438:
a common challenge. A multidisciplinary person is one with degrees from two or more academic disciplines. This one person can take the place of two or more people in a multidisciplinary community. Over time, multidisciplinary work does not typically lead to an increase or a decrease in the number of academic disciplines. One key question is how well the challenge can be decomposed into subparts, and then addressed via the distributed knowledge in the community. The lack of shared vocabulary between people and communication overhead can sometimes be an issue in these communities and projects. If challenges of a particular type need to be repeatedly addressed so that each one can be properly decomposed, a multidisciplinary community can be exceptionally efficient and effective.
368:
rapidly increased and researchers realized the importance of concentrating on smaller, narrower fields of scientific activity. Because of this narrowing, scientific specializations emerged. As these specializations developed, modern scientific disciplines in universities also improved their sophistication. Eventually, academia's identified disciplines became the foundations for scholars of specific specialized interests and expertise.
390:, and that this fact reveals essential aspects they continue to have in common: "The disciplines characterize, classify, specialize; they distribute along a scale, around a norm, hierarchize individuals in relation to one another and, if necessary, disqualify and invalidate." (Foucault, 1975/1979, p. 223)
151:
integrate aspects from multiple academic disciplines, therefore addressing any problems that may arise from narrow concentration within specialized fields of study. For example, professionals may encounter trouble communicating across academic disciplines because of differences in language, specified
512:
can be used to map several issues in relation to disciplines, for example, the flow of ideas within and among disciplines (Lindholm-Romantschuk, 1998) or the existence of specific national traditions within disciplines. Scholarly impact and influence of one discipline on another may be understood by
437:
Multidisciplinary knowledge is associated with more than one existing academic discipline or profession. A multidisciplinary community or project is made up of people from different academic disciplines and professions. These people are engaged in working together as equal stakeholders in addressing
367:
Prior to the twentieth century, few opportunities existed for science as an occupation outside the educational system. Higher education provided the institutional structure for scientific investigation, as well as economic support for research and teaching. Soon, the volume of scientific information
363:
Prior to the twentieth century, categories were broad and general, which was expected due to the lack of interest in science at the time. With rare exceptions, practitioners of science tended to be amateurs and were referred to as "natural historians" and "natural philosophers"—labels that date back
414:
Nations at various developmental stages will find the need for different academic disciplines during different times of growth. A newly developing nation will likely prioritize government, political matters and engineering over those of the humanities, arts and social sciences. On the other hand, a
453:
Multidisciplinary approaches also encourage people to help shape the innovation of the future. The political dimensions of forming new multidisciplinary partnerships to solve the so-called societal Grand
Challenges were presented in the Innovation Union and in the European Framework Programme, the
473:
In practice, transdisciplinary can be thought of as the union of all interdisciplinary efforts. While interdisciplinary teams may be creating new knowledge that lies between several existing disciplines, a transdisciplinary team is more holistic and seeks to relate all disciplines into a coherent
516:
The
Bibliometrics approach is described as straightforward because it is based on simple counting. The method is also objective but the quantitative method may not be compatible with a qualitative assessment and therefore manipulated. The number of citations is dependent on the number of persons
458:
operational overlay. Innovation across academic disciplines is considered the pivotal foresight of the creation of new products, systems, and processes for the benefit of all societies' growth and wellbeing. Regional examples such as
Biopeople and industry-academia initiatives in translational
398:
Communities of academic disciplines can be found outside academia within corporations, government agencies, and independent organizations, where they take the form of associations of professionals with common interests and specific knowledge. Such communities include corporate
323:
As the twentieth century approached, these designations were gradually adopted by other countries and became the accepted conventional subjects. However, these designations differed between various countries. In the twentieth century, the natural science disciplines included:
210:. Educational institutions originally used the term "discipline" to catalog and archive the new and expanding body of information produced by the scholarly community. Disciplinary designations originated in German universities during the beginning of the nineteenth century.
441:
There are many examples of a particular idea appearing in different academic disciplines, all of which came about around the same time. One example of this scenario is the shift from the approach of focusing on sensory awareness of the whole, "an attention to the 'total
316:, can be found in more than one disciplinary setting; some public administration programs are associated with business schools (thus emphasizing the public management aspect), while others are linked to the political science field (emphasizing the
446:", a "sense of the whole pattern, of form and function as a unity", an "integral idea of structure and configuration". This has happened in art (in the form of cubism), physics, poetry, communication and educational theory. According to
415:
well-developed nation may be capable of investing more in the arts and social sciences. Communities of academic disciplines would contribute at varying levels of importance during different stages of development.
695:
Foucault, Michel (1977). Discipline and Punish: The birth of the prison. Trans. Alan
Sheridan. New York: Vintage. (Translation of: Surveiller et punir; naissance de la prison. : Gallimard, 1975).
