Page 105 - Teaching and learning of interdisciplinary thinking in higher education in engineering

Learning challenges, student strategies, and the outcomes of education in interdisciplinary thinking
them, and subsequently labelling each cluster (Silverman, 2013). The analysis was done twice to make sure that an optimal fit was achieved between subcategories and the data set.
5.5 Results and discussion
5.5.1 Learning challenges (research question 1)
Table 5.1 provides two examples of the reported challenges per category of challenge. Table 5.1 An illustration of the reported learning challenges per category of challenge
Category of challenge
The experienced challenge is:
Content- related
“How to integrate both T[echnological] and M[anagerial] factors. Though the idea that T[echnological] and M[anagerial] elements are always linked together is clear to me, I do not know [how] to demonstrate it in my assignment. I am easily to lose [easily loose] the balance when using them”
“The most difficult thing I experienced was putting [...] the T[echnological] & M[anagerial] strategies (solutions) [and solutions] together and comparing them with another”
Incentive- related
“I was quite certain which factors had an influence, but uncertain where [how] to categorise them. I was also doubting whether or not I had unilaterally T[echnological] and M[anagerial] concepts”
“I found a lot of models that are relevant to my case [FQM problem]. I was confused which to use, many of them fits to my [FQM] situation, I had to choose ‘the best’”
Interaction- related
“To manage my time between researching the M[anagerial] factors and T[echnological] factors”
“To find relevant information to help me to judge the best solutions”
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