Encouraging Interdisciplinary Studies & Skill-Based Learning in University Pedagogies
Along with the benefits of increased globalization come problems that also require interconnected solutions. Environmental challenges, political crises, and economic concerns tie governments together and call for multi-faceted reactions. On the domestic front, similar challenges appear, with homelessness, public health, and income inequality being just a few.
In the study of public policy, these issues are sometimes labeled “wicked problems,” in reference to the complex interdependencies required for their meaningful resolution. They are problems that require collaboration, mutual understanding, and cooperation between individuals and groups. Yet, these skills are often lacking where they are needed most.
Since these problems will be impacting the leaders of tomorrow, it is important that the students of today learn the skills necessary to confront them. Universities need to do more to support this function. By encouraging interdisciplinary studies and skill-based learning in their programs, universities can ensure benefits for both their students and their wider communities.
Interdisciplinary Studies and Practical Skills
Universities often include ‘interdisciplinary’ and ‘multidisciplinary’ aspects in their curricula. ‘Interdisciplinary studies’ refers to taking a mix of courses, and interdisciplinary work more generally refers to the integration of knowledge and approaches from other disciplines into a framework for understanding in one’s own discipline. Multidisciplinary work, by contrast, refers to the collaboration between individuals from various disciplines each bringing their own discipline-specific knowledge with them. (Source: http://www.arj.no/2012/03/12/disciplinarities-2/)
In Canada, most universities attempt to encourage these types of studies in their undergraduate programs by setting requirements that students must meet in order earn their degrees. For example, students are often made to enroll in a variety of lower-level and first-year courses that teach certain fundamental skills (such as writing) or important knowledge (such data literacy or other expected technical understandings). Similarly, some programs expect students to take a certain number of courses in areas outside of their own disciplines.
However, by the time students are actually called upon to implement the knowledge or skills learned through interdisciplinary studies, they have retreated into the familiar practices found in their own particular disciplines. Thus negating the benefits universities expect to see from these programs. (Source: https://www.nap.edu/download/11153)
By encouraging pedagogies that emphasize interdisciplinary and skill-based learning, universities support the many benefits these programs are shown to deliver.
Benefits to Interdisciplinary and Skill-Based Learning Programs
Break Barriers to Knowledge
A common problem observed when analyzing attempts to tackle complex or ‘wicked’ problems is that there are difficulties in achieving mutual understanding between important stakeholders. In public policy, this presents as an ‘evidence-policy gap’ when researchers and policymakers lack the common ground necessary to be able to understand one another and work together effectively. This problem is in part caused by differences in discipline cultures. (Source: https://paulcairney.files.wordpress.com/2016/03/cairney-oliver-2017-harps-health-research-policy-and-systems.pdf)
For instance, each discipline has their own specific jargon that acts as a barrier to outsiders when they attempt to access that discipline’s specific knowledge. More critically, some disciplines teach particular skills related to data formulation and presentation, and outsiders not versed in that language are prevented from understanding it.
By emphasizing interdisciplinary studies and practical skill development within pedagogy, universities ensure that students are equipped to tackle future problems outside of the classroom. Encouraging students to enroll in courses that orient data literacy, critical thinking, and problem solving at their core creates foundations for understanding between students of different disciplines.
Additionally, if there are particular skills or understandings that a university identifies as being critical to student’s future success, introducing courses that teach the language and frameworks of from the associated discipline provides students with a necessary foundation.
Create Connections between Disciplines
Collaboration, cooperation, and co-optation between disciplines have all also been highlighted as ways to respond to wicked problems that require multi-faceted solutions. (Source: https://paulcairney.files.wordpress.com/2016/03/cairney-oliver-2017-harps-health-research-policy-and-systems.pdf)
In addition to teaching students skills and knowledge outside of their own subject, interdisciplinary studies offer an opportunity for students to connect and work with others in different fields of study. When these programs include practical skill development, such as teamwork or casework, it further encourages relationship building between students in different departments.
