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From defining to enacting interdisciplinary education: curriculum integration strategies among Hong Kong undergraduate interdisciplinary programmes.

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Title: From defining to enacting interdisciplinary education: curriculum integration strategies among Hong Kong undergraduate interdisciplinary programmes.
Authors: Lam, Man Ho Adrian (AUTHOR)
Source: Studies in Higher Education. Dec2025, Vol. 50 Issue 12, p2762-2781. 20p.
Subjects: Interdisciplinary education, Undergraduate programs, Qualitative research, Educational planning, Corporate culture, Universities & colleges
Geographic Terms: Hong Kong (China)
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+programs%22">Undergraduate programs</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br /><searchLink fieldCode="DE" term="%22Corporate+culture%22">Corporate culture</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2024.2431582
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        Text: English
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      – SubjectFull: Qualitative research
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              Text: Dec2025
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