Lecturers navigate a labyrinth of policy, practice and expectations within the University setting. Embarking on that journey – often battling a deluge of self-doubt – guidance and support can be obtained through the process of induction, professional development programmes, line management, and working relationships. But what are the barriers and facilitators within these pathways? Which facilitators support an interdisciplinary approach? Are they considered inclusive as well as accessible?
With an emphasis on interdisciplinary working for the benefit of improved learning, teaching and assessment outcomes, the impact of unsolicited acronyms, impenetrable language and jargon in the development of learning and teaching will be explored. Additionally, the importance of functional communication will be discussed, investigating whether automation, for automation’s sake, across mediums such as emails and virtual team spaces may tip the balance between productivity and relevance, assessing what influence that may have on quality of engagement.
Finally, while the benefits of interdisciplinarity and block and blend learning are evident within literature and practice. The question remains whether opportunity to implement effectively and collaborate meaningfully is appropriately framed. Should agency be placed upon the individual while navigating the labyrinth, or could more be done to improve the accessibility of pathways to create innovation and inclusion in practice?