427:
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.
357:
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.
379:, 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)
140:
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
501:
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
426:
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
356:
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
352:
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
403:
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
442:
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
462:
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
505:
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
447:
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
387:
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
312:
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:
199:. 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.
430:
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
305:, 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
435:", 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
404:
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.
684:
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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375:. 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
717:
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.
439:, 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.
1041:
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".
148:
or "post-academic science", which involves the acquisition of cross-disciplinary knowledge through the collaboration of specialists from various academic disciplines.
989:
353:
to
Aristotle—instead of "scientists". Natural history referred to what we now call life sciences and natural philosophy referred to the current physical sciences.
694:
448:
medicine such as SHARE.ku.dk in
Denmark provide evidence of the successful endeavour of multidisciplinary innovation and facilitation of the paradigm shift.
1055:
Weisgerber, D.W. (1993). "Interdisciplinary searching – problems and suggested remedies – A Report from the ICSTI Group on
Interdisciplinary Searching".
474:
knowledge is that which explains aspects of one discipline in terms of another. Common examples of cross-disciplinary approaches are studies of the
726:
Ohlsson, H. (1999). Is there a
Scandinavian psychology? A bibliometric note on the publication profiles of Denmark, Finland, Norway, and Sweden.
400:. Communities such as these exist to benefit the organizations affiliated with them by providing specialized new ideas, research, and findings.
1048:
van Leeuwen, T.N. & Tijssen, R.J.W. (2000). "Interdisciplinary dynamics of modern science: analysis of cross-disciplinary citation flows".
1031:
Tengström, E. (1993). Biblioteks- och informationsvetenskapen – ett fler- eller tvärvetenskapligt område? Svensk Biblioteksforskning (1), 9–20.
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743:
630:
56:
or faculties within colleges and universities to which their practitioners belong. Academic disciplines are conventionally divided into the
947:
Morillo, F.; Bordons, M. & Gomez, I. (2003). "Interdisciplinarity in science: A tentative typology of disciplines and research areas".
929:
867:
Handbook of Quantitative Science and Technology Research: The Use of Publication and Patent Statistics in Studies of S&T Systems
760:
801:
269:
were added. In the 1970s and 1980s, there was an explosion of new academic disciplines focusing on specific themes, such as
704:
40:
that is taught and researched at the college or university level. Disciplines are defined (in part) and recognized by the
727:
836:
954:
Newell, A. (1983). "Reflections on the structure of an interdiscipline". In Machlup, F. & U. Mansfield (Eds.),
1011:
520:
128:
While academic disciplines in and of themselves are more or less focused practices, scholarly approaches such as
610:
286:
921:
Scholarly Book Reviewing in the Social Sciences and Humanities: The Flow of Ideas within and among Disciplines
862:
1109:
301:
gained prominence as their contribution to knowledge became widely recognized. Some new disciplines, such as
543:
Gibbons, Michael; Camille Limoges, Helga Nowotny, Simon Schwartzman, Peter Scott, & Martin Trow (1994).
1119:
1090:
1034:
Tomov, D.T. & Mutafov, H.G. (1996). "Comparative indicators of interdisciplinarity in modern science".
1000:
421:
144:
Some researchers believe that academic disciplines may, in the future, be replaced by what is known as
890:
What are Academic Disciplines? Some observations on the Disciplinarity vs. Interdisciplinarity debate
809:
Dogan, M. & Pahre, R. (1990). "The fate of formal disciplines: from coherence to dispersion". In
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Stichweh, R. (2001). "Scientific Disciplines, History of". Smelser, N.J. & Baltes, P.B. (eds.).
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920:
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653:
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293:, also emerged in the universities. Finally, interdisciplinary scientific fields of study such as
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525:
1012:
Interdisciplinarity as a multidimensional concept: its measure in three different research areas
999:
Rinia, E.J.; van Leeuwen, T.N.; Bruins, E.E.W.; van Vuren, H.G. & van Raan, A.F.J. (2002). "
844:
The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies
602:
545:
The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies
114:
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Augsburg, T. (2005), Becoming Interdisciplinary: An Introduction to Interdisciplinary Studies.
371:
302:
231:
73:
937:
843:
594:
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These categories explain how the different academic disciplines interact with one another.
137:
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working in the same domain instead of inherent quality or published result's originality.
8:
841:
Gibbons, M.; Limoges, C.; Nowotny, H.; Schwartzman, S.; Scott, P. & Trow, M. (1994).
699:
457:
281:. Many academic disciplines designed as preparation for careers and professions, such as
176:
133:
129:
53:
854:. New York: Cambridge University Press. Chapter 2: "Identity and discipline". Part II:
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274:
180:
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832:
797:
606:
595:
219:
20:
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982:
Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy
896:, NCRM Working Paper Series, Southampton: ESRC National Centre for Research Methods
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278:
93:
69:
41:
1066:, pp. 3721–28. Smeltser, N.J. & Baltes, P.B. (eds.). Amsterdam: Elsevier.
747:
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The intellectual core and impact of the knowledge management academic discipline.
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366:
306:
235:
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Most academic disciplines have their roots in the mid-to-late-nineteenth century
97:
49:
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Pierce, S.J. (1991). "Subject areas, disciplines and the concept of authority".
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Types and levels of collaboration in interdisciplinary research in the sciences
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121:
rather than concentrating in a specific academic discipline, are classified as
118:
1103:
582:
498:
270:
103:
Individuals associated with academic disciplines are commonly referred to as
572:, Encyclopædia Britannica (1977, 15th edition), Macropaedia Volume 6, p. 337
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294:
196:
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An influential critique of the concept of academic disciplines came from
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Wittrock, B. (2001). "Disciplines, History of, in the Social Sciences".