Since complex problems thrive on the difficulties in generating inter-agency and interdisciplinary cooperation, this type of learning breaks barriers by introducing students to the forms and benefits of collaborative work between disciplines.
Develop Those Critical ‘Soft Skills’
Interdisciplinary and skill-based learning also have benefits at the individual-level, since employers are increasingly expecting workers to bring important ‘soft skills’ to the workplace. The term, ‘soft skills’ is a bit of a misnomer. It refers to transferable skills – such as communication, leadership, or teamwork – which individuals brings with them regardless of their work assignment. They contrast with ‘hard skills,’ which relate to an employee’s technical knowledge or training.
Interdisciplinary studies have been shown to encourage the development of soft skills in students. Since students are expected to engage skills to communicate their understanding of introductory technical knowledge. Additionally, skill-based learning allows students to apply important skills in an academic environment and take these experiences with them into the workplace. (Source: https://thejournalofbusiness.org/index.php/site/article/view/1052/657).
Challenges to Achieving Interdisciplinary and Skill-Based Learning
This article has already touched on some of the barriers that makes interdisciplinary learning hard to achieve in universities. Discipline cultures, jargon, and tendencies to retreat inward make it difficult for these types of programs to gain traction.
However, researchers at the University of Tasmania also noted that interdisciplinary teaching is not without its challenges. In their experiment, a group of nine researchers collaborated through a teacher’s network to fuse their course curriculums together with the aim of assisting students in tackling wicked problems like climate change. While the instructors saw benefits in forming innovative practices and interdepartmental collegiality, they also noted the strain of the program on their workloads. They found that this type of instruction caused burnout, consumed more time than the conventional, and lacked the necessary support for long-term sustainability. Nevertheless, it was suggested that with additional resources, similar frameworks like the low-cost, low-risk one employed in their study could be effective in encouraging this type of teaching. (Source: https://www-tandfonline-com.ezproxy.library.ubc.ca/doi/pdf/10.1080/13562517.2012.658560?needAccess=true)
Additionally, there are few reports that include student feedback in programs that encourage interdisciplinary studies. More research is needed to evaluate the receptiveness of students and the long-term impacts that stem from this type of instruction. In some cases, students and departments may disagree with programs that make interdisciplinary and skill-based learning mandatory. However, there are different ways that universities can approach encouraging this type of work.
What Universities Can Do to Improve Interdisciplinary Studies & Skill Development
Universities can take several steps to encourage students to engage in interdisciplinary studies and help them to develop practical skills. This can be achieved through both formal and informal channels.
One suggestion from the Global University Network for Innovation (GUNI) calls on universities to centre interdisciplinary studies at every stage of their educational curricula. This contrasts with current programs which have requirements that can be done at any stage of your degree, or only first-year requirements. Course structures can similarly be reorganized so that important skills are emphasized in the course’s curriculum. GUNI identified interdisciplinary learning as being important in formal curricula because the skills developed in these programs are increasingly used in professional circles. (Source: http://www.guninetwork.org/files/7_he_commitment_to_sustainability_-_upc.pdf)
Universities can also create incentives for students to engage in interdisciplinary or multidisciplinary work – such as offering scholarships or awards to students who use these aspects in their studies. Alternatively, universities could sponsor competitions that require students from various faculties to work together to solve a problem or to collaborate to produce knowledge. The student and the university both benefit from this pursuit. As the student is given the opportunity to develop skills and prestige through the contest, and the university is able to produce better-trained students and thus encourage additional enrollment.
As political problems become more salient there will be greater expectations on leaders to find solutions. Wicked problems have been demonstrated to require cooperation and collaboration towards their resolution. However, these functions are not currently being realized. Looking forward, there will be an increased demand for individuals capable of brokering change between diverse disciplines and agencies. Universities can help in this pursuit by teaching skills and knowledge that produce more effectively trained students.