Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

Abstract

Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students’ views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs.

Legal Education and Social Responsibility: A Qualitative Inquiry into Law Students' Perspectives

“…This discussion synthesizes our results within the broader academic dialogue, highlighting the convergence and divergence from prior studies, and emphasizing the implications of our findings. Consistent with Abbonizio and Ho (2020), our study underscores law students' appreciation for interdisciplinary coursework, particularly as it pertains to understanding the multifaceted nature of social responsibility within legal practice. Participants expressed a belief that courses integrating concepts of environment and sustainability not only broadened their perspectives but also enhanced their appreciation for the legal profession's role in addressing global challenges (Abbonizio & Ho, 2020).…”

“…Consistent with Abbonizio and Ho (2020), our study underscores law students' appreciation for interdisciplinary coursework, particularly as it pertains to understanding the multifaceted nature of social responsibility within legal practice. Participants expressed a belief that courses integrating concepts of environment and sustainability not only broadened their perspectives but also enhanced their appreciation for the legal profession's role in addressing global challenges (Abbonizio & Ho, 2020). This aligns with Howlett, Ferreira, and Blomfield's (2016) advocacy for teaching sustainable development in higher education as a means to equip students with the knowledge and skills necessary to contribute positively to society (Howlett et al, 2016).…”

“…he intersection of legal education and social responsibility remains a focal point of scholarly discourse, reflecting the evolving expectations of law schools to prepare students not only as legal professionals but as custodians of justice and societal welfare (Jones & Kawalek, 2019). Amidst this backdrop, the role of legal education in fostering a sense of social responsibility among students has garnered increasing attention, raising questions about the curriculum, pedagogical approaches, and the broader impact of legal studies on students' professional identity and societal engagement (Abbonizio & Ho, 2020;Marterella & Aldrich, 2015). Interdisciplinary coursework has emerged as another significant area of focus, with studies highlighting its T potential to enrich students' educational experiences and prepare them for the complexities of contemporary legal practice (Abbonizio & Ho, 2020).…”

“…Amidst this backdrop, the role of legal education in fostering a sense of social responsibility among students has garnered increasing attention, raising questions about the curriculum, pedagogical approaches, and the broader impact of legal studies on students' professional identity and societal engagement (Abbonizio & Ho, 2020;Marterella & Aldrich, 2015). Interdisciplinary coursework has emerged as another significant area of focus, with studies highlighting its T potential to enrich students' educational experiences and prepare them for the complexities of contemporary legal practice (Abbonizio & Ho, 2020). The integration of environmental, social, and sustainability issues within legal education underscores the shifting paradigms towards a more holistic approach to legal training, one that aligns closely with the demands of global citizenship and ethical leadership (Howlett et al, 2016).…”

Transformative, interdisciplinary and intercultural learning for developing HEI students’ sustainability-oriented competences: a case study

“…Teachers should be able to promote a dialogue between different perspectives, discourses and methods of addressing sustainability issues, which requires an open attitude and the willingness to learn while engaging with different viewpoints (Feng, 2011 ). On the other hand, the challenges that students might feel in an interdisciplinary setting can be linked to the rapid switch between disciplinary domains and to the disciplinary jargon that is often used (Abbonizio & Ho, 2020 ). The advantages and challenges of interdisciplinary courses resemble those of intercultural education.…”