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Szostak, R. (October 2000). Superdisciplinarity: A Simple
Definition of Interdisciplinarity With Profound Implications. Association for Integrative Studies, Portland, Oregon. (Meeting presentation)
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386:. Foucault asserts that academic disciplines originate from the same social movements and mechanisms of control that established the modern prison and penal system in eighteenth-century
728:
Lindholm-Romantschuk, Y. (1998). Scholarly book reviewing in the social sciences and humanities. The flow of ideas within and among disciplines. Westport, Connecticut: Greenwood Press.
450:, this paradigm shift was due to the passage from the era of mechanization, which brought sequentiality, to the era of the instant speed of electricity, which brought simultaneity.
1052:
van
Leeuwen, T.N. & Tijssen, R.J.W. (1993). "Assessing multidisciplinary areas of science and technology – A synthetic bibliometric study of Dutch nuclear-energy research".
159:
or "post-academic science", which involves the acquisition of cross-disciplinary knowledge through the collaboration of specialists from various academic disciplines.
1000:
364:
to
Aristotle—instead of "scientists". Natural history referred to what we now call life sciences and natural philosophy referred to the current physical sciences.
705:
459:
medicine such as SHARE.ku.dk in
Denmark provide evidence of the successful endeavour of multidisciplinary innovation and facilitation of the paradigm shift.
1066:
Weisgerber, D.W. (1993). "Interdisciplinary searching – problems and suggested remedies – A Report from the ICSTI Group on
Interdisciplinary Searching".
485:
knowledge is that which explains aspects of one discipline in terms of another. Common examples of cross-disciplinary approaches are studies of the
737:
Ohlsson, H. (1999). Is there a
Scandinavian psychology? A bibliometric note on the publication profiles of Denmark, Finland, Norway, and Sweden.
411:. Communities such as these exist to benefit the organizations affiliated with them by providing specialized new ideas, research, and findings.
1059:
van Leeuwen, T.N. & Tijssen, R.J.W. (2000). "Interdisciplinary dynamics of modern science: analysis of cross-disciplinary citation flows".
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Tengström, E. (1993). Biblioteks- och informationsvetenskapen – ett fler- eller tvärvetenskapligt område? Svensk Biblioteksforskning (1), 9–20.
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671:
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or faculties within colleges and universities to which their practitioners belong. Academic disciplines are conventionally divided into the
958:
Morillo, F.; Bordons, M. & Gomez, I. (2003). "Interdisciplinarity in science: A tentative typology of disciplines and research areas".
1022:
940:
738:
878:
Handbook of Quantitative Science and Technology Research: The Use of Publication and Patent Statistics in Studies of S&T Systems
847:
771:
531:
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297:
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were added. In the 1970s and 1980s, there was an explosion of new academic disciplines focusing on specific themes, such as
715:
1120:
51:
that is taught and researched at the college or university level. Disciplines are defined (in part) and recognized by the
1130:
965:
Newell, A. (1983). "Reflections on the structure of an interdiscipline". In Machlup, F. & U. Mansfield (Eds.),
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139:
While academic disciplines in and of themselves are more or less focused practices, scholarly approaches such as
601:
932:
Scholarly Book Reviewing in the Social Sciences and Humanities: The Flow of Ideas within and among Disciplines
873:
312:
gained prominence as their contribution to knowledge became widely recognized. Some new disciplines, such as
554:
Gibbons, Michael; Camille Limoges, Helga Nowotny, Simon Schwartzman, Peter Scott, & Martin Trow (1994).
536:
1101:
1045:
Tomov, D.T. & Mutafov, H.G. (1996). "Comparative indicators of interdisciplinarity in modern science".
125:
382:
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242:
84:
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Some researchers believe that academic disciplines may, in the future, be replaced by what is known as
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What are Academic Disciplines? Some observations on the Disciplinarity vs. Interdisciplinarity debate
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Dogan, M. & Pahre, R. (1990). "The fate of formal disciplines: from coherence to dispersion". In
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468:
187:
144:
140:
64:
664:
637:
304:, also emerged in the universities. Finally, interdisciplinary scientific fields of study such as
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191:
1023:
Interdisciplinarity as a multidimensional concept: its measure in three different research areas
1010:
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31:
948:
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447:
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104:
80:
52:
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These categories explain how the different academic disciplines interact with one another.
758:
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working in the same domain instead of inherent quality or published result's originality.
377:
317:
246:
226:
108:
60:
852:
Gibbons, M.; Limoges, C.; Nowotny, H.; Schwartzman, S.; Scott, P. & Trow, M. (1994).
292:. Many academic disciplines designed as preparation for careers and professions, such as
865:. New York: Cambridge University Press. Chapter 2: "Identity and discipline". Part II:
828:
214:
129:
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606:
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509:
281:
992:
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Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy
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Types and levels of collaboration in interdisciplinary research in the sciences
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rather than concentrating in a specific academic discipline, are classified as
526:
498:
357:
309:
277:
250:
218:
68:
114:
Individuals associated with academic disciplines are commonly referred to as
583:, Encyclopædia Britannica (1977, 15th edition), Macropaedia Volume 6, p. 337
353:
345:
341:
329:
273:
258:
238:
234:
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An influential critique of the concept of academic disciplines came from
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96:
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Journal of the American Society for Information Science and Technology
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Journal of the American Society for Information Science and Technology
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156:
116:
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Making Natural Knowledge: Constructivis, and the History of Science
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919:
490:
408:
178:. The different terms are used in different countries and fields.
