Interdisciplinariteit in het hoger onderwijs
Dirk Van Damme
Independent expert DVD EDUCONSULT
Senior Research Fellow Center for Curriculum Redesign (Boston, USA) Former Head of OECD Centre for Educational Research and Innovation
Twitter: @VanDammeEDU
Disciplines
2
Disciplines
Disciplines zijn belangrijk:
Historisch ‘gestolde’ domeinen van wetenschappelijke kennis
Wetenschapssociologisch in discipline-verenigingen, tijdschriften, conferenties, financieringsmechanismen, enz. geconsolideerd
Worden als bouwstenen in curricula gebruikt en zorgen dus voor
‘vertragend’ effect
Maar:
Evolueren sterk
Grenzen zijn permeabel
Meest innoverende kennisontwikkeling aan grenzen of tussen disciplines
3
Disciplines evolueren
4
Rosvall M, Bergstrom CT (2010) Mapping Change in Large Networks. PLOS ONE 5(1): e8694.
https://doi.org/10.1371/journal.pone.0008694
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0008694
Waartoe moet hoger onderwijs opleiden?
Veranderende competentie-vraag situeert zich niet in disciplines
5
6
Groeiend belang van non-routine skills
7
Routine manual Nonroutine manual Routine cognitive Nonroutine analytic
Nonroutine interpersonal
35 40 45 50 55 60 65 70
1960 1970 1980 1990 2000 2006 2009
Mean task input in percentiles of 1960 task distribution (US)
In groeiende kenniseconomieën zijn jobs van
hooggeschoolden steeds minder gespecialiseerd
8
0,45 0,455 0,46 0,465 0,47
Finland Czech Republic Austria Germany Norway Estonia Denmark Japan Flanders (Belgium) Australia Singapore United States Slovenia New Zealand Netherlands Sweden Poland England/N. Ireland (UK) Korea Slovak Republic France Canada Chile Turkey Israel Italy Ireland Lithuania Spain Greece Russian Federation
Tertiary
Upper secondary or post- secondary non-tertiary
Below upper secondary more specialised
Specialisatie in jobs correleert negatief met hoogte van skills
Chile
Turkey
Italy Greece
Spain
Israel
Slovenia
Singapore France Lithuania
Poland Ireland
Austria
United States
Germany
England/N. Ireland (UK)
Korea
Denmark
Czech Republic Canada Slovak Republic
Russian Federation
Estonia
Flanders (Belgium)
Norway
New Zealand Australia
Sweden
Netherlands
Finland
Japan
0,45 0,455 0,46 0,465 0,47
210 240 270 300
Source: Survey of Adult Skills (2012, 2015)
Increased median worker specialisation
Median literacy score
9
9
Welke competenties vragen werkgevers?
10
1,56
1,76 1,76
1,81 1,94 1,95 1,97
1,98 1,99
2,00 2,02
2,05 2,11
2,15 2,18
2,24 2,34
2,44
2,97
1,00 2,00 4,00
assert your authority negociate knowledge of other fields perform under pressure write reports or documents work productively with others mobilize capacities of others use time efficiently make your meaning clear use computers and internet write and speak a foreign language coordinate activities master of your own field analytical thinking present ideas in audience alertness to opportunities willingness to question ideas acquire new knowledge come with news ideas/solutions
Transversale competenties in jobadds
11
Wat zijn competenties?
12
Hoe antwoordt het hoger onderwijs?
Tendenzen in curriculum-ontwikkeling naar
vraagsturing en generieke, transversale competenties
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Curricula moeten vele vragen integreren
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Curriculum:
What should students
learn?
Technology
Values &
ethics
Democracy
Social change Jobs
Science
Interdependency
Social integration
Fundamentalisms Intolerance
Inequality Families
Climate change
Future of work
Media Financial crisis
Welfare state Globalisation
Complexity
Citizenship Jobless growth
Innovation
Pluralism Knowledge
explosion
Youth unemployment
Violence Environment
1 4
15
Demand-driven Supply-driven
Vocationalism
Specific
General
Liberal arts &
science STEM
Entrepreneurial
Serving regional growth
Discipline- centric Professionalism
Multi- disciplinarity
Inter-
disciplinarity
Interdisciplinariteit in curricula inbouwen
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Van kennis naar expertise en transfer
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De “I”, “T” en “M” shape profielen
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De “I”, “T” en “M” shape profielen
19
20
Transfer Expertise
Understanding
Knowledge
Information Data
Transfer
Expertise
Understanding Knowledge
Information Data
Alg ori thms
© Center for Curriculum Redesign
Domeinen verschillen in mate waarin ze generieke competenties ontwikkelen
1100 1120 1140 1160 1180 1200 1220 1240 1260
1 2 3 4 5 6
CLA Average
Performance Task
Natural Sciences Social Sciences Humanities and Languages
Technology,
Engineering, and Math Business
Education Health
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