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<p>This paper examines the practices and importance of building a collaborative infrastructure in interdisciplinary education, using the context of the master’s program developed by the Interdisciplinary Consortium for Applied Research in Ecology and Evolution (ICARE) as a case study. The study focuses on two levels of collaborative infrastructure: The project organization and project practice of the ICARE program and the specific use of CoNavigator, a physical tool for interdisciplinary teaching, learning, and collaboration. The analysis explores the educational aspects of the ICARE program and investigates how the training teams (each consisting of a master’s student, supervisors, and mentors) within the project organized themselves and developed their collaboration methods. By examining the challenges faced by ICARE and the implications for its Trainees and stakeholders, this paper emphasizes the significance of prioritizing and developing robust and explicit collaborative infrastructures both at the program and institutional level, as the challenges identified in ICARE mirror those at higher institutional levels, where interdisciplinary activities are not sustained unless they are fully embedded in the visible and physical structures. The findings provide valuable insights for future interdisciplinary study programs and underscore the necessity of proactive infrastructure planning and implementation to support successful interdisciplinary teaching and learning practices.</p>

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Building collaborative infrastructures for an interdisciplinary higher education master’s program

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年3月5日

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  • Katrine Ellemose Lindvig,
  • Stacey Sexton,
  • David Earle,
  • Line Hillersdal

摘要

This paper examines the practices and importance of building a collaborative infrastructure in interdisciplinary education, using the context of the master’s program developed by the Interdisciplinary Consortium for Applied Research in Ecology and Evolution (ICARE) as a case study. The study focuses on two levels of collaborative infrastructure: The project organization and project practice of the ICARE program and the specific use of CoNavigator, a physical tool for interdisciplinary teaching, learning, and collaboration. The analysis explores the educational aspects of the ICARE program and investigates how the training teams (each consisting of a master’s student, supervisors, and mentors) within the project organized themselves and developed their collaboration methods. By examining the challenges faced by ICARE and the implications for its Trainees and stakeholders, this paper emphasizes the significance of prioritizing and developing robust and explicit collaborative infrastructures both at the program and institutional level, as the challenges identified in ICARE mirror those at higher institutional levels, where interdisciplinary activities are not sustained unless they are fully embedded in the visible and physical structures. The findings provide valuable insights for future interdisciplinary study programs and underscore the necessity of proactive infrastructure planning and implementation to support successful interdisciplinary teaching and learning practices.