A transdisciplinary approach to the learning experience offers students a preparedness for life beyond the classroom by enhancing disciplinary knowledge and understanding, developing skills of metacognition, or encouraging collaboration to effectively address increasingly complex societal challenges. To evaluate whether such claims are true from a learner perspective, this article aims to investigate perceived student value of a recently completed marketing module that adopted a transdisciplinary approach within its pedagogic design. A qualitative methodology was deployed to encourage participant reflection, with specific inquiry focused upon distinct dimensions of the learning experience. Findings offer evidence regarding perceived benefits of engaging with a transdisciplinary learning framework. This included the freedoms of intellectual inquiry to appreciate disciplinary connections, the development of personal transferrable skills, increased accessibility within collaborative learning activities, and observed confidence and autonomy within assessment. Practical implications and limitations are discussed, including complexity issues that may inhibit knowledge development, time restrictions that constrain effective inquiry, and personal motivation when adopting a self-regulated learning method. The value of this study permits critique of a renewed and increasingly recognized teaching approach as a solution to enhance the learning experience and prepare graduates to address complex challenges within society.
Citation
Atkinson-Toal, A. (online). Student Value of a Transdisciplinary Approach to Curriculum Development. Journal of Marketing Education, https://doi.org/10.1177/02734753241288182
transdisciplinary education; learning strategies; curriculum development; community of inquiry; metacognition; self-regulated learning; teaching and learning
