Fostering collisions in interdisciplinary graduate education

Abstract

Purpose Using the lens of social physics, this study aims to examine how, if at all, one graduate training program fostered collisions or meaningful interactions, between students and faculty from different disciplinary backgrounds. Design/methodology/approach Qualitative, ethnographic case study methods. Findings The University of Maryland’s National Research Traineeship program fostered collisions between students and faculty from different disciplinary backgrounds by facilitating exploration, idea flow and engagement within an interdisciplinary scholarly community. These collisions generated productive opportunities for student learning, development and collaborations, but at times also produced non-generative outcomes. Practical implications This study names specific, strategic activities (e.g. regular research talks, physical space) that graduate programs can use to facilitate interdisciplinary collaborations among students and faculty and considers the extent to which such activities contribute to organizational change. Originality/value This paper applies new theories (collisions and social physics) to understanding interdisciplinary collaboration and identifies aspects of graduate training programs that may be replicable in other institutional settings.