Adopting a Co-operative learning environment as a progressive way to learning across disciplines.

Traditionally, a student’s ability to memorize and recite deposited information was considered the primary indicator of knowledge acquisition and academic success. An emerging method of learning is empowering students to realise their full potential by practically involving them in their own learning journey, thus creating more enriched learning experiences.
This chapter addresses how interdisciplinary teaching across Business and Engineering disciplines can create a synergic effect to student learning and skill development through the establishment of different data exploration techniques exercised in the two different disciplines. The techniques are the deduction-heavy teaching practices in the Engineering discipline which provide data exploration contextualised withing theory, and the induction-heavy teaching practices employed in the Business discipline, which provide theory generation from explored data. That is, investigating competing arguments and alternative explanations. Methods commonly exercised within the business discipline (e.g., verbal debates that inherently involve skills that facilitate the consideration of theoretical alternatives) can be applied to engineering disciplines to create a more multi-dimensional learning experience.
Case studies from personal teaching experiences are reflected in this chapter and recommendations are then provided for future enhanced teaching practice.