Interdisciplinary Team-Based Learning: An Integrated Opportunity Recognition and Evaluation Model for Teaching Business, Engineering and Design Students

Abstract

This paper describes a pedagogical framework and a set of team-based learning (TBL) activities which can be applied to an interdisciplinary course comprised of a mix of engineering, design, and business students. The goal of the team-based learning (TBL) activities is to help students to appreciate both the benefits and the challenges of working in interdisciplinary teams. To enhance their interdisciplinary collaboration skills, students engage in a series of knowledge sharing and knowledge integration activities, based on the Jigsaw technique, a team-based learning methodology. These activities enable the students to recognize and reconcile their disciplinary differences and biases, which arise because of the cognitive diversity of the team. Students are assigned to interdisciplinary teams to identify and prototype an entrepreneurial opportunity. By the end of these activities, students are able to incorporate the perspectives of all three disciplines to develop an integrated team mental model (TMM) of the opportunity recognition and opportunity evaluation process.

Interdisciplinary Skills for STEAM Entrepreneurship Education

“…Atkinson and Mayo (2010) offer some insights arguing that more multidisciplinary teams are needed that can work together to allow students experience in school creating tangible products with a market need. Another option is for more interdisciplinary entrepreneurship courses that integrate knowledge from multiple disciplines (Bailey et al., 2021; Lüthje & Prügl, 2006; Thursby et al., 2009). The TIGER program at the Georgia Institute of Technology is one of many examples of innovative programs doing such collaborations.…”

A comparison of shared mental model measurement techniques used in undergraduate engineering contexts: A systematic review

“…In other words, some studies used a measurement technique that required a limited amount (or none) of interpretation by the research team to represent the model. This was often the case with the more visual forms of representation (e.g., Bailey et al, 2021). Concept maps were used as a way for students to elicit, codify and share their individual discipline specific mental models.…”

“…In this case, the idea mapping board is a dynamic visualization of this shared mental model. Similarly, the four elicitation techniques used in the Bailey et al (2021) article allowed the students to elicit, codify and share their mental models over time. These visualizations also allow for integration of knowledge, evaluation, and assessment (Bailey et al, 2021).…”

Redesigning Senior Capstone Sequence with Multidisciplinary, Industry-Sponsored Projects

“…Each team member could utilize their knowledge in a more focused fashion to contribute to the project. This will help improve individual performance, and as a result, a higher quality of the project will be achieved [14]. In addition, this collaboration will help them improve their learning performance [15].…”