This chapter focuses on conceptual threshold crossing in doctoral research learning and research learning more generally, in which the breakthroughs in learning derive from rich new insights enabled by crossing disciplinary boundaries. It concentrates on the inter- and cross-disciplinary research learning which doctoral supervisors recognise in their own research journeys and those of their students. In doing so, it first offers new thoughts on the value and nature of inter- and cross-disciplinary insight to solve particular research problems and answer specific questions in a project. It then suggests that inter- and cross-disciplinary research learning offers opportunities for a deeper and more far reaching change of perspectives and research approaches which can move beyond the limitations of tribal boundaries of a disciplinary focus on knowledge creation and research learning. It deals first briefly with my own interdisciplinary research crossings in literature and pedagogy then reports on insights into inter- and cross-disciplinary research reported during international supervisor workshops. Threshold concept theory helps consider the disciplinary focus of research while conceptual threshold crossings theory offers insights into breakthrough moments of research thinking and subsequent practice, enabled by cross and interdisciplinary sharing and working, developing and enriching the field.
|Title of host publication||Threshold concepts on the edge|
|Editors||R. Land, J. Timmermans, B. Wuetherick|
|Publication status||Published - 1 Oct 2019|
Wisker, G. (2019). Diversity, hybridity and new revelations in conceptual threshold crossings in cross and interdisciplinary research learning. In R. Land, J. Timmermans, & B. Wuetherick (Eds.), Threshold concepts on the edge Sense.