Author, Institution: Nijolė Putrienė, Kaunas University of Technology
Science Area, Field of Science: Social Sciences, Education – 07S
Scientific supervisor: Prof. Dr. Birgita JANIŪNAITĖ (Kaunas University of Technology, Social Sciences, Education, 07S).
Dissertation Defence Board of Education Science Field:
Prof. Dr. Habil. Palmira Jucevičienė (Kaunas University of Technology, Social Sciences, Education, 07S) (chairwoman);
Prof. Dr. Habil. Vytautas Gudonis (Siauliai University, Social Sciences, Education, 07S);
Prof. Dr. Liudvika Leišytė (TU Dortmund, Center for Higher Education, Social Sciences, Education, 07S);
Prof. Dr. Romualdas Malinauskas (Lithuanian Sports University, Social Sciences, Education, 07S);
Prof. Dr. Ona Monkevičienė (Lithuanian University of Educational Sciences, Social Sciences, Education, 07S).
The doctoral dissertation is available at the library of Kaunas University of Technology (K. Donelaičio g. 20,Kaunas)
Annotation:
The dissertation analyzes what factors empower the design of interdisciplinary study programmes as innovation at university.
In order to reveal the peculiarities of the development of interdisciplinary study programs at the university, the dissertation highlights different interpretations of the concept of interdisciplinarity, discusses the definitions of different interdisciplinary (multiple disciplinarity) study programmes, purifies the peculiarities of interdisciplinary study programmes that influence the process of their design. In addition, the dissertation discusses the features of the empowerment phenomenon and highlights main theoretical factors that could empower the development of interdisciplinary study programs as an innovation in the university.
Empirical research allowed making sure that factors empowering the interdisciplinary study programme as innovation design depend on the context of the design of a particular study programme, i.e. different context of an interdisciplinary study programme design shows several different factors of empowerment. Research allowed to confirm the assumption that empowering factors should change when the design of interdisciplinary study programmes becomes a routine activity.
