Learning opportunities and diversity of engineering students’ background in interdisciplinary group projects

Abstract

PurposeIn line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are important aspects of satisfaction that are monitored annually by universities using tools such as the National Student Survey (NSS). The NSS results are useful for educational planning and informing consumer choices. This research measured undergraduate student experiences on an interdisciplinary project using the NSS framework. Hinged on diversity, the purpose was to investigate whether full-time (FT), part-time (PT) and degree apprenticeship students with varied work experience enhance their learning studying together on an interdisciplinary project.Design/methodology/approachThis research has measured, using the NSS criteria, student experiences on an interdisciplinary project on a civil engineering programme. It benchmarks the quality of learning and student understanding and perceptions of learning. The method is based upon a literature review and questionnaire survey of students.FindingsResults indicate good amounts of peer influence on learning in a simulated interdisciplinary team setting supported by a mix of diverse work experience in students’ background.Originality/valueSections of the NSS are extended with additional questions to capture the impact that FT, PT and degree apprenticeship study modes, closely associated with students’ background of job experience, have on teaching and learning.

Degree apprenticeships in the UK higher education institutions – are they viable?: Integrative literature review

“…Earlier literature predicted that HEI apprenticeships (Billet, 2016) as a learning method required further consideration for curriculum design, practice pedagogies, and learners' personal epistemologies. Furthermore, the opportunity to capture diverse job experience backgrounds (Oti et al. , 2021), and maximise peer-learning contribution.…”

“…Earlier literature predicted that HEI apprenticeships (Billet, 2016) as a learning method required further consideration for curriculum design, practice pedagogies, and learners' personal epistemologies. Furthermore, the opportunity to capture diverse job experience backgrounds (Oti et al, 2021), and maximise peer-learning contribution. Consequently, authors argue for extra apprentice development, study skills access (Higgs, 2022), diagnosing additional needs (Catterall, 2019) and integrated support for "in employment education'' (Doss et al, 2021).…”