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In the early twentieth century, new academic disciplines such as
1034:
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Disciplinary Discourses: Social Interactions in Academic Writing
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An approach to interdisciplinarity bibliometric indicators
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Interdisciplinary research: meaning, metrics and nurture
665:"Disciplinary Evolution and the Rise of Transdiscipline"
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Journal of the American Society for Information Science
1012:
Measuring knowledge transfer between fields of science
967:
The Study of Information: Interdisciplinary Messages
221:were supplemented with non-classical languages and
999:Qin, J.; Lancaster, F.W. & Allen, B. (1997). "
947:Morillo, F.; Bordons, M. & Gomez, I. (2001). "
892:Interdisciplinarity: History, Theory, and Practice
612:. Cambridge: Cambridge University Press. pp.
887:. New edition. University of Michigan Press/ESL.
1095:Interactive Historical Atlas of the Disciplines
761:Journal of Knowledge Management, 17(1), 137–55.
1036:. Oxford: Elsevier Science. pp. 13727–31.
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880:. Ed. Henk Moed. Dordrecht: Kluwer Academic.
111:are sometimes considered a fourth category.
569:Real Science: What It Is, and What It Means
344:. The social science disciplines included:
1088:Association for Interdisciplinary Studies
935:. Westport, Connecticut: Greenwood Press.
918:Leydesdorff, L. & Rafols, I. (2008).
824:. Boulder, CO: Westview. pp. 85–113.
974:Library and Information Science Research
894:. Detroit: Wayne State University Press.
772:"Bibliometrics | The Guidelines project"
571:. Cambridge: Cambridge University Press.
547:
141:multidisciplinarity/interdisciplinarity
874:The Four Literatures of Social Science
217:of universities, when the traditional
750:Serenko, A. & Bontis, N. (2013).
644:from the original on November 3, 2014
638:"How The Word 'Scientist' Came To Be"
27:Academic field of study or profession
7:
677:from the original on March 27, 2022
505:Bibliometric studies of disciplines
394:Communities of academic disciplines
739:Scandinavian Journal of Psychology
714:. 1964. p. 13. Archived from
25:
929:Lindholm-Romantschuk, Y. (1998).
513:analyzing the flow of citations.
898:Krishnan, Armin (January 2009),
807:, University of Chicago Press.
532:Outline of academic disciplines
124:. Others, who may have studied
706:"McLuhan: Understanding Media"
1:
99:), the formal sciences like
776:www.guidelines.kaowarsom.be
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861:Golinski, J. (1998/2005).
833:Journal Acta Biotheoretica
757:December 10, 2015, at the
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433:Multidisciplinary approach
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190:in 1231 consisted of four
152:concepts, or methodology.
29:
840:Reasoning about Knowledge
827:Dullemeijer, P. (1980). "
640:. National Public Radio.
1068:Journal of Documentation
30:Not to be confused with
944:. London: Freedom Press
537:List of academic fields
372:Functions and criticism
1097:, University of Geneva
298:hospitality management
182:History of the concept
162:It is also known as a
85:scientific disciplines
59:is published, and the
867:The Disciplinary Mold
383:Discipline and Punish
314:public administration
243:public administration
1121:Academic disciplines
890:Klein, J.T. (1990).
718:on December 8, 2008.
663:Cohen, E; Lloyd, S.
581:History of Education
567:Ziman, John (2000).
253:disciplines such as
149:cross-disciplinarity
65:academic departments
47:is a subdivision of
1131:Main topic articles
1106:Collin's Dictionary
1102:Academic discipline
1061:Research Evaluation
1027:Research Evaluation
985:Research Evaluation
938:Martin, B. (1998).
883:Hyland, K. (2004).
872:Hicks, D. (2004). "
803:Abbott, A. (1988).
711:Understanding Media
469:Transdisciplinarity
188:University of Paris
176:branch of knowledge
145:transdisciplinarity
41:academic discipline
1093:Sandoz, R. (ed.),
1007:, 48(10), 893–916.
990:Prior, P. (1998).
962:, 54(13), 1237–49.
483:Cross-disciplinary
478:Cross-disciplinary
380:in his 1975 book,
869:. pp. 66–78.
813:978-0-226-00069-5
463:Transdisciplinary
427:Multidisciplinary
231:political science
61:learned societies
53:academic journals
32:School discipline
18:Field of research
16:(Redirected from
1138:
1070:, 49(3), 231–54.
1056:, 26(1), 115–33.
1049:, 37(2), 267–78.
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987:, 15(3), 187–95.
955:, 51(1), 203–22.
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290:Africana studies
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858:. London: Sage.
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800:
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