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| Foreword | |
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| Preface | |
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| Introduction | |
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| Challenges and opportunities | |
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| On quality | |
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| Background | |
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| A note on terminology | |
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| Notes | |
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| Beyond CP Snow | |
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| Quantitative and qualitative studies | |
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| Improved understanding and quality | |
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| Drawing on commonalities | |
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| Context dependence and quantification | |
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| Interpretation and context | |
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| Notes | |
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| Questioning to learn and learning to question | |
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| Interdisciplinary expectations (Questions 1 to 3) | |
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| Transacademic aspirations (Questions 4 and 5) | |
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| Academic rigour (Questions 6 to 10) | |
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| Notes | |
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| Why do you conduct interdisciplinary work? | |
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| Where do you position yourself on the reflection scale? (Question 1) | |
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| To what end are you using knowledge from different disciplines? (Question 2) | |
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| What makes your work interdisciplinary? (Question 3) | |
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| Notes | |
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| Why do you interact with society? | |
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| Academic knowledge and decision-making | |
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| Who participates in which part of the study and how? (Question 4) | |
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| Why do you interact with society? (Question 5) | |
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| A word of warning: Don't be snobbish | |
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| Notes | |
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| Rigorous but not rigid | |
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| On quality assessment | |
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| Confusing form and credibility - an example | |
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| Communication | |
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| Notes | |
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| Marking your playground | |
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| Framing | |
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| Aim | |
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| Operatianalizing the aim | |
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| Confusing interdisciplinarity with "Everything" | |
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| Notes | |
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| Evidence that holds for scrutiny | |
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| How or why? | |
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| Common procedures | |
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| Mixing various types of empirical evidence | |
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| Notes | |
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| Anchoring your canoe | |
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| Clarifying your sources | |
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| Anchoring your frame | |
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| Anchoring your method | |
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| Notes | |
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| Analysis | |
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| Defining "analysis" | |
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| Clarifying the own, the new | |
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| Relevant literature - your canon | |
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| Common knowledge | |
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| Original research | |
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| Textbooks | |
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| The style of recognized scholars | |
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| Passive and active voice | |
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| Notes | |
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| Beauty is in the eye of the beholder | |
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| Headings | |
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| Where do I place the reflections? | |
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| Where do I describe the context? | |
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| References | |
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| Notes | |
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| Being interdisciplinary | |
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| Creating an open and respectful climate | |
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| Hierarchies that impair | |
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| Humbleness and courage | |
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| Outstanding studies | |
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| Dialogue, feedback and how to manage supervisors | |
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| Notes | |
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| References | |
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| Primary sources | |
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| Secondary sources | |
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| Index | |