Abstract
Addressing complex societal problems, such as childhood obesity, requires transdisciplinary (TD) approaches to reach effective solutions. However, TD doctoral training programs in academic settings are still relatively new, and little is known about the benefits and barriers of participation. This study sought to longitudinally assess benefits and barriers of a TD approach to doctoral education from the perspectives of students working towards a joint PhD/MPH degree and their faculty advisors. Results show that benefits across 5-years included greater collaboration and networking, enhanced guidance and support, broadened ways of thinking, and expanded opportunities. Barriers included time demands, complicated logistics, and tension between depth versus breadth of knowledge. Similarities and differences among students and faculty are discussed. Findings provide resources for both faculty and students considering involvement with TD doctoral education, as well as for institutions and academic programs seeking to promote TD training and team science.
| Original language | English (US) |
|---|---|
| Article number | 27 |
| Journal | Palgrave Communications |
| Volume | 3 |
| Issue number | 1 |
| DOIs | |
| State | Published - Dec 1 2017 |
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ASJC Scopus subject areas
- Social Sciences(all)
- Arts and Humanities(all)
- Economics, Econometrics and Finance(all)
- Psychology(all)
Cite this
Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education : Program assessment and institutional recommendations. / Keck, Anna Sigrid; Sloane, Stephanie; Liechty, Janet M; Paceley, Megan S.; Donovan, Sharon M; Freeman Bost, Kelly K; McBride, Brent A; Fiese, Barbara.
In: Palgrave Communications, Vol. 3, No. 1, 27, 01.12.2017.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education
T2 - Program assessment and institutional recommendations
AU - Keck, Anna Sigrid
AU - Sloane, Stephanie
AU - Liechty, Janet M
AU - Paceley, Megan S.
AU - Donovan, Sharon M
AU - Freeman Bost, Kelly K
AU - McBride, Brent A
AU - Fiese, Barbara
PY - 2017/12/1
Y1 - 2017/12/1
N2 - Addressing complex societal problems, such as childhood obesity, requires transdisciplinary (TD) approaches to reach effective solutions. However, TD doctoral training programs in academic settings are still relatively new, and little is known about the benefits and barriers of participation. This study sought to longitudinally assess benefits and barriers of a TD approach to doctoral education from the perspectives of students working towards a joint PhD/MPH degree and their faculty advisors. Results show that benefits across 5-years included greater collaboration and networking, enhanced guidance and support, broadened ways of thinking, and expanded opportunities. Barriers included time demands, complicated logistics, and tension between depth versus breadth of knowledge. Similarities and differences among students and faculty are discussed. Findings provide resources for both faculty and students considering involvement with TD doctoral education, as well as for institutions and academic programs seeking to promote TD training and team science.
AB - Addressing complex societal problems, such as childhood obesity, requires transdisciplinary (TD) approaches to reach effective solutions. However, TD doctoral training programs in academic settings are still relatively new, and little is known about the benefits and barriers of participation. This study sought to longitudinally assess benefits and barriers of a TD approach to doctoral education from the perspectives of students working towards a joint PhD/MPH degree and their faculty advisors. Results show that benefits across 5-years included greater collaboration and networking, enhanced guidance and support, broadened ways of thinking, and expanded opportunities. Barriers included time demands, complicated logistics, and tension between depth versus breadth of knowledge. Similarities and differences among students and faculty are discussed. Findings provide resources for both faculty and students considering involvement with TD doctoral education, as well as for institutions and academic programs seeking to promote TD training and team science.
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UR - http://www.scopus.com/inward/citedby.url?scp=85038415240&partnerID=8YFLogxK
U2 - 10.1057/s41599-017-0027-y
DO - 10.1057/s41599-017-0027-y
M3 - Article
AN - SCOPUS:85038415240
VL - 3
JO - Palgrave Communications
JF - Palgrave Communications
SN - 2055-1045
IS - 1
M1 - 27
ER -