Integrating multidisciplinary engineering knowledge

Abstract

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.

Keywords:

• engineering education
• multidisciplinarity
• knowledge structures
• sociology of higher education curriculum
• praxis

Acknowledgements

The first author is indebted to Francois Hoffman of the Cape Peninsula University of Technology for enabling this research to be undertaken, as well as invaluable expertise in the field of Mechatronics. The National Research Foundation is to be thanked for awarding a research grant that enabled the first author to conduct this research for her Master's studies.

Notes

1. The focus of this paper is on successful knowledge integration and not on student difficulties. Although these formed part of the research, they are reported elsewhere.

2. In both Bailey McEwan and the SANTED Engineering curriculum report (2010), all programming-related subjects have been classified as hierarchically structured. I believe this is erroneous, and can be tested against the application of Bernstein's explanation of the difference. Bernstein himself classified ‘logic’ as horizontal (Maton and Muller 2006, 25). I believe that it is precisely this mis-classification of knowledge structure that has made it difficult to identify the problems of knowledge integration in the emerging region.