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<p>The expansion of interdisciplinary courses in higher education has created an increase in the complexity, challenges, and demands placed upon the people responsible for creating and sustaining them. There is a demand for practical knowledge that can inform and guide educational design processes for interdisciplinary courses. This study answers the question: <i>How do course leaders experience educational design processes when developing interdisciplinary courses?</i> Results from phenomenographic interviews with 23 course leaders (academics who contribute significantly to the design, redesign, conceptualisation, or enactment of interdisciplinary courses) reveal that they experience design processes in four qualitatively different ways: (A) as an ad hoc<i> and on-the-run</i> response; (B) as the <i>modification</i> of existing course designs; (C) as <i>dialogic co-creation</i> through collaborative work; and (D) as <i>inquiry</i> based on strategic design research. In all four categories, course leaders describe their experiences of design processes as collaborative and reliant upon collegial communities and networks of support. Advancing from Category A to D, course leaders’ attention expands and deepens, taking in social, physical, and epistemic aspects of design processes. The study’s outcomes present a spectrum of ways of experiencing design for interdisciplinary teaching and learning that can inform locally appropriate educational design processes. However, only in the final category do course leaders capture, share, and build upon the knowledge they develop in their design processes.</p>

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Interdisciplinary course design processes: a phenomenographic study of course leaders’ experiences

  • 期刊论文

  • 发表日期：

    2025年11月29日

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  • Dwayne Ripley,
  • Lina Markauskaite,
  • Peter Goodyear

摘要

The expansion of interdisciplinary courses in higher education has created an increase in the complexity, challenges, and demands placed upon the people responsible for creating and sustaining them. There is a demand for practical knowledge that can inform and guide educational design processes for interdisciplinary courses. This study answers the question: How do course leaders experience educational design processes when developing interdisciplinary courses? Results from phenomenographic interviews with 23 course leaders (academics who contribute significantly to the design, redesign, conceptualisation, or enactment of interdisciplinary courses) reveal that they experience design processes in four qualitatively different ways: (A) as an ad hoc and on-the-run response; (B) as the modification of existing course designs; (C) as dialogic co-creation through collaborative work; and (D) as inquiry based on strategic design research. In all four categories, course leaders describe their experiences of design processes as collaborative and reliant upon collegial communities and networks of support. Advancing from Category A to D, course leaders’ attention expands and deepens, taking in social, physical, and epistemic aspects of design processes. The study’s outcomes present a spectrum of ways of experiencing design for interdisciplinary teaching and learning that can inform locally appropriate educational design processes. However, only in the final category do course leaders capture, share, and build upon the knowledge they develop in their design processes.