Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 536153
Title Avoiding pitfalls in interdisciplinary education
Author(s) Holt, R.E.; Woods, P.J.; Ferreira, A.S.A.; Bardarson, H.; Bonanomi, S.; Boonstra, W.J.; Butler, W.E.; Diekert, F.K.; Fouzai, N.; Holma, M.; Kokkalis, A.; Kvile, K.; Macdonald, J.I.; Malanski, E.; Nieminen, E.; Ottosen, K.M.; Pedersen, M.W.; Richter, A.; Rogers, L.; Romagnoni, G.; Snickars, M.; Törnroos, A.; Weigel, B.; Whittington, J.D.; Yletyinen, J.
Source Climate Research 74 (2017)2. - ISSN 0936-577X - p. 121 - 129.
DOI http://dx.doi.org/10.3354/cr01491
Department(s) WASS
Environmental Economics and Natural Resources Group
Publication type Refereed Article in a scientific journal
Publication year 2017
Keyword(s) Climate change - Education - Interdisciplinarity - Learning mechanisms - Research network
Abstract As the world's social-environmental problems increasingly extend across boundaries, both disciplinary and political, there is a growing need for interdisciplinarity, not only in research per se, but also in doctoral education. We present the common pitfalls of interdisciplinary research in doctoral education, illustrating approaches towards solutions using the Nordic Centre for Research on Marine Ecosystems and Resources under Climate Change (NorMER) research network as a case study. We provide insights and detailed examples of how to overcome some of the challenges of conducting interdisciplinary research within doctoral studies that can be applied within any doctoral/postdoctoral education programme, and beyond. Results from a selfevaluation survey indicate that early-career workshops, annual meetings and research visits to other institutions were the most effective learning mechanisms, whereas single discipline-focused courses and coursework were among the least effective learning mechanisms. By identifying the strengths and weaknesses of components of NorMER, this case study can inform the design of future programmes to enhance interdisciplinarity in doctoral education, as well as be applied to science collaboration and academic research in general.
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