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<p>Interdisciplinary collaboration plays a crucial role in addressing complex scientific challenges and driving innovation. Against the backdrop of growing interest in knowledge recombination and scientific disruption, the integration of social sciences and humanities (SSH) with science, technology, engineering, and mathematics (STEM) disciplines is increasingly recognized as a promising avenue for fostering transformative scientific progress. Based on the disciplinary categories of their publication outlets, this study examines whether interdisciplinary collaboration between SSH and STEM scholars is associated with greater scientific disruptiveness. Using article-level data from the Microsoft academic graph and SciSciNet databases—covering 9.8 million papers across 19 academic fields—we construct a fixed-effects regression model to estimate the relationship. Our findings indicate that publications involving SSH-STEM interdisciplinary collaboration are significantly more likely to exhibit high levels of scientific disruptiveness. Additionally, we not only leverage the continuous variable SSH-STEM diversity to quantify how disciplinary composition heterogeneity influences scientific disruption, but also probe career age moderation effects and discipline-specific crossover impacts on disruption potential. These results provide empirical support for the value of cross-disciplinary collaboration and offer implications for science policy and institutional design aimed at promoting integrative research practices.</p>

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Does SSH–STEM interdisciplinarity promote scientific disruption?

  • 期刊论文

  • 发表日期：

    2026年3月24日

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  • Shitao Hu,
  • Yundong Xie,
  • Jiaqi Cheng,
  • Yong Li

摘要

Interdisciplinary collaboration plays a crucial role in addressing complex scientific challenges and driving innovation. Against the backdrop of growing interest in knowledge recombination and scientific disruption, the integration of social sciences and humanities (SSH) with science, technology, engineering, and mathematics (STEM) disciplines is increasingly recognized as a promising avenue for fostering transformative scientific progress. Based on the disciplinary categories of their publication outlets, this study examines whether interdisciplinary collaboration between SSH and STEM scholars is associated with greater scientific disruptiveness. Using article-level data from the Microsoft academic graph and SciSciNet databases—covering 9.8 million papers across 19 academic fields—we construct a fixed-effects regression model to estimate the relationship. Our findings indicate that publications involving SSH-STEM interdisciplinary collaboration are significantly more likely to exhibit high levels of scientific disruptiveness. Additionally, we not only leverage the continuous variable SSH-STEM diversity to quantify how disciplinary composition heterogeneity influences scientific disruption, but also probe career age moderation effects and discipline-specific crossover impacts on disruption potential. These results provide empirical support for the value of cross-disciplinary collaboration and offer implications for science policy and institutional design aimed at promoting integrative research practices.