Navigating (Inter)Disciplinary Systems: Ecological Systems Analysis of Engineering Graduate Students' Motivation for Interdisciplinary Development
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| Title: | Navigating (Inter)Disciplinary Systems: Ecological Systems Analysis of Engineering Graduate Students' Motivation for Interdisciplinary Development |
|---|---|
| Language: | English |
| Authors: | Margaret Webb, Marie C. Paretti |
| Source: | European Journal of Engineering Education. 2026 51(2):375-394. |
| 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: | 20 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Graduate Education (DGE) |
| Contract Number: | 1735139 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Interdisciplinary Approach, Engineering Education, Graduate Students, Student Motivation, Self Concept, Influences |
| DOI: | 10.1080/03043797.2025.2592925 |
| ISSN: | 0304-3797 1469-5898 |
| Abstract: | Despite decades of initiatives promoting interdisciplinary research, interdisciplinary scholars face career persistence challenges in academia, undermining efforts to transform interdisciplinary graduate education (IGE). We lack understanding of factors influencing graduate students' motivation for interdisciplinary development needed to create systemic change. This study explores the trajectories of engineering graduate students in an Interdisciplinary Disaster Resilience (IDR) programme, examining how students interdisciplinary perspectives with existing engineering identities. Applying Ecological Systems and Future Possible Selves theory, we examined students' interactions with salient microsystems to navigate interdisciplinary development. Through analysis annual interviews, we identified supports, barriers, and mixed impacts of microsystems (EST term) that influenced students' progress becoming interdisciplinary. Findings reveal interactions between (inter)disciplinary activities, roles, relationships, and settings operating as microsystems, showing how mirosystems′ functions create competing demands students negotiate. Analysis highlights the importance of flexible structures, dedicated spaces, and aligned incentives that harmonise microsystem functions for transformation in IGE. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503206 |
| Database: | ERIC |
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