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Longitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education: program assessment and institutional recommendations

dc.contributor.authorKeck, Anna-Sigrid
dc.contributor.authorSloane, Stephanie
dc.contributor.authorLiechty, Janet M.
dc.contributor.authorPaceley, Megan S.
dc.contributor.authorDonovan, Sharon M.
dc.contributor.authorBost, Kelly K.
dc.contributor.authorMcBride, Brent A.
dc.contributor.authorFiese, Barbara H.
dc.date.accessioned2018-11-14T20:57:40Z
dc.date.available2018-11-14T20:57:40Z
dc.date.issued2017-11-28
dc.identifier.citationKeck, 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.urihttp://hdl.handle.net/1808/27354
dc.description.abstractAddressing 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.publisherPalgrave Macmillanen_US
dc.rightsOpen 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.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.titleLongitudinal perspectives of faculty and students on benefits and barriers to transdisciplinary graduate education: program assessment and institutional recommendationsen_US
dc.typeArticleen_US
kusw.kuauthorPaceley, Megan S.
kusw.kudepartmentSocial Welfareen_US
dc.identifier.doi10.1057/s41599-017-0027-yen_US
kusw.oaversionScholarly/refereed, publisher versionen_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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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/.
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/.