國外大學越來越多提供跨領域知識學程，此外許多知名國外學者呼籲多進行跨領域倡議。傳播管理教育工作者面對自身跨領域的教育情境回應上述國際趨勢，並聚焦於我國管理學門與教育學門之間，跨領域探詢之橋接教育教學法：「個案教學法」。此研究紀要進行兩項跨領域探詢，首先，針對國外期刊關於「跨領域」關鍵字的期刊論文，進行文獻探討；接下來，在跨領域「交相參照」的觀點下，聚焦在本土跨領域交集現象：管理學門及教育學門推動「個案（案例）教學，進行跨領域探詢，這包括：（1）探討管理學門與教育學門推「個案教學」之共同內隱價值主張為何？（2）探討管理學門，教育學門推動個案教學之文獻不足之處，進而探詢彼此可以向對方學門學習之啟發為何？針對第一項跨領域探詢，教育工作者認為「個案教學」具備管理學門與教育學門之共同內隱價值主張之命題（propositions）可能有三，針對第二項跨領域探詢，教育工作者提出一項賦權管理學門教師推動個案教學法之教育教學架構，此外，此研究紀要建議教育學門深化個案教學法時，應正視其體制性發展的能力建構。 Overseas universities increasingly offer interdisciplinary programs; in addition, several profound scholars call for interdisciplinary initiatives. Facing with the interdisciplinary context, this practitioner echoes above-mentioned calling and conducted this interdisciplinary inquiries, which focus on the case-teaching method crossing the discipline of Education and Management. Based on above-mentioned literature review, it is argued that the cross-reference may serve as the spirit of the interdisciplinary inquiries. It follows with two further interdisciplinary inquiries: （1） to explore the embedded value proposition of “case-teaching” crossing the disciplines, （2） to cross-examine the research gaps among two disciplines so as to explore the reflective suggestions. As to the first interdisciplinary inquiry, three propositions on embedded value proposition of “case-teaching” crossing the disciplines are proposed. With regards to the second interdisciplinary inquiry, this practitioner suggests one pedagogical framework to empower teachers in the discipline of Management. In addition, this research note highlights the institutional capacity-buildings for the discipline of Education to consolidate the “Case-teaching method”.
