ISE300

Lozano, R., Barreiro‐Gen, M., Pietikäinen, J., Gago‐Cortes, C., Favi, C., Jimenez Munguia, M. T., Monus, F., Simão, J., Benayas, J., Desha, C., Bostanci, S., Djekic, I., Moneva, J. M., Sáenz, O., Awuzie, B., & Gladysz, B. (2022). Adopting Sustainability Competence‐Based Education in Academic Disciplines: Insights from 13 Higher Education Institutions. Ke Chi Xu Fa Zhan, 30(4), 620–635. https://doi.org/10.1002/sd.2253
This article examines sustainability competence‐based education adoption in 13 Higher Education Institutions, categorizing disciplines based on innovations theory, proposing frameworks for collaborative transdisciplinary teaching to enhance societal sustainability.

Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30(June 2020), 100314. https://doi.org/10.1016/j.edurev.2020.100314
This meta-analysis examines the impact of the flipped classroom design on student performance across 198 studies and 33,678 students. The results show a moderate positive effect (g = .50), indicating that the flipped classroom model is beneficial regardless of discipline or education level. The primary contributing factor to the positive effect is the structured, active learning and problem-solving opportunities it provides.

Carey, C., & Matlay, H. (2010). Creative disciplines education: a model for assessing ideas in entrepreneurship education? Education & Training (London), 52(8/9), 694–709. https://doi.org/10.1108/00400911011088999
This paper explores the teaching, delivery, and assessment of creative disciplines education and its potential influence on the development of enterprise education in the UK. Utilizing empirical data from interviews, job adverts, and surveys, the analysis reveals the benefits of contextualized enterprise education, suggesting a model for assessing entrepreneurial ideas that could be adopted by generic enterprise education in various faculties.

Park, W., Wu, J.-Y., & Erduran, S. (2020). The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan: Focusing on Disciplinary Aims, Values and Practices. Science & Education, 29(4), 899–927. https://doi.org/10.1007/s11191-020-00139-1
This study employs the family resemblance approach (FRA) to conduct a comparative analysis of recent science education standards documents from the USA, Korea, and Taiwan, examining their representation of the nature of STEM disciplines. The analysis focuses on the disciplinary aims, values, and practices, revealing that science and engineering features are most frequently addressed, while mathematics-related features are rarely mentioned. The study discusses the contributions of the FRA framework and suggests ways to integrate the nature of STEM disciplines in science curriculum documents.

Smeyers, P., & Depaepe, M. (2020). The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades. Journal of Philosophy of Education, 54(3), 645–654. https://doi.org/10.1111/1467-9752.12439
This paper reflects on the establishment and collaborative research of the Research Community 'Philosophy and History of the Discipline of Education' since 1999. The community focuses on foundationalist approaches within the discipline, systematically studying specific areas from a discipline-oriented stance. The paper details the reasons for its formation, explores the rationale behind addressed topics, emphasizes the role of 'method,' Wittgenstein's 'picture' metaphor, and Ankersmit's 'intertextuality in history.' Annual meetings over two decades have deepened the understanding of educational research, resulting in various publications and special journal issues.

Findlow, S. (2012). Higher education change and professional-academic identity in newly “academic” disciplines: the case of nurse education. Higher Education, 63(1), 117–133. https://doi.org/10.1007/s10734-011-9449-4
This study delves into the competing academic and professional identity frameworks of lecturers in disciplines recently integrated into higher education, focusing on nurse education. Using a critical ethnographic approach, the article explores the experiences and perceptions of new nurse lecturers in an English university, analyzing their sense of autonomy, status, and rival knowledge regimes. The findings highlight the diversity of lecturer experiences, contributing to discussions on new stratification and suggesting that practitioners in newly 'academic' disciplines may still find traditional professional identities more reliable than academic ones.

Smeyers, P., & Depaepe, M. (2020). The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades. Continued—Part Two. Journal of Philosophy of Education, 54(5), 1395–1397. https://doi.org/10.1111/1467-9752.12523
This article presents a retrospective view of the Research Community 'Philosophy and History of the Discipline of Education,' established in 1999. The overview categorizes over 180 chapters published in 12 books into two main areas—'internal' educational research topics and more 'external' relations. The paper introduces the suite of papers in this issue, continuing the selection of material from the 2017 and 2018 meetings, focusing on aspects of the production, acceleration, (re)presentation, dissemination, and reception of educational research.

Riedel, A. S., Beatson, A. T., & Gottlieb, U. (2023). Inclusivity and Diversity: A Systematic Review of Strategies Employed in the Higher Education Marketing Discipline. Journal of Marketing Education, 45(2), 123–140. https://doi.org/10.1177/02734753231159010
This paper presents a systematic review of inclusivity and diversity in the higher education marketing discipline, analyzing 31 studies to identify studied identities, synthesize successful strategies supporting inclusion and diversity, and propose a future research agenda. The focus has been on cultural diversity and diversity in general. Effective strategies include utilizing technology, developing inclusive curriculum, integrating diversity-focused projects, and considering extra-curricular activities to enhance students' inclusivity and diversity skills.