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Information Liberation: Challenging the Corruptions of Information Power
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Creative Marginality: Innovation at the Intersections of Social Sciences
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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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Making Natural Knowledge: Constructivis, and the History of Science
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The System of Professions: An Essay on the Division of Expert Labor
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International Encyclopedia of the Social & Behavioral Sciences
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167:. The different terms are used in different countries and fields.
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In the early twentieth century, new academic disciplines such as
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International Encyclopedia of the Social and Behavioral Sciences
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Disciplinary Discourses: Social Interactions in Academic Writing
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Cambridge History of Science: The Modern Social Sciences, Vol. 5
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Fagin, R.; Halpern, J.Y.; Moses, Y. & Vardi, M.Y. (1995).
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Sanz-Menendez, L.; Bordons, M. & Zulueta, M. A. (2001). "
479:
397:
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909:
A global map of science based on the ISI subject categories
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An approach to interdisciplinarity bibliometric indicators
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Dividing biology into disciplines: Chaos or multiformity?
65:
970:
Interdisciplinary research: meaning, metrics and nurture
654:"Disciplinary Evolution and the Rise of Transdiscipline"
994:
Journal of the American Society for Information Science
1001:
Measuring knowledge transfer between fields of science
493:
382:
956:
The Study of Information: Interdisciplinary Messages
210:were supplemented with non-classical languages and
988:Qin, J.; Lancaster, F.W. & Allen, B. (1997). "
936:Morillo, F.; Bordons, M. & Gomez, I. (2001). "
881:Interdisciplinarity: History, Theory, and Practice
601:. Cambridge: Cambridge University Press. pp.
1101:
876:. New edition. University of Michigan Press/ESL.
1084:Interactive Historical Atlas of the Disciplines
750:Journal of Knowledge Management, 17(1), 137–55.
1025:. Oxford: Elsevier Science. pp. 13727–31.
585:(2003). "History and the Social Sciences". In
958:. pp. 99–110. NY: John Wiley & Sons.
581:
869:. Ed. Henk Moed. Dordrecht: Kluwer Academic.
100:are sometimes considered a fourth category.
558:Real Science: What It Is, and What It Means
333:. The social science disciplines included:
360:
1077:Association for Interdisciplinary Studies
924:. Westport, Connecticut: Greenwood Press.
907:Leydesdorff, L. & Rafols, I. (2008).
813:. Boulder, CO: Westview. pp. 85–113.
170:
963:Library and Information Science Research
886:
883:. Detroit: Wayne State University Press.
761:"Bibliometrics | The Guidelines project"
560:. Cambridge: Cambridge University Press.
130:multidisciplinarity/interdisciplinarity
1102:
863:The Four Literatures of Social Science
651:
206:of universities, when the traditional
739:Serenko, A. & Bontis, N. (2013).
633:from the original on November 3, 2014
627:"How The Word 'Scientist' Came To Be"
466:
16:Academic field of study or profession
451:
415:
666:from the original on March 27, 2022
494:Bibliometric studies of disciplines
383:Communities of academic disciplines
13:
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728:Scandinavian Journal of Psychology
703:. 1964. p. 13. Archived from
14:
1131:
1070:
918:Lindholm-Romantschuk, Y. (1998).
502:analyzing the flow of citations.
887:Krishnan, Armin (January 2009),
796:, University of Chicago Press.
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733:
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521:Outline of academic disciplines
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113:. Others, who may have studied
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695:"McLuhan: Understanding Media"
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88:), the formal sciences like
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765:www.guidelines.kaowarsom.be
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850:Golinski, J. (1998/2005).
822:Journal Acta Biotheoretica
746:December 10, 2015, at the
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422:Multidisciplinary approach
419:
179:in 1231 consisted of four
141:concepts, or methodology.
18:
829:Reasoning about Knowledge
816:Dullemeijer, P. (1980). "
629:. National Public Radio.
1057:Journal of Documentation
19:Not to be confused with
933:. London: Freedom Press
526:List of academic fields
361:Functions and criticism
1086:, University of Geneva
287:hospitality management
171:History of the concept
151:It is also known as a
74:scientific disciplines
48:is published, and the
856:The Disciplinary Mold
372:Discipline and Punish
303:public administration
232:public administration
1110:Academic disciplines
879:Klein, J.T. (1990).
707:on December 8, 2008.
652:Cohen, E; Lloyd, S.
570:History of Education
556:Ziman, John (2000).
242:disciplines such as
138:cross-disciplinarity
54:academic departments
36:is a subdivision of
1120:Main topic articles
1095:Collin's Dictionary
1091:Academic discipline
1050:Research Evaluation
1016:Research Evaluation
974:Research Evaluation
927:Martin, B. (1998).
872:Hyland, K. (2004).
861:Hicks, D. (2004). "
792:Abbott, A. (1988).
700:Understanding Media
458:Transdisciplinarity
177:University of Paris
165:branch of knowledge
134:transdisciplinarity
30:academic discipline
1082:Sandoz, R. (ed.),
996:, 48(10), 893–916.
979:Prior, P. (1998).
951:, 54(13), 1237–49.
472:Cross-disciplinary
467:Cross-disciplinary
369:in his 1975 book,
858:. pp. 66–78.
802:978-0-226-00069-5
452:Transdisciplinary
416:Multidisciplinary
220:political science
50:learned societies
42:academic journals
21:School discipline
1127:
1059:, 49(3), 231–54.
1045:, 26(1), 115–33.
1038:, 37(2), 267–78.
1007:, 54(3), 347–62.
976:, 15(3), 187–95.
944:, 51(1), 203–22.
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279:Africana studies
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70:cultural studies
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1018:, 10(1), 47–58.
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847:. London: Sage.
824:, 29(2), 87–93.
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787:Further reading
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