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Faculty Experiences of Boundary Crossing in an Interdisciplinary Degree Program

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Title: Faculty Experiences of Boundary Crossing in an Interdisciplinary Degree Program
Language: English
Authors: Miitta Järvinen (ORCID 0000-0001-9627-2999), Jenni Virtaluoto (ORCID 0000-0003-3705-1445), Sami Lehesvuori (ORCID 0000-0003-3889-5279), Janne Roslöf (ORCID 0000-0003-2038-8113), Raija Hämäläinen (ORCID 0000-0002-3248-9619)
Source: European Journal of Engineering Education. 2026 51(2):419-437.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Faculty, Teaching Experience, Engineering Education, Interdisciplinary Approach, Departments, College Programs, Teacher Collaboration, Core Competencies, Job Skills
Geographic Terms: Europe
DOI: 10.1080/03043797.2025.2534650
ISSN: 0304-3797
1469-5898
Abstract: This paper examines the experiences of faculty members involved in a newly established interdisciplinary engineering degree program at a European university. The program, launched in 2021, aims to equip future engineering professionals with a broad understanding of technology and human literacy by integrating concepts from various disciplines. Our focus is on boundary crossing, a key competence necessary for innovation and addressing complex societal challenges. Through inductive thematic analysis of our interview data, we discovered that the interdisciplinary program was seen as an important and relevant educational entity and working in the program was motivating. However, institutional boundaries -- described as "silos" in our data -- hindered active boundary crossing and transformation into new practices. Our findings show that successful boundary crossing requires continuous work at the boundary, and the role of "brokers," people who are involved in multiple practices simultaneously, is both challenging and essential for the boundary to remain productive.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503094
Database: ERIC
FullText Text:
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  Data: Faculty Experiences of Boundary Crossing in an Interdisciplinary Degree Program
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  Data: <searchLink fieldCode="AR" term="%22Miitta+Järvinen%22">Miitta Järvinen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9627-2999">0000-0001-9627-2999</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jenni+Virtaluoto%22">Jenni Virtaluoto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3705-1445">0000-0003-3705-1445</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sami+Lehesvuori%22">Sami Lehesvuori</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3889-5279">0000-0003-3889-5279</externalLink>)<br /><searchLink fieldCode="AR" term="%22Janne+Roslöf%22">Janne Roslöf</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2038-8113">0000-0003-2038-8113</externalLink>)<br /><searchLink fieldCode="AR" term="%22Raija+Hämäläinen%22">Raija Hämäläinen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3248-9619">0000-0002-3248-9619</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2026 51(2):419-437.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Departments%22">Departments</searchLink><br /><searchLink fieldCode="DE" term="%22College+Programs%22">College Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Competencies%22">Core Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink>
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  Data: 10.1080/03043797.2025.2534650
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  Data: This paper examines the experiences of faculty members involved in a newly established interdisciplinary engineering degree program at a European university. The program, launched in 2021, aims to equip future engineering professionals with a broad understanding of technology and human literacy by integrating concepts from various disciplines. Our focus is on boundary crossing, a key competence necessary for innovation and addressing complex societal challenges. Through inductive thematic analysis of our interview data, we discovered that the interdisciplinary program was seen as an important and relevant educational entity and working in the program was motivating. However, institutional boundaries -- described as "silos" in our data -- hindered active boundary crossing and transformation into new practices. Our findings show that successful boundary crossing requires continuous work at the boundary, and the role of "brokers," people who are involved in multiple practices simultaneously, is both challenging and essential for the boundary to remain productive.
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  Data: 2026
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  Data: EJ1503094
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