Formula for Success for Interdisciplinary Initiatives

Paul Cameron Hungler; Kimia Moozeh

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Multidisciplinary Engineering Division (MULTI) Technical Session 4
Tagged Division: Multidisciplinary Engineering Division (MULTI)
Permanent URL: https://peer.asee.org/47471

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Paper Authors

biography

Paul Cameron Hungler P.Eng.

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Dr. Paul Hungler is an assistant professor in the Department of Chemical Engineering and Ingenuity Labs at Queenâ€™s University. Prior to starting his current position, Major (Retired) Hungler served in the Royal Canadian Airforce. His research is now foc

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biography

Kimia Moozeh Queen's University

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Kimia Moozeh is a research associate at Queen's university in Engineering Education. Her PhD dissertation at University of Toronto explored improving the learning outcomes of undergraduate laboratories. Her research interests are lab-based learning, online learning and metacognition.

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Abstract

The problems facing the world are complex and to develop successful solutions, the individuals working on these problems require knowledge across a variety of fields. Currently our educational system produces individuals who specialize in specific areas; however, the development of multi/interdisciplinary institutes and educational programs is a method that can be used to produce graduates with a broad range of expertise and problem-solving abilities.

This work aims to evaluate the important factors for a successful multi/interdisciplinary initiative. For this work, a very broad definition of multi/interdisciplinary initiative was used, which included any higher education institute or academic program that was created to leverage collaboration across different disciplines. A number of different potential factors are investigated including examining their temporal importance. One-on-one semi-structured interviews were conducted with five directors of multi/interdisciplinary initiatives that are connected to universities in North America.

Data is currently being analyzed using thematic analysis (Braun & Clarke, 2006), with insight from coding methods suggested by Saldaña 2021 (2021). Given the exploratory nature of this research, no theoretical framework was employed for data analysis. Preliminary results indicate the importance of synergy and ways of fostering increased synergy across the life cycle of a multidisciplinary institute. There are also indications of essential factors that must be in place as a foundation to support the initiation and growth of such initiatives. A temporal element in the factors for success was established regarding vital times to focus on knowledge connection and then move towards knowledge creation and knowledge mobilization.

With an increased effort across academia and industry to develop multi/interdisciplinary initiatives to tackle the world’s grand challenges, the results of this study can help directors plan for the creation and administration of new initiatives. Furthermore, it will help inform members of new and existing multi/interdisciplinary projects about the importance of synergy and collaboration and how it can be enhanced throughout the life cycle of an initiative.

References: Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Saldaña, J. (2021). The Coding Manual for Qualitative Researchers. United Kingdom: SAGE Publications.

Citation
Format

Hungler, P. C., & Moozeh, K. (2024, June), Formula for Success for Interdisciplinary Initiatives Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47471

TY - CPAPER
AB - The problems facing the world are complex and to develop successful solutions, the individuals working on these problems require knowledge across a variety of fields. Currently our educational system produces individuals who specialize in specific areas; however, the development of multi/interdisciplinary institutes and educational programs is a method that can be used to produce graduates with a broad range of expertise and problem-solving abilities.

This work aims to evaluate the important factors for a successful multi/interdisciplinary initiative. For this work, a very broad definition of multi/interdisciplinary initiative was used, which included any higher education institute or academic program that was created to leverage collaboration across different disciplines. A number of different potential factors are investigated including examining their temporal importance. One-on-one semi-structured interviews were conducted with five directors of multi/interdisciplinary initiatives that are connected to universities in North America.

Data is currently being analyzed using thematic analysis (Braun &amp;amp; Clarke, 2006), with insight from coding methods suggested by Saldaña 2021 (2021). Given the exploratory nature of this research, no theoretical framework was employed for data analysis. Preliminary results indicate the importance of synergy and ways of fostering increased synergy across the life cycle of a multidisciplinary institute. There are also indications of essential factors that must be in place as a foundation to support the initiation and growth of such initiatives. A temporal element in the factors for success was established regarding vital times to focus on knowledge connection and then move towards knowledge creation and knowledge mobilization.

With an increased effort across academia and industry to develop multi/interdisciplinary initiatives to tackle the world’s grand challenges, the results of this study can help directors plan for the creation and administration of new initiatives. Furthermore, it will help inform members of new and existing multi/interdisciplinary projects about the importance of synergy and collaboration and how it can be enhanced throughout the life cycle of an initiative.

References:
Braun, V., &amp;amp; Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Saldaña, J. (2021). The Coding Manual for Qualitative Researchers. United Kingdom: SAGE Publications.
AU - Paul Cameron Hungler P.Eng.
AU - Kimia Moozeh
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Formula for Success for Interdisciplinary Initiatives
UR - https://peer.asee.org/47471
ER -