for a balanced integration of broad and narrow constructs. Through case study and collaborative inquiry, diverse disciplinary perspectives--from engineering to performing arts and urban education--are examined to understand EL's…
Descriptors: Experiential Learning, Higher Education, Definitions, Interdisciplinary Approach
Phillip Motley; Beth Archer-Kuhn; Catharine Dishke Hondzel; Jennifer Dobbs-Oates; Michelle Eady; Janel Seeley; Rosemary Tyrrell – Teaching & Learning Inquiry, 2024
Immersive learning practices (ILPs) in higher education are multidisciplinary in nature and varied in levels of integration into the student learning process. They appear in a variety of higher education programs such as teacher education, social work, law, and health sciences, and in practices such as service-learning, study away, internships,…
Descriptors: Higher Education, Interdisciplinary Approach, Educational Practices, Teacher Attitudes
Leijon, Marie; Gudmundsson, Petri; Staaf, Patricia; Christersson, Cecilia – Innovations in Education and Teaching International, 2022
This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to…
Descriptors: Problem Based Learning, Higher Education, Adult Learning, Definitions
van den Beemt, Antoine; van de Watering, Gerard; Bots, Michael – European Journal of Engineering Education, 2023
Increasingly higher education programs are made learner centred and flexible to face societal changes. Challenge-based learning (CBL) is an educational concept shaping these open and flexible programs. This article aims to articulate a framework for analysing CBL characteristics within and between study components in academic curricula. It…
Descriptors: Problem Based Learning, Higher Education, Student Centered Learning, Curriculum Implementation
Shamash, Emily R.; Berrett-Abebe, Julie; Smith, LaTasha; Storms, Stephanie; Regan, Michael; Novella, Jocelyn; Grupp, Laurie L.; Smith, Emily; Martin, Alyson – To Improve the Academy, 2023
This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider…
Descriptors: Higher Education, College Faculty, Communities of Practice, Reflective Teaching
Liu, Wei; He, Chunyan – International Education Studies, 2022
Recent years, research on curriculum-based ideological and political education has been one of hotspots in the field of higher education in China. Using both literature analysis software of CiteSpace and VOSviewer, visual analysis and information collection have been carried out on 429 papers of Chinese curriculum-based ideological and political…
Descriptors: Political Science, Political Attitudes, Curriculum Design, Educational History
Klein, Julie Thompson – Issues in Interdisciplinary Studies, 2021
Prompted by William Newell's 2013 call for the Association of Interdisciplinary Studies (AIS) to consider whether to rethink its mission in light of other organizations' interests, this article begins by reflecting on similarities and differences among five of the founding organizations of a recently formed Global Alliance for Inter- and…
Descriptors: Higher Education, Universities, Interdisciplinary Approach, College Curriculum
Römgens, Inge; Scoupe, Rémi; Beausaert, Simon – Studies in Higher Education, 2020
In different streams of literature employability has been defined in different, often related ways. We take an interdisciplinary approach, combining insights from research on higher education and workplace learning, taking a Western perspective. In doing so we take a multi-dimensional, competence-based approach. Our approach to conceptualizing…
Descriptors: Employment Potential, Interdisciplinary Approach, Higher Education, Workplace Learning
Lindvig, Katrine; Hillersdal, Line – Minerva: A Review of Science, Learning and Policy, 2019
While interdisciplinarity is not a new concept, the political and discursive mobilisation of interdisciplinarity is. Since the 1990s, this movement has intensified, and this has affected central funding bodies so that interdisciplinarity is now a de facto requirement in successful grant application. As a result, the literature is ripe with…
Descriptors: Foreign Countries, Interdisciplinary Approach, Research, Higher Education
Schary, David P.; Cardinal, Bradley J. – Quest, 2015
Interdisciplinary work is increasingly becoming a larger expectation in research and teaching. Moreover, prominent kinesiologists have proposed interdisciplinary research as a solution to perceived and/or real fragmentation issues that have developed within the field and across, and even within the various subdisciplines. For such an important…
Descriptors: Interdisciplinary Approach, Educational Research, Definitions, Cooperation
Ashley, Sue; Schaap, Harmen; de Bruijn, Elly – Journal of Teaching in International Business, 2016
The aim of this exploratory study is to develop a definition of conceptual understanding for teaching in international business. In international business, professionals face complex problems like what to produce, where to manufacture, which markets to target, and when to expand abroad. A clear definition of conceptual understanding needed to…
Descriptors: Business Education, International Education, Higher Education, Concept Formation
Liu, Ou Lydia; Roohr, Katrina Crotts; Rios, Joseph A. – ETS Research Report Series, 2018
Economic globalization and interdisciplinary advancements have increased the demand for college graduates to possess transferable skills that would allow them to contribute effectively to the modern workforce. In particular, transferable competencies such as civic competency and intercultural competency are critical for colleges to prepare…
Descriptors: Cultural Awareness, Interdisciplinary Approach, Global Approach, Transfer of Training
Ryan, Juliana – Higher Education Research and Development, 2015
A number of Australian universities have established and sponsored interdisciplinary communities of practice (CoPs) to develop teaching and learning. CoPs are popularly defined as groups of people who share a passion for something and, together, learn how to do it better. Without further specification, this definition is of limited use in…
Descriptors: Foreign Countries, Communities of Practice, Interdisciplinary Approach, Discourse Analysis
Siekmann, Gitta; Korbel, Patrick – National Centre for Vocational Education Research (NCVER), 2016
Current definitions of STEM skills are inconsistent and not specific enough to inform education and skill policies and initiatives, potentially leading to a number of unsubstantiated and uncoordinated responses. There is a danger of generating a domestic oversupply of graduates in science, mathematics, engineering and technology while ignoring the…
Descriptors: STEM Education, Technical Education, Vocational Education, Job Skills
Hilliard, Ann T. – Contemporary Issues in Education Research, 2012
It is important for leadership teams and faculty members in higher education to create an atmosphere of trust as new and improved ideas are addressed in a professional learning community setting. Prior to the past ten years, many faculty members at the university have been accustomed to working somewhat independently in their own discipline.…
Descriptors: Higher Education, Communities of Practice, Collegiality, Definitions