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Sustained Change: Institutionalizing Interdisciplinary Graduate Education

Author

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  • Maura Borrego
  • Daniel Boden
  • Lynita K. Newswander

Abstract

We employ Scott's three pillars of institutions (regulative, normative, and cultural-cognitive) to investigate how higher education organizations change to support interdisciplinary graduate education. Using document analysis and case study approaches, we illustrate how strategies which address both policies and cultural norms are most successful.

Suggested Citation

  • Maura Borrego & Daniel Boden & Lynita K. Newswander, 2014. "Sustained Change: Institutionalizing Interdisciplinary Graduate Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(6), pages 858-885, November.
    • Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:858-885
    DOI: 10.1080/00221546.2014.11777350
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    Cited by:

    1. Leahey, Erin & Barringer, Sondra N., 2020. "Universities’ commitment to interdisciplinary research: To what end?," Research Policy, Elsevier, vol. 49(2).
    2. Diana Denham & Mary Ann Rozance & Melanie Malone & Erin Goodling, 2021. "Sustaining future environmental educators: building critical interdisciplinary teaching capacity among graduate students," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(1), pages 101-114, March.
    3. Sondra N. Barringer & Erin Leahey & Karina Salazar, 2020. "What Catalyzes Research Universities to Commit to Interdisciplinary Research?," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(6), pages 679-705, September.

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