Student Value of a Transdisciplinary Approach to Curriculum Development
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| Title: | Student Value of a Transdisciplinary Approach to Curriculum Development |
|---|---|
| Language: | English |
| Authors: | Aarron Atkinson-Toal (ORCID |
| Source: | Journal of Marketing Education. 2026 48(1):75-91. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Interdisciplinary Approach, Business Education, Marketing, Undergraduate Students, Student Attitudes, Reflection, Consumer Economics, Foreign Countries, Universities, Value Judgment, Teaching Methods, Curriculum Development |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1177/02734753241288182 |
| ISSN: | 0273-4753 1552-6550 |
| Abstract: | A transdisciplinary approach to the learning experience offers students a preparedness for life beyond the classroom by enhancing disciplinary knowledge and understanding, developing skills of metacognition, or encouraging collaboration to effectively address increasingly complex societal challenges. To evaluate whether such claims are true from a learner perspective, this article aims to investigate perceived student value of a recently completed marketing module that adopted a transdisciplinary approach within its pedagogic design. A qualitative methodology was deployed to encourage participant reflection, with specific inquiry focused upon distinct dimensions of the learning experience. Findings offer evidence regarding perceived benefits of engaging with a transdisciplinary learning framework. This included the freedoms of intellectual inquiry to appreciate disciplinary connections, the development of personal transferrable skills, increased accessibility within collaborative learning activities, and observed confidence and autonomy within assessment. Practical implications and limitations are discussed, including complexity issues that may inhibit knowledge development, time restrictions that constrain effective inquiry, and personal motivation when adopting a self-regulated learning method. The value of this study permits critique of a renewed and increasingly recognized teaching approach as a solution to enhance the learning experience and prepare graduates to address complex challenges within society. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499599 |
| Database: | ERIC |
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| Abstract: | A transdisciplinary approach to the learning experience offers students a preparedness for life beyond the classroom by enhancing disciplinary knowledge and understanding, developing skills of metacognition, or encouraging collaboration to effectively address increasingly complex societal challenges. To evaluate whether such claims are true from a learner perspective, this article aims to investigate perceived student value of a recently completed marketing module that adopted a transdisciplinary approach within its pedagogic design. A qualitative methodology was deployed to encourage participant reflection, with specific inquiry focused upon distinct dimensions of the learning experience. Findings offer evidence regarding perceived benefits of engaging with a transdisciplinary learning framework. This included the freedoms of intellectual inquiry to appreciate disciplinary connections, the development of personal transferrable skills, increased accessibility within collaborative learning activities, and observed confidence and autonomy within assessment. Practical implications and limitations are discussed, including complexity issues that may inhibit knowledge development, time restrictions that constrain effective inquiry, and personal motivation when adopting a self-regulated learning method. The value of this study permits critique of a renewed and increasingly recognized teaching approach as a solution to enhance the learning experience and prepare graduates to address complex challenges within society. |
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| ISSN: | 0273-4753 1552-6550 |
| DOI: | 10.1177/02734753241288182 |
