TY - ABST

T1 - Didactical issues in new interdisciplinary study programs

T2 - DUN Conference 2024

AU - Ellemose Lindvig, Katrine

AU - Ulriksen, Lars

PY - 2024

Y1 - 2024

N2 - IntroductionInterdisciplinary (ID) study programs are not new in Danish HE, but to meet current social and scientific challenges, new ID programs are appearing these years. This calls for studies on the organisation and design of the programs.Previous studies have discussed different forms of ID [1, 2] and shown that interdisciplinarity does not necessarily entail a whole new didactical approach but amplifies existing issues [3]. In this paper, we discuss such didactical issues related to a new ID MSc program in science.MethodsThe paper is based on an ongoing pilot study (incl. interviews, observations and questionnaire) of a new ID MSc program at UCPH. The study should inform the future didactical foundation of the program and outline future research into the field.ResultsOur findings show a misalignment between explicit and implied assumptions about students’ backgrounds and knowledge, which leaves the students with different possibilities. The relation between the disciplinary elements as well as how the individual courses are designed (e.g., pearls on a string or snowflakes) presents the students with different challenges. While some students take the course as an elective, others take it as a part of a full program, which adds to the challenges concerning what should be learned and how.DiscussionPreliminary results suggest that institutional interests and policies may interfere with some of the didactical considerations and thus the resulting quality and success of the program, for example when a program accepts students from a wide range of study programs but fails to ensure adequate proficiency or competence for following and passing the courses in the program. Questions to pursue are thus how the didactical foundation of new ID programs are similar and different from that of traditional, monodisciplinary programs and what could be ways of ensuring congruence in these programs, while still having to abide by institutional policies and regulations?Literature1. Jantsch, E. (1972). Inter- and transdisciplinary university: A systems approach to education and innovation. HigherEducation, 1(1), 7-37. https://doi.org/10.1007/BF019568792. Lindvig, K., & Ulriksen, L. (2016). Tilstræbt og realiseret tværfaglighed i universitetsundervisning. DanskUniversitetspædagogisk Tidsskrift, 11(20), 5-13.3. Lindvig, K., & Ulriksen, L. (2019). Different, Difficult, and Local: A Review of Interdisciplinary Teaching Activities. TheReview of Higher Education, 43(2), 697–725. https://doi.org/10.1353/rhe.2019.0115

AB - IntroductionInterdisciplinary (ID) study programs are not new in Danish HE, but to meet current social and scientific challenges, new ID programs are appearing these years. This calls for studies on the organisation and design of the programs.Previous studies have discussed different forms of ID [1, 2] and shown that interdisciplinarity does not necessarily entail a whole new didactical approach but amplifies existing issues [3]. In this paper, we discuss such didactical issues related to a new ID MSc program in science.MethodsThe paper is based on an ongoing pilot study (incl. interviews, observations and questionnaire) of a new ID MSc program at UCPH. The study should inform the future didactical foundation of the program and outline future research into the field.ResultsOur findings show a misalignment between explicit and implied assumptions about students’ backgrounds and knowledge, which leaves the students with different possibilities. The relation between the disciplinary elements as well as how the individual courses are designed (e.g., pearls on a string or snowflakes) presents the students with different challenges. While some students take the course as an elective, others take it as a part of a full program, which adds to the challenges concerning what should be learned and how.DiscussionPreliminary results suggest that institutional interests and policies may interfere with some of the didactical considerations and thus the resulting quality and success of the program, for example when a program accepts students from a wide range of study programs but fails to ensure adequate proficiency or competence for following and passing the courses in the program. Questions to pursue are thus how the didactical foundation of new ID programs are similar and different from that of traditional, monodisciplinary programs and what could be ways of ensuring congruence in these programs, while still having to abide by institutional policies and regulations?Literature1. Jantsch, E. (1972). Inter- and transdisciplinary university: A systems approach to education and innovation. HigherEducation, 1(1), 7-37. https://doi.org/10.1007/BF019568792. Lindvig, K., & Ulriksen, L. (2016). Tilstræbt og realiseret tværfaglighed i universitetsundervisning. DanskUniversitetspædagogisk Tidsskrift, 11(20), 5-13.3. Lindvig, K., & Ulriksen, L. (2019). Different, Difficult, and Local: A Review of Interdisciplinary Teaching Activities. TheReview of Higher Education, 43(2), 697–725. https://doi.org/10.1353/rhe.2019.0115

M3 - Conference abstract for conference

Y2 - 23 May 2024 through 24 May 2024

ER -