Interdisciplinarity as an Innovation Policy in Higher Education: Definition, Drivers of Adoption, Organizational and Epistemological Challenges, and a Conceptual Framework for Managerial and Leadership Roles

Abstract

Higher education institutions around the world are one of the main drivers of the development of nations via providing an environment conducive to teaching, learning, and creative processes. These institutions are the incubators of research, development, and innovation. They are responsible for preparing and graduating qualified human cadres with the necessary knowledge, skills, competences, and attitudes. Thus, higher education in developed countries have sought to modernize their academic policies and programs, through the development and establishment of interdisciplinarity at the level of bachelor and postgraduate programs. This paper sought to explore global practices and scientific studies with respect to interdisciplinarity in higher education. It focused on understanding the role of academic and administrative leadership in planning, developing, and managing interdisciplinary programs. Studies indicate that many constituencies in higher education institutions confuse the concept of interdisciplinarity with other similar concepts. Accordingly, the paper sought to clarify the meaning of interdisciplinarity in higher education and distinguish it from other concepts based on the theory of the field. The paper then discussed the rationale and motives for adopting interdisciplinary programs in higher education. Plus, Since in-house interdisciplinary programs are a recent experience in many institutions of higher education in some developing countries, studies have indicated that there are a number of impediments hindering or, at best, making it difficult to establish, develop, plan, and manage such programs. The paper discussed these constraints and presented a framework for academic and administrative leadership roles to deal effectively with these challenges and difficulties.