Communicating the Value of a Transdisciplinary Degree: Comparing and Contrasting Perceptions Across Student Groups

Abstract

Multidisciplinary, interdisciplinary, and transdisciplinary engineering and technology programs are growing in popularity and prior studies have identified advantages to students who participate in these innovative, boundary-crossing programs. Yet, challenges with these types of degrees persist, most importantly, whether stakeholders (e.g., students, university advisors and staff, and industry) recognize the value proposition offered via these degree programs, including but not exclusive to how to recruit students and pitch the value of the degree to future employers. The purpose of this study is to identify issues associated with communicating the value proposition of a transdisciplinary engineering and technology bachelor’s degree. Personal elevator pitches, one of many tools commonly used to communicate a job seeker’s value proposition, were used to discern the perceptions of the value of the transdisciplinary degree to employers. The exploratory findings contribute to efforts to continue to improve transdisciplinary bachelor’s degree programs and their value proposition to students. First, the results indicate that students are able to leverage prior experiences as a means to showcase their value to future employers. Second, they are aware of the value provided by completion of a transdisciplinary program prior to entering the workplace in the future. However, findings suggest challenges with the value proposition remain. In general, students aren’t really sure what type of job to focus on. Finally, students appear to recognize more value in projects and extracurricular activities completed outside the classroom, than those completed within the transdisciplinary classroom. This information has proved beneficial for program staff as they continue to make programmatic improvements.