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16 Encourage learners to give feedback using criteria 
from Activity 15.
Moderator: Let me see whether I understand you correctly.
You mean there is an irresolvable problem with 
interdisciplinary curricula? That we sacrifice something that we 
know works and don’t gain anything that justifies the sacrifice? 
Ellie: Yes, that’s my point.
Moderator: Thank you, Ellie. I’m moving to my next question … 
why do you think there is a certain reluctance in departments 
to accommodate interdisciplinary studies? Who would like to 
take the question first?
Mike: It has to be me, I suppose. A decisive argument against 
interdisciplinary programmes from the point of view of 
decision makers is their high 
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costs. This is a consideration 
that inevitably overrides all others. A typical integrated course 
usually involves team teaching, organising special events, 
independent study, and relatively low faculty–student ratios. 
In a time of limited academic resources these costs may be 
seen as prohibitive. 
Ellie: As far as I know, most programmes have either to borrow 
teachers from the 
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main disciplines or create part-time 
replacements, or hire their own psychologist or sociologist or 
historian, etc. 
Derek: Yes, in my experience it can be difficult finding teachers 
to take part on integrated courses. 
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Suggested answers 
1 Aims and objectives are not clearly identified.
2 What is meant by connections between disciplines is unclear.
3 Knowledge in core subjects is underdeveloped.
4 It is difficult to evaluate the results.
5 Such programmes are expensive.
6 There are not enough specialists.
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Answers 
1 b It has to be me, I suppose.
2 b Let me see whether I understand you correctly.
3 b As far as I know, …