Interdisciplinary Megaprojects in Blended Problem-Based Learning Environments: Student Perspectives

Framing and facilitating complex problem-solving competences in interdisciplinary megaprojects: an institutional strategy to educate for sustainable development

“…By allowing students to work across disciplines and paradigms, the intention is to strengthen both discipline-specific knowledge and skills and PBL and ESD competences, such as self-directed learning, participation and collaboration, problem orientation and interdisciplinarity, as they co-construct and integrate knowledge into a shared understanding of a common issue (Kolmos et al , 2020). However, the initial findings show that the interaction between groups and students within specific challenges in a megaproject is often categorized by multi-disciplinary rather than interdisciplinary collaboration and that students’ awareness of and engagement with diverse disciplines is still rather limited (Routhe et al , 2020). This points to a specific need to study practical experiences, processes, potentials and challenges related to the interdisciplinary framing and facilitation within the projects from the perspective of students, teachers and the institution as a whole.…”

“…Joining a megaproject is currently not compulsory, and thus, to some extent is considered extra-curricular; however, the majority of megaproject activities work in tandem with programme-specific activities and are fully credited in semester projects. Through this structure, it is possible for the students to take part in interdisciplinary and large-scale collaborative work and networked learning while adhering to the time frame and attaining the learning outcomes given within specific semesters and programmes (Routhe et al , 2020).…”

“…One group worked explicitly with an external stakeholder who also had access to this forum, providing the students with the knowledge required to identify and analyse the relevant problems collectively in this specific case. Still, initial research has shown that students request more feedback and facilitation (Routhe et al , 2020) and often experience the collaboration as parallel and multi-disciplinary rather than integrated, questioning the purpose and effectiveness of the joint products and collaborative activities currently framing the projects (Routhe et al , 2020).…”

“…Through an expansion of students’ contextual and interdisciplinary understanding, it is the aim of a megaproject to provide a platform for students to develop more complex and holistic approaches to problem-solving for the future (Routhe et al , 2020). However, research has shown that the implementation of such large-scale interdisciplinary megaprojects also challenges the formal organizational structures within higher education and requires the facilitation of complex problem-solving skills, project management competencies and leadership (Routhe et al , 2020).…”

“…Through an expansion of students’ contextual and interdisciplinary understanding, it is the aim of a megaproject to provide a platform for students to develop more complex and holistic approaches to problem-solving for the future (Routhe et al , 2020). However, research has shown that the implementation of such large-scale interdisciplinary megaprojects also challenges the formal organizational structures within higher education and requires the facilitation of complex problem-solving skills, project management competencies and leadership (Routhe et al , 2020). Thus, to identify and analyse the potentials and challenges related to the implementation of interdisciplinary megaprojects as an institutional strategy in education for sustainable development (ESD), this paper explores and evaluates the processes and outputs from the first megaprojects implemented at Aalborg University (AAU) from the perspective of students, project supervisors and interdisciplinary facilitators.…”