Integrating multidisciplinary engineering knowledge

 

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dc.contributor.author Wolff, Karin en_ZA
dc.contributor.author Luckett, Kathy en_ZA
dc.date.accessioned 2014-10-28T14:12:44Z
dc.date.available 2014-10-28T14:12:44Z
dc.date.issued 2012 en_ZA
dc.identifier.citation Wolff, K., Luckett, K. 2012. Integrating multidisciplinary engineering knowledge. Teaching in Higher Education. en_ZA
dc.identifier.issn 1356-2517 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/8884
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 13 June 2012, available online: http://dx.doi.org/10.1080/13562517.2012.694105. en_ZA
dc.description.abstract In order to design two distinct engineering qualification levels for an existing University of Technology programme, empirical evidence based on the current diploma is necessary to illuminate the nature of and the relationship between the contextual and conceptual elements underpinning a multidisciplinary engineering curriculum. The increasing focus on contextual application could result in decreasing opportunities to develop the conceptual disciplinary grasp required for a dynamic, emerging region at the forefront of technological innovation. Using the theoretical tools of Bernstein and Maton to analyse final year student practice, the research addresses the question of how multidisciplinary knowledge is integrated by students, and what this reveals about the nature of such knowledge. The paper presents a conceptualisation of multidisciplinary knowledge integration practices as a dynamic process along two axes simultaneously, shifting between different forms and levels of conceptual and contextual knowledge. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source Teaching in Higher Education en_ZA
dc.source.uri http://dx.doi.org/10.1080/13562517.2012.694105 en_ZA
dc.subject engineering education en_ZA
dc.subject multidisciplinarity en_ZA
dc.subject knowledge structures en_ZA
dc.subject sociology of higher education curriculum en_ZA
dc.subject praxis en_ZA
dc.title Integrating multidisciplinary engineering knowledge en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department ADP: Science en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Wolff, K., & Luckett, K. (2012). Integrating multidisciplinary engineering knowledge. <i>Teaching in Higher Education</i>, http://hdl.handle.net/11427/8884 en_ZA
dc.identifier.chicagocitation Wolff, Karin, and Kathy Luckett "Integrating multidisciplinary engineering knowledge." <i>Teaching in Higher Education</i> (2012) http://hdl.handle.net/11427/8884 en_ZA
dc.identifier.vancouvercitation Wolff K, Luckett K. Integrating multidisciplinary engineering knowledge. Teaching in Higher Education. 2012; http://hdl.handle.net/11427/8884. en_ZA
dc.identifier.ris TY - Journal Article AU - Wolff, Karin AU - Luckett, Kathy AB - In order to design two distinct engineering qualification levels for an existing University of Technology programme, empirical evidence based on the current diploma is necessary to illuminate the nature of and the relationship between the contextual and conceptual elements underpinning a multidisciplinary engineering curriculum. The increasing focus on contextual application could result in decreasing opportunities to develop the conceptual disciplinary grasp required for a dynamic, emerging region at the forefront of technological innovation. Using the theoretical tools of Bernstein and Maton to analyse final year student practice, the research addresses the question of how multidisciplinary knowledge is integrated by students, and what this reveals about the nature of such knowledge. The paper presents a conceptualisation of multidisciplinary knowledge integration practices as a dynamic process along two axes simultaneously, shifting between different forms and levels of conceptual and contextual knowledge. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - Teaching in Higher Education KW - engineering education KW - multidisciplinarity KW - knowledge structures KW - sociology of higher education curriculum KW - praxis LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 1356-2517 T1 - Integrating multidisciplinary engineering knowledge TI - Integrating multidisciplinary engineering knowledge UR - http://hdl.handle.net/11427/8884 ER - en_ZA


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