Learning mechanisms in multidisciplinary teamwork with real customers and open-ended problems
Heikkinen, J., & Isomöttönen, V. (2015). Learning mechanisms in multidisciplinary teamwork with real customers and open-ended problems. European Journal of Engineering Education, 40(6), 653-670. https://doi.org/10.1080/03043797.2014.1001818
Published inEuropean Journal of Engineering Education
© 2015 SEFI. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
Recently, there has been a trend towards adding a multidisciplinary or multicultural element to traditional monodisciplinary project courses in computing and engineering. In this article, we examine the implications of multidisciplinarity for students’ learning experiences during a one-semester project course for real customers. We use a qualitative research approach and base our analysis on students’ learning reports on three instances of a project course titled Multidisciplinary working life project. The main contribution of this article is the unified theoretical picture of the learning mechanisms stemming from multidisciplinarity. Our main conclusions are that (1) students generally have a positive view of multidisciplinarity; (2) multidisciplinary teams enable students to better identify their own expertise, which leads to increased occupational identity; and (3) learning experiences are not fixed, as team spirit and student attitude play an important role in how students react to challenging situations arising from introduction of the multidisciplinarity. ...
PublisherTaylor & Francis Ltd.; European Society for Engineering Education
Publication in research information system
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