Search

A Practical Framework for Building Interdisciplinary Communities in Business Education under China's New Liberal Arts Initiative

Author(s)

Jue Wang, Juan Du*

Affiliation(s)

School of Business, Wuhan Huaxia Institute of Technology, Wuhan, Hubei, China *Corresponding Author

Abstract

This study constructs an Interdisciplinary Communities (ICs) framework to resolve structural tensions in China’s New Liberal Arts Initiative, where institutional barriers and curricular fragmentation impede interdisciplinary education. Grounded in problem-oriented design, ICs integrate organizational synergy, knowledge fusion, motivation mechanisms, and quality feedback. Empirical analysis of a FinTech case demonstrates ICs’ bidirectional governance adaptability resilience: employer-driven curricular optimization internally, and alignment with national strategies like China’s Education Modernization 2035 externally. While effectively bridging top-down centrally designed frameworks and grassroots implementation, challenges persist in reconciling utilitarian-humanistic epistemic conflicts. We prescribe context-sensitive strategies—negotiation workshops and governance frameworks—to institutionalize ICs. The model contributes to global theory by adapting community paradigms to bureaucratic academic systems, offering scalable solutions for emerging economies.

Keywords

Interdisciplinary Communities; New Liberal Arts; Chinese Higher Education; Epistemic Negotiation

References

[1]Jianshan Cheng. Interdisciplinary Education of Foreign Language Majors in Chinese Local Universities under the Background of New Liberal Arts. English Language Teaching, 2022, 15(3): 38-47. [2]Spelt E J H, Biemans H J A, Tobi H, et al. Teaching and learning in interdisciplinary higher education: A systematic review. Educational psychology review, 2009, 21(4): 365-378. [3]Manoj KS Chhangani, Sofia I. Hussain. Interdisciplinary Education In Higher Institutions: Trends, Challenges, And Future Directions. International Research Journal of Modernization in Engineering Technology and Science, 2023, 05(07): 87-90. [4]Liang Zhou, Jiaonan Li. An Analysis of the Current Situation of Interdisciplinary Research in Applied Colleges and Universities and Its Operation Mechanisms. Adult and Higher Education,2023, 5(15): 18-26. [5]Huang Qibing, Tian Xiaoming. "The Origin, Characteristics, and Construction Pathways of New Liberal Arts." Journal of Suzhou University (Educational Science Edition), 2020, 8(02): 75–83. [6]Zhang Xuehui, Ning Zekui. "AI-Empowered Practical Innovation in Economics and Management Courses Under New Liberal Arts: Evidence from 1,427 Surveys of Teachers and Students in Shaanxi Universities." Journal of Higher Education, 2025, 11(19): 8–11. [7]Guo Jinxiu. "Interdisciplinary Education for Foreign Language Majors in Regional Universities Within the New Liberal Arts Context." Journal of Hubei Engineering University, 2021, 41(01): 64–70. [8]Lü Linhai. "Constructing New Liberal Arts Education in Chinese Universities: Value Implications, Core Connotations, and Implementation Pathways." University Education Science, 2021, (05): 49–59. [9]Wenger, E. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press,1998. Liang Xiuhua, Wang Xiangdong, Dong Chenlong, et al. "Interdisciplinary Curriculum in Australia Centered on Community Awareness: Insights and Implications." Shanghai Journal of Educational Research, 2025, (07): 41–47.