启动多米诺骨牌:中国一所中美合办文理大学的规模化跨学科变革理论

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Huiyuan Ye
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引用次数: 0

摘要

尽管跨学科是第四次工业革命的重要特征,也是文理教育的核心优势,但跨学科也是一个喧闹的流行词,从制度的角度来看,它并不总是有意义的。传统的跨学科领域将其视为理所当然,如鱼得水,而在其他地方,人们则带着疑问保持距离。由于国家的、历史的,以及越来越多地来自大学和工作场所之间的强大引力,跨学科工作面临着更多的边界挑战。对于一所高等教育机构来说,如果它的跨学科愿景根植于这些边界之中,那么仅仅设置一门课程,希望跨学科的列车一劳永逸地轰鸣前进,是远远不够的。在现实中,可能需要更高的跨学科程度和持续的扶持机制来平衡某些引力,比如中国高等教育中的亲理工科和亲应试倾向。本研究调查了昆山杜克大学(DKU)首届本科生及其本科教师,提出了规模化跨学科的变革理论。由此产生的变革理论使用大学和工作场所通用的词汇阐述了跨学科性的可操作定义、衡量和利用不同跨学科性(尤其是更高程度的跨学科性)的流动性视角,以及激发这种流动性的关键机制,从而使跨学科性与教学、学习和研究的其他机构层面更加紧密地结合在一起。已检查并确认。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Setting off the dominoes: a theory of change for scaled interdisciplinarity at a Sino-American joint-venture liberal arts and sciences University in China

Despite a key feature of the Fourth Industrial Revolution and a core strength of liberal arts and sciences education, interdisciplinarity is also a noisy buzzword which does not always make sense from an institutional point of view. Traditional interdisciplinary fields take it for granted like fish in the water while, somewhere else, people keep a distance with questions. Doing interdisciplinarity faces additional boundary challenges due to strong gravitational forces that are national, historical, and increasingly from between college and workplace. For a higher education institution whose vision for robust interdisciplinarity is rooted across these boundaries, it is not enough to set up a curriculum, hoping that once and for all the train of interdisciplinarity will roar on. In reality, it may take a higher magnitude of interdisciplinarity and constant enabling mechanisms to balance out certain gravitational forces, such as the pro-STEM and pro-exam tendencies in Chinese higher education. This study surveyed the inaugural undergraduate class of Duke Kunshan University (DKU) as well as its undergraduate faculty to propose a theory of change for scaled interdisciplinarity. The resulting theory of change elaborates on an actionable definition of interdisciplinarity using a vocabulary common to college and workplace, a mobility lens for measuring and leveraging different and especially higher magnitudes of interdisciplinarity, and a linchpin mechanism for energizing this mobility so that interdisciplinarity is more entwined with other institutional facets of teaching, learning, and research.Kindly check and confirm the edit made in the Article title. Checked and confirmed.

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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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