Invisible Hierarchies in Academic Work and Career-Building in an Interdisciplinary Landscape

Autor/in	Ylijoki, Oili-Helena
Titel	Invisible Hierarchies in Academic Work and Career-Building in an Interdisciplinary Landscape
Quelle	In: European Journal of Higher Education, 12 (2022) 4, S.356-372 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ylijoki, Oili-Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2022.2049335
Schlagwörter	Interdisciplinary Approach; Females; Health Education; College Faculty; Barriers; Power Structure; Gender Issues; Scientific Research; Foreign Countries; Higher Education; Engineering; Technical Occupations; Social Scientists; Information Technology; Humanism; Career Development; Finland + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Weibliches Geschlecht; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Fakultät; Geschlechterfrage; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Maschinenbau; Technical occupation; Technischer Beruf; Social scientist; Sozialwissenschaftler; Informationstechnologie; Humanismus; Berufsentwicklung; Finnland
Abstract	Interdisciplinarity has become one of the catchwords in current higher education and science policies, with the underlying rationale being that scientific breakthroughs and solutions to today's global challenges require collaboration across scientific fields. However, several empirical studies have shown that interdisciplinary promises are not necessarily realised in research practices, due to manifold cognitive, epistemic, cultural and organisational barriers. Drawing on interviews with women academics working in health technology in Finland, this paper traces subtle obstacles, hidden power relations and invisible hierarchies in interdisciplinary research work. A special emphasis is placed on understanding intersections of gender and interdisciplinarity, pointing to gendered implications of the current policy rhetoric of interdisciplinarity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01