During recent decades, organizational patterns of higher education have been increased more than before. The diversity and increase of structures represent social orientation in policies, approaches, processes and techniques of higher education. During this process, new educational and scientific communities have been formed. Development of the communities and educational and scientific networks have challenged the monopolization of modern university in representing the higher education. Integration and interdisciplinary activities are considered as one of the main variables which have changed the organizational structures of higher education in the recent decades. In this regard, universities and colleges increasingly offer interdisciplinary programs as a capacity index for preparing a generation of intellectuals and professionals with characteristics such as: critical thinking, partnership, participatory leadership and interdisciplinary research (La Toca, Widget and Faith, 2004). In the process of formation and development of this phenomenon, knowledge foundations of education and the way of communication and interaction among educational subsystems have been encountered more changes due to their nature and internal characteristics. Acceptance of behavioral patterns of interdisciplinary trainings, educational, research, Shadow, cross and invisible within the organized structures of knowledge (disciplines) is an example of this proposition.
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SH, N. (2015). An Introduction to Interdisciplinary Structures in Higher Education. Journal of New Approaches in Educational Administration, 6(23), 165-182.
MLA
N. SH. "An Introduction to Interdisciplinary Structures in Higher Education". Journal of New Approaches in Educational Administration, 6, 23, 2015, 165-182.
HARVARD
SH, N. (2015). 'An Introduction to Interdisciplinary Structures in Higher Education', Journal of New Approaches in Educational Administration, 6(23), pp. 165-182.
VANCOUVER
SH, N. An Introduction to Interdisciplinary Structures in Higher Education. Journal of New Approaches in Educational Administration, 2015; 6(23): 165-182.
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