Being undisciplined: Transgressions and intersections in academia and beyond

This paper articulates a view of interdisciplinary derived from actual practice. Based on a distinction between different types of interdisciplinary temperament, the paper proposes five characteristic of ‘issue-driven interdisciplinarity’ in the sustainability field: being problem-based, integration, interactivity and emergence, reflexivity, and strong forms of collaboration and partnership. Each of these characteristics is illustrated by examples drawn from a series of interdisciplinary projects undertaken over the past decade. The paper concludes with some views on how best to institutionalize issue-driven interdisciplinarity in the dominantly disciplinary culture of universities.     

Adverse Selection and Competing Deposit Insurance Systems in Pre-Depression Texas

In 1910, Texas instituted a unique deposit insurance program for its state chartered banks by providing a choice between two separate plans: the depositors guaranty fund, similar to insurance schemes in several other states, and the depositors bond security system, which required the procurement of a privately issued guarantee of indemnity. While, under most deposit insurance schemes, the incentive to monitor the financial condition of individual banks simply devolves from depositors to regulators, the bond security system established in Texas distinguished itself by attempting to reintroduce market discipline through the indemnity requirement. Using a probit model with heteroscedasticity, we find evidence that the choice of insurance coverage led to risk-sorting among the banks, with relatively conservative and financially secure institutions opting for the comparatively rigorous bond security system. In addition, the bank failure record indicates the risk differentials between banks in the two plans persisted over time and even possibly grew, suggesting the bond security system at least partially avoided the moral hazard incentives associated with the fixed-rate depositors guaranty plan. These findings support the general view that market discipline is effective in banking.     

Learning teaching in the sustainability classroom

This article analyzes the experience of a particular sustainability learning classroom model, examining the classroom composition, structure, positioning, and atmosphere components in an experimental course on the topic of sustainable buildings. The course, called Angles on Green Building, offered as the second in a suite by the Learning City sustainability in higher education collaborative, experimented with content, which concerned the emerging practice and policy of green building, and with form, exploring the most appropriate pedagogical methods for the advancement of sustainability learning and action. The course took as its practical focus the green building industry in Vancouver, Canada, with an initial case study of the new Centre for Interactive Research on Sustainability (CIRS), a green building and research facility planned for completion in 2009. This article uses evidence drawn from the instructors, students and visiting professionals in the course, together a diverse and interdisciplinary group from four different higher education institutions in Vancouver. Our findings contain lessons about the careful attention needed for instructors to design, run and implement courses in sustainability topics that enable students from widely different backgrounds and levels of self-directedness to engage with, take responsibility for, and transform their behaviours in favour of sustainability.