Developing Interdisciplinary Learning: Spanning Disciplinary and Organizational Boundaries

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Peter Smith, L. Callagher, Paul Hibbert, Elisabeth Krull, John Hosking
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引用次数: 0

Abstract

Based on a study of a postgraduate course, we show how—through the processes associated with applying a strategic tool—students developed the understandings that allowed them to span disciplinary and organizational boundaries. We reveal how the students, working in groups and acting as consultants to industry clients, developed specific boundary-spanning skills learned through observation and practice (mimesis), and reflection. Namely, (1) working with others with different disciplines to establish roles and processes to operate successfully as a group, (2) establishing productive communication with other groups of diverse disciplines as part of project processes, (3) eliciting information from other groups of diverse specialists, and (4) managing an inclusive discussion process among other groups of diverse specialists for agreement. We discuss how these insights about mimesis and reflection add to pedagogic debates about instruction for interdisciplinary and inter-organizational learning and the implications for management education and development practice.
发展跨学科学习:跨越学科和组织界限
基于对一门研究生课程的研究,我们展示了学生如何通过与应用战略工具相关的过程,发展出使他们能够跨越学科和组织界限的理解能力。我们揭示了学生们如何在小组工作和担任行业客户顾问的过程中,通过观察和实践(模仿)以及反思,发展出特定的跨边界技能。即:(1) 与其他不同学科的人合作,确立作为一个小组成功运作的角色和流程;(2) 作为项目流程的一部分,与其他不同学科的小组建立富有成效的沟通;(3) 从其他不同专家小组获取信息;(4) 管理其他不同专家小组之间的包容性讨论流程,以达成一致意见。我们将讨论这些关于模仿和反思的见解如何为跨学科和跨组织学习的教学辩论增添新的内容,以及对管理教育和发展实践的影响。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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