Creating cohesion amidst interdisciplinary tensions in education
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When professionals from diverse fields like engineering, theoretical physics, data science, software development, education, and social science come together, the result is the development of an interdisciplinary programme. In this case, it was the Design for Learning Environments postgraduate certificate, which launched in 2021 and is designed for those working at the intersection of learning and technology. The programme integrates five disciplinary-focused modules with a final synoptic module, aimed at combining knowledge and skills from these disciplines.
Universities have the potential to foster interdisciplinary knowledge, but institutional and disciplinary silos often impede collaboration. The team behind this programme met through institutional projects, such as the creation of a new education strategy for our Dubai campus. These collaborations revealed how their diverse perspectives on learning environments—often complementary, but sometimes in tension—were valuable in developing the programme. This “tension” became a crucial element in balancing competing priorities in the design of the 60-credit, part-time, distance learning programme.
Teaching the programme for four years has led to reflection on the interdisciplinary approach, with the team continuing to refine the balance between depth and breadth, theory and practice, and academic and professional perspectives. Key tensions included:
- Depth and Breadth: With each discipline having its own rich academic background, there was a challenge in determining what to include in each 10-credit module, ensuring the content was accessible to a diverse student body, and maintaining the programme’s postgraduate-level rigor.
- Theory and Practice: The team had to reconcile the different meanings of theory across disciplines, balancing academic knowledge with practical applications. This approach ensured that students’ assessments were rooted in their own professional contexts.
- Grounding and Integration in Practice: In the final synoptic module, students are encouraged to apply their disciplinary knowledge to real-world case studies. This requires them to integrate at least two disciplinary perspectives to create a practical, viable solution.
The programme also faces challenges in assessing interdisciplinary work. For the final case study, assessments are evaluated by both an overall marker for integration and specific markers from the disciplines used by the student. This unique approach required the academic team to learn what it means to truly be interdisciplinary, modifying teaching and assessment strategies accordingly.
The grading criteria for assessing interdisciplinary work included communication, disciplinary grounding, integration, and critical awareness. An invested external examiner has played a key role in shaping the programme through continuous feedback, ensuring quality assurance.
After designing and delivering the programme, the academic team has grown even more passionate about interdisciplinary education. Currently let by Professor Nicola Wilkin, they continue to embrace a “learning by doing” philosophy, and the programme has sparked avenues for research and student impact. They hope their experience can guide others embarking on interdisciplinary teaching and learning journeys.
If you’re looking to deepen your expertise in designing learning environments through an interdisciplinary lens, and are seeking to become part of an innovative, reflective, and collaborative educational experience, this programme is for you.
Be ready to lead digital transformation in your educational sphere and join us on our next student intake. Early bird discount now available. Apply today.
Note: This article is an edited version of content written by Adam Matthews for the Times Higher Education Campus blog. To view the original content, click here.