Integrating multidisciplinary engineering knowledge

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dc.contributor.authorWolff, Karinen_ZA
dc.contributor.authorLuckett, Kathyen_ZA
dc.date.accessioned2014-10-28T14:12:44Z
dc.date.available2014-10-28T14:12:44Z
dc.date.issued2012en_ZA
dc.descriptionThis 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.abstractIn 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.identifier.apacitationWolff, K., & Luckett, K. (2012). Integrating multidisciplinary engineering knowledge. <i>Teaching in Higher Education</i>, http://hdl.handle.net/11427/8884en_ZA
dc.identifier.chicagocitationWolff, Karin, and Kathy Luckett "Integrating multidisciplinary engineering knowledge." <i>Teaching in Higher Education</i> (2012) http://hdl.handle.net/11427/8884en_ZA
dc.identifier.citationWolff, K., Luckett, K. 2012. Integrating multidisciplinary engineering knowledge. Teaching in Higher Education.en_ZA
dc.identifier.issn1356-2517en_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
dc.identifier.urihttp://hdl.handle.net/11427/8884
dc.identifier.vancouvercitationWolff K, Luckett K. Integrating multidisciplinary engineering knowledge. Teaching in Higher Education. 2012; http://hdl.handle.net/11427/8884.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentADP: Scienceen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceTeaching in Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/13562517.2012.694105en_ZA
dc.subjectengineering educationen_ZA
dc.subjectmultidisciplinarityen_ZA
dc.subjectknowledge structuresen_ZA
dc.subjectsociology of higher education curriculumen_ZA
dc.subjectpraxisen_ZA
dc.titleIntegrating multidisciplinary engineering knowledgeen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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