Multidisciplinary education through faculty members’ conceptualisations of and experiences in engineering education

dc.contributorAalto-yliopistofi
dc.contributorAalto Universityen
dc.contributor.authorFeng, Xiaoqi
dc.contributor.authorYlirisku, Salu
dc.contributor.authorKähkönen, Elina
dc.contributor.authorNiemi, Hannele
dc.contributor.authorHölttä-Otto, Katja
dc.contributor.departmentDesign Factory
dc.contributor.departmentDepartment of Electronics and Nanoengineering
dc.contributor.departmentUniversity of Helsinki
dc.contributor.departmentDepartment of Electronics and Nanoengineeringen
dc.date.accessioned2023-08-01T06:21:15Z
dc.date.available2023-08-01T06:21:15Z
dc.date.issued2023
dc.description.abstractEngineering education has become increasingly multidisciplinary in order to prepare future experts to transcend disciplinary boundaries and to co-construct solutions to solve grand challenges. However, faculty members’ perspectives and experiences have been largely ignored in the literature. To understand and support faculty members, the present study investigated faculty members’ conceptualisations of multi-, inter-, and transdisciplinary education. We conducted semi-structured interviews with 13 faculty members from engineering, business, art and design with varied experiences with multidisciplinary teaching, course design, and programme management. We found that while some faculty members conceptualised multidisciplinary education as an encompassing concept, most used disciplinary integration to distinguish multi-, inter-, and transdisciplinary education. However, their conceptualisations of the differences between multi-, inter-, and transdisciplinary education were nuanced. Summarising the perceived nuances in different aspects of course design, we propose a typology to demonstrate the variety of types in faculty members’ course design. By identifying the diversity and complexities of faculty members’ conceptualisations, this study attempts to help faculty members achieve an in-depth understanding of their conceptualisations and practices, as well as support engineering educators in designing courses with disciplinary integration.en
dc.description.versionPeer revieweden
dc.format.extent17
dc.format.extent707-723
dc.format.mimetypeapplication/pdf
dc.identifier.citationFeng , X , Ylirisku , S , Kähkönen , E , Niemi , H & Hölttä-Otto , K 2023 , ' Multidisciplinary education through faculty members’ conceptualisations of and experiences in engineering education ' , European Journal of Engineering Education , vol. 48 , no. 4 , pp. 707-723 . https://doi.org/10.1080/03043797.2023.2185126en
dc.identifier.doi10.1080/03043797.2023.2185126
dc.identifier.issn0304-3797
dc.identifier.issn1469-5898
dc.identifier.otherPURE UUID: a263d0b0-e2ec-47ec-84fa-c153aa210b78
dc.identifier.otherPURE ITEMURL: https://research.aalto.fi/en/publications/a263d0b0-e2ec-47ec-84fa-c153aa210b78
dc.identifier.otherPURE LINK: http://www.scopus.com/inward/record.url?scp=85150756182&partnerID=8YFLogxK
dc.identifier.otherPURE FILEURL: https://research.aalto.fi/files/117333145/Multidisciplinary_education_through_faculty_members_conceptualisations_of_and_experiences_in_engineering_education.pdf
dc.identifier.urihttps://aaltodoc.aalto.fi/handle/123456789/122240
dc.identifier.urnURN:NBN:fi:aalto-202308014601
dc.language.isoenen
dc.publisherTaylor & Francis
dc.relation.ispartofseriesEuropean Journal of Engineering Educationen
dc.relation.ispartofseriesVolume 48, issue 4en
dc.rightsopenAccessen
dc.subject.keywordengineering education
dc.subject.keywordmultidisciplinary education
dc.subject.keyworddisciplinary integration
dc.subject.keywordcourse design
dc.titleMultidisciplinary education through faculty members’ conceptualisations of and experiences in engineering educationen
dc.typeA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessäfi
dc.type.versionpublishedVersion
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