Is Transdisciplinary Education Engaging the 21st Century Engineering Student?

Abstract

Objective evidence shows whether contemporary engineering students are engaged by transdisciplinary education. This is done by first using a diffusion of innovations approach that isolates “transdisciplinary engineering” occurrences on the Internet from occurrences of disciplinary engineering, and then showing trends, forming conclusions, and making recommendations.

Estimating Measurement Error in University Students’ Work Experience Programme (SWEP) Assessment using Generalizability Theory: Implications for Transdisciplinarity in Engineering Training

“…Trans-disciplinarity is a relatively young concept developed by a Swiss philosopher and psychologist Jean Piaget between 1896-1980, geared toward the epistemology and the planning of future universities and educational programs (Bernstein, 2015). Transdisciplinarity employs an across-multiple domain concurrently with about four decades of practice which emerged seven centuries after disciplinarity evolved (Stroud, 2020). Employing a trans-disciplinary approach, engineering educators can be supported by assessment experts in ensuring quality engineering education.…”

“…The forgoing shows a leading relationship that positions 4IR technologies as a major player in the transition from multidisciplinarity to a transdisciplinary domain, making the need for change largely inevitable (Stroud, 2020). With this approach to engineering education, students can be exposed to other disciplines such as project management, cost-benefit analysis and concept mapping, among others directly related to the world of work being is an advantage that transdisciplinarity offers.…”