Teaching Skills Across Disciplines – An Experience Report

Open access


In the knowledge society, it is particularly important for professionals and managers to respond flexibly to changes and to be able to form cross-disciplinary networks. The European reference framework defined eight key competences for the purpose of lifelong learning. Special attention is given here to the multi- and interdisciplinary approach. The University of Wismar has, since 2009, developed and tested their model of an interdisciplinary Student research and development team. These teams consist of students from various disciplines who work together on an innovative product or service idea. The ideas always come from a regional company which also handles the technical support for the student team. In the triangle of research, teaching and innovation, cooperation with the local economy is of particular importance. The following paper is intended to highlight important aspects of the combination of innovative ideas from business and creative know-how from the university and to present the initial results.


  • 1. Norbert Grünwald, Hartmut Domröse, Student research and development teams at the University of Wismar, 3rd International Conference on Engineering and Business Education (ICEBE), Manila, 2010

  • 2. Christian Forch and Benjamin Mock. Analyse der interdisziplinären studentischen Forschungs- und Entwicklungsteamarbeit an der Hochschule Wismar evaluationsbasierende Ermittlung von Problemfeldern der organisatorischen Einheiten als Basis prozessoptimierender Handlungsempfehlungen, Master-Thesis, University of Wismar, 2011

  • 3. Key competences for lifelong learning, RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 December 2006 (2006/962/EC)

  • 4. Projekt zur Vermittlung von Schlüsselkompetenzen an Universitäten in Südosteuropa, Abschlussbericht zur Pilotphase Januar 2008 bis Februar 2009, www.schluesselkompetenzen.eu

  • 5. EDUCATION AND TRAINING 2010, Cluster Key Competences – Cross-curricular approach and learning material, Peer Learning Activity on Key Competences for lifelong learning: Greece – 9 to 13 December 2007

  • 6. Education & Training 2010, Main policy initiatives and outputs in education and training since the year 2000 - February 2008 http://ec.europa.eu/education/policies/2010/doc/compendium05_en.pdf

  • 7. Delivering lifelong learning for knowledge, creativity and innovation, 2008 joint progress report of the Council and the Commission on the implementation of the “Education & Training 2010 Work Programme” (February 2008) http://ec.europa.eu/education/policies/2010/natreport08/council_en.pdf

  • 8. Thinking across disciplines - interdisciplinarity in research and education Published by Danish Business Research Academy (DEA) and Danish Forum for Business Education (FBE), April 2008 http://fuhu.dk/filer/FBE/Publikationer/thinking_across.pdf

  • 9. Cluster zu Schlüsselkompetenzen http://ec.europa.eu/education/school-education/competences-cluster_de.htm

  • 10. Interdisciplinary Learning http://www.ltscotland.org.uk/Images/InterdisciplinaryLearning_tcm4-620626.pdf

  • 11. Interdisciplinary Studies Projekt Zero, Harvard Graduate School of Education http://www.pz.harvard.edu/interdisciplinary/

  • 12. Allen F. Repko, Assessing interdisciplinary Learning outcomes University of Texas Arlington http://www.uta.edu/ints/faculty/REPKO_Outcomes_AEQ.pdf

  • 13. Lana Ivanitskaya, Deborah Clark, George Montgomery and Ronald Primeau, Interdisciplinary Learning: Process and Outcomes Innovative Higher Education, Vol. 27, No. 2, Winter 2002 https://www.umaine.edu/sustainabilitysolutions/faculty_resources/pdfs/Ivanitskaya.pdf

  • 14. Professurenporträt Interdisziplinäres Lernen und Lehren Fachhochschule Nordwestschweiz –Pädagogische Hochschule http://www.fhnw.ch/ph/ivu/professuren/poster-ill

  • 15. Helfand, D.J., What are the benefits of interdisciplinary education?, Erudito, February. Retrieved 5 October, 2011 from http://eruditojournal.org/?page_id=163

Journal Information


All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 14 14 14
PDF Downloads 3 3 3