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Challenges and value perceptions of an interdisciplinary module at the University of Twente : A descriptive study
Johnson-Veldhuis, C. (2020) Challenges and value perceptions of an interdisciplinary module at the University of Twente : A descriptive study.
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| Abstract: | Interdisciplinary education has become a staple feature on most university’s curricula. Its propensity for interaction among disciplines, endows students with the skills to tackle complex issues affecting society. A mixed-method study was undertaken to characterise the challenges faced, and the value perceptions of, academic staff and students, of an interdisciplinary module at the University of Twente. Academic staff and students fully recognise that the learning experience prepares students for their future professional lives. Three issues for students were investigated: communication, teamwork and prejudices against the other disciplines. Half of the groups experienced communication issues that were magnified by the interdisciplinary situation. Teamwork issues were present, but were mostly generic in nature. Finally, prejudice against disciplines and the feeling of being judged for belonging to a certain discipline was high. However, the students did not feel that the prejudices inhibited the ability for the team to work together optimally. Teacher challenges included high student numbers and the ripple effects thereof, i.e. time constraints, finding suitable tutors, etc. These appear to be in direct contrast to the espoused policies of the university. Recommendations on how to mediate some of the issues, such as vigilant alignment of policies to practise, are offered. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/81020 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
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