Educating students to cross boundaries between disciplines and cultures and between theory and practice

摘要

Purpose - The purpose of this paper is to evaluate and analyse the didactic model of a universityrncourse, which concerns an applied academic consultancy project and which focuses on skills related torncrossing boundaries between disciplines and cultures, and between theory and practice. Thesernboundary crossing skills are needed to develop sustainable solutions for complex environmentalrnproblems.rnDesign/methodology/approach - The paper evaluates the course based on recommendations forrnsuccessful collaborative interdisciplinary research found in literature. Reflections of two cohorts ofrn30 students are used to analyse the four components that make up the didactic model of the course:rnorganizational "matrix structure" in which students work, two week field-trip, customized SharePointrnweb site, and teachers as facilitators rather than providers of information.rnFindings - The course enhanced the students' awareness of disciplinary and cultural boundaries andrnadded to their appreciation of using different disciplinary and cultural perspectives in developingrnsustainable solutions. Students learnt to deal with uncertainty in scientific research and realized thatrndecisions in environmental management are based on partial knowledge. They also learnt how tornovercome barriers in the design and implementation of interdisciplinary research projects.rnOriginality/value - The paper presents an innovative didactic model that proved to be successful inrneducating boundary crossing skills. It contributes to understanding how educational programmes atrnuniversities can better equip students to find sustainable solutions.