Neda Trifkovic
Abstract
Surf or a deep dive? Increasing interdisciplinary learning in the MSc programme Global Development
This project evaluates the potential for increasing interdisciplinary learning in the MSc programme Global Development. The project applies a mixed-methods approach in data analysis. Statistical analysis is used to test for the presence of disciplinary homophily, which is assessed through five formal tests. Quantitative results do not indicate how interdisciplinary learning in the programme is created, so qualitative interviews are added to explore to what extent differences in students’ and teachers’ native disciplines affect their perspectives and approaches to interdisciplinary learning and to explore how the programme can be restructured to achieve a higher level of interdisciplinary learning.
A lack of disciplinary homophily and the fact that student performance does not depend on their BSc background are taken as evidence of programme’s high interdisciplinarity potential. At present, interdisciplinary learning occurs through antagonistic mode of disciplinary teaching, but there is a perception that it should in the future evolve into a more integrative approach. Group work involving mixed student backgrounds enables not only the active student learning, but also gives a good foundation for future professional life.
The programme would benefit from further re-evaluating of the right balance between the breadth and the depth of knowledge. Students felt a need for more teaching on how to integrate qualitative and quantitative methods. Lecturers emphasized a need for additional teaching of conceptualizations and philosophy of science assumptions in different disciplines. Given that the programme is focused on primarily educating future practitioners, not academics, the latter should take a highly pragmatic approach.