Conclusion: Dynamic interactions across academic disciplines


Research output: Chapter in Book/Report/Conference proceedingChapters

8 Citations (Scopus)


To summarize the discourse around the implementation of EMI by academics from different disciplines in this book, the ROAD-MAPPING framework (Dafouz & Smit, 2016, 2020) is adopted. Overall, reports made by agents of different academic disciplines showed that the discipline-specific knowledge-making practice is just one of the driving forces in the process of implementing EMI. Agents’ expectations on the learning outcomes of their own disciplines, such as professional/vocational qualifications and a career pathway, are found to be another important factor. Individual agents’ own experiences in the management of EMI policy added an additional tier to the process. Drawn from these observations, a discipline-specific approach, supported by a management team composed of participating disciplines, is proposed for an effective implementation of new EMI programs. Copyright © 2021 selection and editorial matter, Lily I-wen Su, Hintat Cheung, and Jessica R. W. Wu; individual chapters, the contributors.
Original languageEnglish
Title of host publicationRethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions
EditorsLily I-wen SU, Hintat CHEUNG, Jessica R. W. WU
Place of PublicationOxon
ISBN (Electronic)9780429352362
ISBN (Print)9780367370220, 9781032034386
Publication statusPublished - 2021


Cheung, H. (2021). Conclusion: Dynamic interactions across academic disciplines. In L. I.-W. Su, H. Cheung, & J. R. W. Wu (Eds.), Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions (pp. 177-182). Oxon: Routledge.


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