Enhancing Teaching Innovations in Business Administration and Management Through Interdisciplinary Coordination in Quantitative Subjects

Teaching innovation is defined as a transformation that enhances learning outcomes, whether by improving results with the same effort or achieving the same results with less effort. Interdisciplinary coordination is recognized as crucial for successful 21st-century education, particularly in navigating the extensive information landscape central to Business Administration and Management studies. This field was selected due to its popularity in Spain, attracting a substantial student population and underscoring the need to adapt teaching methods to rapid technological advancements. This study underscores the imperative for teaching innovations in Business Administration and Management at the University of Castilla-La Mancha in Toledo, Spain, with a focus on interdisciplinary coordination, particularly between quantitative subjects and others. Utilizing text mining and graph analysis, the research identifies pivotal concepts and relationships among subjects, revealing robust connections between quantitative disciplines and most others, except for statistical inference, suggesting potential curriculum misalignment. The study advocates immediate measures to enhance coordination, such as standardizing notation, adopting common statistical software, and integrating cross-disciplinary case studies that necessitate empirical techniques. In conclusion, this study emphasizes that interdisciplinary coordination is a crucial teaching innovation in Business Administration and Management. It advocates for institutional leadership to enhance coordination, thereby improving student learning outcomes.