Exploring Liminal and Dominant Spaces in Interdisciplinary Programs: Fostering Communitas through Relationship-Focused Practices and Collective Leadership

Abstract

The current article examines interdisciplinary programs in higher education through the lenses of collective leadership, liminal spaces, and communitas. Interdisciplinary programs often exist in transitional, in-between spaces within academic institutions, challenging traditional hierarchical and disciplinary structures. The current article explores how these liminal spaces can be leveraged to foster collective leadership and a sense of communitas, shared community, and identity among program members. Using Kansas State University as a case study, the article highlights the importance of sociomateriality in constructing leadership and practices such as coaching, mentoring, and advising that can support communitas and collective leadership in interdisciplinary contexts. The article suggests that relationship-focused practices are key to navigating and transforming hierarchical pressures in academic environments, ultimately advocating for a more inclusive and collaborative approach to leadership in higher education.