Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/3347
Title: Integrating multidisciplinary engineering knowledge
Authors: Wolff, Karin
Luckett, Kathy
Keywords: Engineering education;Multidisciplinarity;Knowledge structures;Sociology of higher education curriculum;Praxis
Issue Date: 2013
Publisher: Teaching in Higher Education
Source: Karin Wolff & Kathy Luckett (2013) Integrating multidisciplinary engineering knowledge, Teaching in Higher Education, 18:1, 78-92, DOI: 10.1080/13562517.2012.694105
Abstract: In order to design two distinct engineering qualification levels for an existing University of Technology programme, empirical evidence based on the current diploma is necessary to illuminate the nature of and the relationship between the contextual and conceptual elements underpinning a multidisciplinary engineering curriculum. The increasing focus on contextual application could result in decreasing opportunities to develop the conceptual disciplinary grasp required for a dynamic, emerging region at the forefront of technological innovation. Using the theoretical tools of Bernstein and Maton to analyse final year student practice, the research addresses the question of how multidisciplinary knowledge is integrated by students, and what this reveals about the nature of such knowledge. The paper presents a conceptualisation of multidisciplinary knowledge integration practices as a dynamic process along two axes simultaneously, shifting between different forms and levels of conceptual and contextual knowledge.
Description: Wolff. K.; & Luckett. K.; (2013) "Integrating multidisciplinary engineering knowledge", - The definitive, peer-reviewed and edited version of this article is published in Teaching in Higher Education, 18:1, 78-92, DOI: 10.1080/13562517.2012.694105
URI: http://dx.doi.org/10.1080/13562517.2012.694105
http://hdl.handle.net/11189/3347
Appears in Collections:Eng - Journal articles (DHET subsidised)

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