Thinking Outside the Box

Interdisciplinary Integration of Teaching and Research on an Environment and Development Study Programme

Peter Oksen, Jakob Magid, Andreas de Neergaard

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    Resumé

    Interdisciplinary education and research are increasingly in demand in land use, environment and development because understanding complex human-nature relationships requires a holistic approach. While the need for interdisciplinarity is acknowledged by most, in practice, traditional disciplines are still accorded greatest scientific recognition. This article illustrates how interdisciplinarity has been approached on an international education and research programme. A major challenge was how to strike a balance between interdisciplinarity and specialization, and a specific model based on problem-oriented group work and specialized research teams was developed which successfully negotiated this divide, according to a comprehensive student evaluation. International co-operation among Denmark, Thailand, Malaysia, South Africa, Swaziland, and Botswana has revealed structural and cultural barriers to the implementation of interdisciplinary programmes. Successful negotiation of these barriers requires personal relations based on long-term commitment which was achieved in this case through the study programme and annual joint student field courses.
    OriginalsprogEngelsk
    TidsskriftISR. Interdisciplinary science review
    Vol/bind34
    Udgave nummer4
    Sider (fra-til)309-326
    ISSN0308-0188
    DOI
    StatusUdgivet - 2009

    Citer dette

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    abstract = "Interdisciplinary education and research are increasingly in demand in land use, environment and development because understanding complex human-nature relationships requires a holistic approach. While the need for interdisciplinarity is acknowledged by most, in practice, traditional disciplines are still accorded greatest scientific recognition. This article illustrates how interdisciplinarity has been approached on an international education and research programme. A major challenge was how to strike a balance between interdisciplinarity and specialization, and a specific model based on problem-oriented group work and specialized research teams was developed which successfully negotiated this divide, according to a comprehensive student evaluation. International co-operation among Denmark, Thailand, Malaysia, South Africa, Swaziland, and Botswana has revealed structural and cultural barriers to the implementation of interdisciplinary programmes. Successful negotiation of these barriers requires personal relations based on long-term commitment which was achieved in this case through the study programme and annual joint student field courses.",
    keywords = "Interdisciplinary education and research, International co-operation, Environment",
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    Thinking Outside the Box : Interdisciplinary Integration of Teaching and Research on an Environment and Development Study Programme. / Oksen, Peter; Magid, Jakob; de Neergaard, Andreas.

    I: ISR. Interdisciplinary science review, Bind 34, Nr. 4, 2009, s. 309-326.

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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    AU - de Neergaard, Andreas

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    AB - Interdisciplinary education and research are increasingly in demand in land use, environment and development because understanding complex human-nature relationships requires a holistic approach. While the need for interdisciplinarity is acknowledged by most, in practice, traditional disciplines are still accorded greatest scientific recognition. This article illustrates how interdisciplinarity has been approached on an international education and research programme. A major challenge was how to strike a balance between interdisciplinarity and specialization, and a specific model based on problem-oriented group work and specialized research teams was developed which successfully negotiated this divide, according to a comprehensive student evaluation. International co-operation among Denmark, Thailand, Malaysia, South Africa, Swaziland, and Botswana has revealed structural and cultural barriers to the implementation of interdisciplinary programmes. Successful negotiation of these barriers requires personal relations based on long-term commitment which was achieved in this case through the study programme and annual joint student field courses.

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