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The literature on interdisciplinary higher education is influenced by two overall trends: one looks at the institutional level of specially designed interdisciplinary institutions, while the other assesses individual interdisciplinary educational activities. Much less attention is given to the processes of creating interdisciplinary education initiatives within traditional monodisciplinary universities. In this study we thus explore how interdisciplinary education and teaching emerge anddoi:10.1080/03075079.2017.1365358 fatcat:3i6y3ckq25alhlkkalylniajc4