Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education: program assessment and institutional recommendations
| dc.contributor.author | Keck, Anna-Sigrid | |
| dc.contributor.author | Sloane, Stephanie | |
| dc.contributor.author | Liechty, Janet M. | |
| dc.contributor.author | Paceley, Megan S. | |
| dc.contributor.author | Donovan, Sharon M. | |
| dc.contributor.author | Bost, Kelly K. | |
| dc.contributor.author | McBride, Brent A. | |
| dc.contributor.author | Fiese, Barbara H. | |
| dc.date.accessioned | 2018-11-14T20:57:40Z | |
| dc.date.available | 2018-11-14T20:57:40Z | |
| dc.date.issued | 2017-11-28 | |
| dc.identifier.citation | Keck, A. S., Sloane, S., Liechty, J. M., Paceley, M. S., Donovan, S. M., Bost, K. K., ... & Fiese, B. H. (2017). Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education: program assessment and institutional recommendations. Palgrave Communications, 3(1), 40. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1808/27354 | |
| dc.description.abstract | Addressing complex societal problems, such as childhood obesity, requires transdisciplinary (TD) approaches to reach effective solutions. However, TD doctoral training programs in academic settings are still relatively new, and little is known about the benefits and barriers of participation. This study sought to longitudinally assess benefits and barriers of a TD approach to doctoral education from the perspectives of students working towards a joint PhD/MPH degree and their faculty advisors. Results show that benefits across 5-years included greater collaboration and networking, enhanced guidance and support, broadened ways of thinking, and expanded opportunities. Barriers included time demands, complicated logistics, and tension between depth versus breadth of knowledge. Similarities and differences among students and faculty are discussed. Findings provide resources for both faculty and students considering involvement with TD doctoral education, as well as for institutions and academic programs seeking to promote TD training and team science. | en_US |
| dc.publisher | Palgrave Macmillan | en_US |
| dc.rights | Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. | en_US |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_US |
| dc.title | Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education: program assessment and institutional recommendations | en_US |
| dc.type | Article | en_US |
| kusw.kuauthor | Paceley, Megan S. | |
| kusw.kudepartment | Social Welfare | en_US |
| kusw.oanotes | Per SHERPA/RoMEO 11/14/18: Author's Pre-print: green tick author can archive pre-print (ie pre-refereeing) Author's Post-print: green tick author can archive post-print (ie final draft post-refereeing) Publisher's Version/PDF: green tick author can archive publisher's version/PDF General Conditions: Authors pre-print on authors personal website, employer's website, or free public pre-print server for example RePEc, personal blog, collaborative wiki Authors post-print and Publisher's version/PDF on any website Pre-print must be updated with statement if accepted Publisher's version/PDF may be used Must link to publisher version with DOI Creative Commons Attribution License Published source must be acknowledged | en_US |
| dc.identifier.doi | 10.1057/s41599-017-0027-y | en_US |
| kusw.oaversion | Scholarly/refereed, publisher version | en_US |
| kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
| kusw.proid | 131939698688 | en_US |
| dc.rights.accessrights | openAccess | en_US |
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Except where otherwise noted, this item's license is described as: Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.
