Abstract:

Transdisciplinarity in problem-based learning (TPBL) has become a widespread practice in higher education programs.

Previous research suggests that institutions should embrace transdiciplinarity based projects to prepare students to address real-world problems, such as globalization and the so-called volatile, uncertain, complex and ambiguous (VUCA) world. Despite the advantages and benefits commonly attributed to TPBL, the implementation of projects that embrace this practice is quite challenging for the faculty members involved since they are generally organized in a culture of fragmented disciplinary specialities.

This research starts by questioning in which conditions TPBL should be designed and implemented. Student group work is widely debated in the literature related to transdisciplinarity. However, few studies address the viewpoint of the faculty members involved in these projects. The efficiency and effectiveness of transdisciplinarity practices largely depends on the engagement of the lecturers and the way they organise teamwork among them. Although it has been recognized that alignment, cooperation, commitment and trust are essential to design these projects as powerful pedagogical tools, there is a lack of studies that delve into TPBL practices from the teachers’ perspective.

This paper reports the findings from two focus group with faculty members. These were conducted in two Portuguese higher education institutions, both with considerable track-record in the implementation of TPBL projects. Each focus group comprises a faculty members’ distinct profile: one was dedicated to those who have not experienced TPBL projects yet, and a second one to those who already have large experience in designing and implementing such projects.

By exploring faculty members’ perceptions regarding motivations, barriers and challenges of teamwork experienced in TPBL projects, this study advances relevant insights to improve projects employing this practice. First, it provides support to develop innovativeness in this approach to teaching. Second, it identifies particular strategies to improve ongoing projects. Finally, it suggests relevant insights to support the identification of pedagogical training needs of faculty members.

Keywords:

Transdisciplinarity, Problem Based Learning (PBL), pedagogical practices, collaboration, faculty members.