Celebrating the muddle: reflections on the experiences from interdisciplinary teaching and learning collaboration

Carol Neill, Deborah Corder, Keri-Anne Wikitera, Stephen Cox


Interdisciplinary, collaborative teaching and learning is recognised as important for twenty-first century tertiary education that seeks to build students’ critical thinking, cultural competence and global understanding. However, the core elements needed for truly successful collaboration are little understood.  This article presents a critical case study of a teaching team’s reflections on experiences in collaborating over two years to deliver a new interdisciplinary undergraduate course focused on culture and society. The findings highlight the importance of building a robust team culture built upon shared leadership, mutual trust and commitment, grounded by strong institutional support, to give any collaboration integrity and sustainability. 


tertiary teaching and learning; collaboration; interdisciplinary; intercultural understanding

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Copyright (c) 2017 Carol Neill, Deborah Corder, Keri-Anne Wikitera, Stephen Cox

The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand.