Abstract: Complex problems cross the boundaries of traditional disciplines and thus, require researchers and research groups in higher education to engage in interdisciplinary inquiry and collaboration to generate knowledge that is more than the sum of its parts. This article explores interdisciplinary research in higher education and the different views scholars in the social sciences (e.g., education, sociology, economics) hold in terms of how knowledge is produced, integrated and evaluated. Hindering institutional factors of interdisciplinary research that linger within the existing departmentalized framework at many higher education institutions are discussed. Finally, conclusions and implications are drawn to facilitate interdisciplinary research likely to advance fundamental understanding and lead to relevant, applicable and socially valuable results.
Keywords: Interdisciplinarity; Interdisciplinary research; Epistemic cultures; Evaluative cultures; Institutional obstacles; Social sciences; Higher education.
Title: Conducting Interdisciplinary Research in Higher Education: Epistemological Styles, Evaluative Cultures and Institutional Obstacles
Author: Sabine Hoidn
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
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