Session Information
99 ERC SES 04 A, Ignite Talks
Ignite Talks Session
Contribution
Research Question Outline
In an era marked by complex global challenges, from climate change to health crises, the imperative for innovative and collaborative solutions is paramount. This urgency foregrounds the role of interdisciplinarity within European Higher Education Institutions (HEIs), positing it not merely as an academic ideal but as a crucial framework for addressing the multifaceted problems of our time. However, the gap between the theoretical valorization of interdisciplinarity and its practical application in Higher Education remains a significant barrier.
My doctoral research endeavors to bridge this chasm by exploring the question I would like to raise in Ignite Talk: How can European HEIs effectively actualize interdisciplinarity, transforming it from a conceptual ideal into a sustainable, practice-oriented approach that fosters collaboration across disciplines to address the pressing challenges of our age?
Theoretical Framework
Grounded in the postmodern paradigm, this research underscores the fluid, pluralistic nature of knowledge and reality, challenging the rigid boundaries that have traditionally defined academic disciplines. Central to this inquiry is the theory of social constructivism, which posits that knowledge is co-constructed through social interactions and cultural contexts. This perspective is pivotal for understanding interdisciplinarity, as it highlights the importance of cultural, institutional, and political factors in shaping interdisciplinary practices.
Social constructivism also emphasizes the role of dialogue and collaboration in the construction of knowledge, suggesting that a true interdisciplinary approach requires not just the blending of disciplines but the creation of new, co-constructed understandings that transcend individual disciplinary perspectives.
Inspiration and Implication
My doctoral research is driven by the conviction that interdisciplinarity holds the key to addressing the complex challenges of our time. By redefining interdisciplinarity within a post-disciplinary context, this study aims to propose actionable strategies for its effective implementation in HEIs, thereby enhancing academic collaboration and fostering a more inclusive, innovative educational environment.
The findings of my research will not only shed light on the barriers to effective interdisciplinarity but also provide a roadmap for HEIs to navigate these challenges, fostering a culture of collaboration that transcends disciplinary boundaries. In doing so, this study will inspire a reimagining of higher education, one that embraces the uncertainty of our age as an opportunity for innovation, collaboration, and transformative learning.
Why Ignite Talk?
I believe in vocalizing the ideas. I believe in giving the voice to the unheard or silenced ones. I will share compelling data from focus groups among HE actors in Lithuania, offering a nuanced conceptualization of interdisciplinarity and drawing attention to its post-disciplinary future. Through this exploration, we will ignite a conversation about the power relations,potential of interdisciplinarity to not only advance academic knowledge but also to equip learners and educators with the tools to collaboratively address the pressing global challenges of our time, fostering a sense of hope and resilience for the future of Higher Education.
Method
In my doctoral reseach I chosen the mixed-methods sequential explanatory design (Creswell et al. 2003) where quantitative methodology (survey) is followed by qualitative methodology (focus groups) in the framework of triangulation (Denzin 1970, Flick 2012). 1. Explorative in-depth interviews - in order to create a survey. 2. Survey - to set the ground data for explaining the phenomena of interdisciplinarity. 3. Focus groups - to study how the meanings, interpretations, and narratives of interdisciplinarity are socially constructed during group interactions. 4. Conceptual Analysis - for data analysis. 5. Data triangulation - to access a deeper understanding of the phenomenon within different data groups. In this Ignite Talk I will share the rich data gathered in 6 focus groups.
Expected Outcomes
The main aim is to conceptualise the interdisciplinarity and vocalise the experience of HE actors (students, professors, administrators). In broader context I expect to prove that interdisciplinarity shouldn't be only a decoration to HE strategy, but a sustainable everyday practice that requires not only political will but also the active participation of HE actors. I would also like to introduce the concept of post-disciplinarity with the idea that traditional disciplinary boundaries in HE are becoming increasingly blurred, and that new and innovative forms of interdisciplinary education are needed.
References
* Beyer, L. (2000). The postmodern university. Cultural Studies, 14(1), 47-57. * Creswell, J. W., V. L. Plano Clark, M. Gutmann, and W. Hanson. 2003. Advanced mixed methods research designs. In Handbook on mixed methods in the behavioral and social sciences, ed. A. Tashakkori and C. Teddlie, 209-240. Thousand Oaks, CA: Sage. * Davies, M., & Devlin, M. (2010). Interdisciplinary higher education. In Interdisciplinary Higher Education: Perspectives and Practicalities (pp. 3–28). Emerald Group Publishing Limited. * Denzin, N. (1970) The research act. Chicago: Aldine. * Flick, U., Garms-Homolova, V., Herrmann, W., Kuck, J., & Röhnsch, G. (2012) "I can't prescribe something just because someone asks for it..." using mixed methods in the framework of triangulation. Journal of Mixed Methods Research, 6(2): 97-110. * Lyotard, J.F. (1984). The Postmodern Condition: A Report on Knowledge. Manchester: Manchester University Press. * Smith, M. K. (2008). Postmodernism and Education. Routledge. * Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
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