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Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education: program assessment and institutional recommendations

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  • Anna-Sigrid Keck

    (University of Illinois at Urbana-Champaign
    Illinois Transdisciplinary Obesity Prevention Program (I-TOPP))

  • Stephanie Sloane

    (University of Illinois at Urbana-Champaign
    University of Illinois at Urbana-Champaign)

  • Janet M. Liechty

    (University of Illinois at Urbana-Champaign
    Illinois Transdisciplinary Obesity Prevention Program (I-TOPP)
    University of Illinois at Urbana-Champaign
    University of Illinois at Urbana)

  • Megan S. Paceley

    (University of Illinois at Urbana-Champaign
    School of Social Welfare, University of Kansas)

  • Sharon M. Donovan

    (University of Illinois at Urbana-Champaign
    Illinois Transdisciplinary Obesity Prevention Program (I-TOPP)
    University of Illinois at Urbana-Champaign)

  • Kelly K. Bost

    (Illinois Transdisciplinary Obesity Prevention Program (I-TOPP)
    University of Illinois at Urbana-Champaign
    University of Illinois at Urbana-Champaign)

  • Brent A. McBride

    (Illinois Transdisciplinary Obesity Prevention Program (I-TOPP)
    University of Illinois at Urbana-Champaign
    University of Illinois at Urbana-Champaign)

  • Barbara H. Fiese

    (Illinois Transdisciplinary Obesity Prevention Program (I-TOPP)
    University of Illinois at Urbana-Champaign
    University of Illinois at Urbana-Champaign)

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.

Suggested Citation

  • Anna-Sigrid Keck & Stephanie Sloane & Janet M. Liechty & Megan S. Paceley & Sharon M. Donovan & Kelly K. Bost & Brent A. McBride & Barbara H. Fiese, 2017. "Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education: program assessment and institutional recommendations," Palgrave Communications, Palgrave Macmillan, vol. 3(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:3:y:2017:i:1:d:10.1057_s41599-017-0027-y
    DOI: 10.1057/s41599-017-0027-y
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    References listed on IDEAS

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    1. W James Jacob, 2015. "Interdisciplinary trends in higher education," Palgrave Communications, Palgrave Macmillan, vol. 1(palcomms2), pages 15001-15001, January.
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