Interdisciplinary content, contestations of knowledge and informational transparency in engineering curriculum
journal contributionposted on 2015-06-12, 10:24 authored by Sarah BarnardSarah Barnard, Tarek HassanTarek Hassan, Andrew Dainty, Barbara Bagilhole
With the introduction of key information sets (KIS) for all university programmes in the UK from 2012, the character, content and delivery of university degrees may be increasingly used by potential students to differentiate between degree programmes. Therefore, developments in curricula and the relationship to the profession are of growing importance. In this paper, we explore the role of programme content in prospective students’ decision-making and describe the prevalence of interdisciplinary content in civil engineering curricula. Following this, we detail student perceptions of interdisciplinary content. It is found that universities currently operate a varied approach to transparency regarding curriculum; students pay little attention to programme content before embarking on their chosen degree; and engineering students view interdisciplinary content in the curriculum with ambivalence, usually ascribing its necessity in the preparation for post-university employment
The research leading to these results has received funding from the European Commission's Seventh Framework Programme FP7/2007–2013 under grant agreement no 230376 – research project HELENA.
- Architecture, Building and Civil Engineering