From defining to enacting interdisciplinary education
Curriculum integration strategies among Hong Kong undergraduate interdisciplinary programmes
Bibliographic Data
| ID | 14689649 |
|---|---|
| Authors | Man Ho Adrian Lam (0000-0001-9778-3125, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong Special Administrative Region, corresponding author) |
| Year | 2024 |
| Volume | 50 |
| Issue | 12 |
| Pages | 1-20 |
| Publication date | 2024-12-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2024.2431582 |
| OpenAlex | W4404924950 |
| Language | EN |
| Citations received | 2 |
| References cited | 76 |
Despite the emerging popularity of interdisciplinary education among universities around the world, it remains unclear how to define and enact interdisciplinary curriculum integration at the programme level and at the undergraduate level. By undergoing a qualitative documentary analysis of the programme portfolios of the 43 undergraduate interdisciplinary programmes offered by seven publicly funded universities in Hong Kong, which are publicly available on their official websites, this comparative study reveals seven common strategies that they adopt when undergoing interdisciplinary curriculum integration, which are embedded with a series of underlying motives and ideologies. These include bringing in foundational disciplinary knowledge for interdisciplinary learning; cultivating skills and dispositions throughout interdisciplinary learning; exposing to interdisciplinary research methodologies; introducing thematic clusters for interdisciplinary integration; advancing interdisciplinary understanding and expectations; providing hands-on projects for interdisciplinary inquiry; as well as developing experiential interdisciplinary collaboration across sectors and stakeholders. Conceptually speaking, this study can reveal both the similar and differing views of underlying philosophies, curricular arrangements, pedagogical features, and organisational structures that shape these Hong Kong undergraduate interdisciplinary programmes. Practically speaking, the various strategies adopted by these Hong Kong universities can inspire policymakers, administrators, and practitioners worldwide to enhance or refine their undergraduate interdisciplinary programmes, which can further support the ongoing process of institutionalising interdisciplinarity in the university context
Curriculum · Curriculum development · Engineering ethics · Higher education · Pedagogy · Political science · Sociology · Engineering · Global Educational Policies and Reforms · Higher Education Learning Practices · Interdisciplinary Research and Collaboration
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| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |