Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 50
The Journal of Teaching and Learning for Graduate Employability
ISSN: 1838-3815 (online) Journal Homepage: https://ojs.deakin.edu.au/index.php/jtlge/
Interdisciplinary project-based learning as a means of developing
employability skills in undergraduate science degree programs
Joanne Hart1
Corresponding author: Joanne Hart (joanne.hart@sydney.edu.au)
1School of Medicine, University of Sydney
Abstract
Project-based learning units are often used for large scale work integrated learning (WIL)
experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to
large cohorts. This systematic search and review evaluates the effectiveness of
interdisciplinary project-based learning in Science Degree programs for developing discipline
knowledge and employability skills. Education literature databases were searched for peer-
reviewed journal articles that discussed undergraduate science-based degree programs with
project-based learning units involving students from multiple disciplines. Data were analysed
for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork,
Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management).
Projects were assigned to categories based on interdisciplinary breadth and depth. Data was
analysed by cross-tabulations, Fisher’s Exact test and by calculating odds ratios (OR), which
indicate the effect size. Perception of a skill gain was significantly more likely to be reported
than an objectively measured skill gain (p<0.001). Real discipline skill gains were 6.6 times
more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill
gains were high irrespective of project type. Projects with wide interdisciplinarity were
significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p<0.05)
and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4)
skills. When projects have greater interdisciplinary breadth or depth, perceived student
employability skill gains increase, perceived discipline skill gains are unaffected, however
actual discipline skill gains are less reported. Further research and evidence that project-based
learning is meeting the desired WIL learning objectives of the curriculum is needed
Keywords
Project-based
learning,
capstone
project,
interdisciplinary
learning,
undergraduate
science,
employability
skills,
curriculum
design:
Introduction
Graduate employability is an important topic of interest to a range of stakeholders; employers, the
Government, universities and students, and increasing employability by upscaling work integrated
learning in science is a national priority (Australian Council of Deans in Science, 2016). Employers
seek employees with a range of transferable skills and strong disciplinary knowledge alone, does not
guarantee a new graduate a job (Crebert, Bates, Bell, Patrick, & Cragnolini, 2004). Traditional
undergraduate curricula promote a focus on discipline-specific knowledge, however employers value
and seek transferable skills (Foundation for Young Australians, 2016; Lin-Stephens et al., 2017),
https://ojs.deakin.edu.au/index.php/jtlge/
mailto:joanne.hart@sydney.edu.au
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 51
including capabilities in active learning, teamwork, critical thinking and creative problem-solving
(Deloitte Access Economics, 2014; Sarkar, Overton, Thompson, & Rayner, 2016). Further, employers
prefer teamwork, communication and self-management skills (Bee & Hie, 2015; Foundation for
Young Australians, 2016; Sarkar et al., 2016), above degree classification, intelligence and even the
reputation of the institution the graduate attended (Leckey & McGuigan, 1997).
Science students in particular do not appreciate the importance of employability skills in professional
science-based occupations (Harris, 2012), or that these skills are useful in academic and research
careers as well as in employment in other sectors. In Australia, science degree graduates struggle to
get their first job, this includes both the physical and life sciences. A recent study showed that only
51% of the science graduates looking for full-time work had found it four months after completing
their degree (Norton, 2016) and science graduates have poorer full-time employment outcomes
immediately upon graduation compared with vocationally trained disciplines (Qualities Indicators for
Learning and Teaching (QILT), 2018). In addition, science graduates are destined to work in a wide
range of occupations; only 20% of BSc graduates in Australia will be working in traditional science
jobs (Palmer, Campbell, Johnson, & West, 2017). Furthermore, the future of all types of work is
uncertain. Big changes are expected in employment in the medium term; occupations are changing,
some are disappearing, others not yet conceived (Innovation and Science Australia, 2017; World
Economic Forum, 2018). Thus, we need to prepare our students for the contemporary workforce. It
is therefore necessary to ensure balance between discipline knowledge and addressing the broader
knowledge and skills our students will need for their future work (Palmer et al., 2017). The popular
concept of the ‘T shaped’ person (Johnston, 1978) is now outdated and having one in-depth
disciplinary skill is no longer sufficient. Instead the ‘key’ shaped individual that has cross disciplinary
experience of varying depths that supports and complements their breadth and ability to integrate
knowledge and collaborate (Bridgestock, 2015; Diodati, 2017) is the model for the future, and big
data can be employed to analyse the job skills employers need most.
Traditional work integrated learning (WIL) placements, practicums or internships where students
work in a professional environment are not practical for large student cohorts and traditionally not
used in science degrees. Thus, many science degree programs adopt ‘non-placement WIL’ where
students may participate in work-based, capstone projects, or simulations, with or without external
partners. The ‘capstone project’ model provides opportunities to develop employability skills and
offers scalability and sustainability of offering.
Project-based learning is known to be effective for facilitating knowledge acquisition and retention,
supporting the development of important real-world skills such as solving complex problems,
thinking critically, analysing and evaluating information, working cooperatively, and communicating
effectively and for developing flexible knowledge (see (English & Kitsantas, 2013)). In addition, there
are reported benefits of working in integrated and interdisciplinary teams. Modern, complex
problems cut across discipline boundaries, thus to reach a more comprehensive explanation of
complex, real-life problems, insights from several disciplines need to be reconciled and integrated
(de Greef, Post, Vink, & Wenting, 2017). In addition, there is extensive evidence of better learning
outcomes with ‘active learning’ teaching methods (Freeman et al., 2014). Inquiry based learning with
problem finding and solving in a collaborative project is motivational and fosters cognitive
engagement (Blumenfeld et al., 1991). Overall, the inclusion of project-based learning in the
curriculum is designed to foster the attainment of the graduate qualities, improve employability and
increase engagement and application of discipline knowledge.
While there is a widespread use of capstone project-based learning units in various delivery modes
in science degree programs there has been little study of the effectiveness of these study units in
driving attainments in discipline skills or knowledge or in the development of employability skills.
The aim of this study is to investigate any association between the interdisciplinary nature of
capstone-type projects offered and learning outcomes for both discipline-based skills and
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 52
employability skills including communication, teamwork, interdisciplinary effectiveness, critical
thinking and problem solving and self-management skills.
The research questions were:
1. Do interdisciplinary project units deliver on learning outcomes of discipline-based skill
development and employability skill development?
2. Is the breadth and/or depth of the interdisciplinary experience in project units associated with
better learning outcomes?
The overall objective of the study is to provide data to drive evidence-based curriculum
developments that will result in more skilled and employable science graduates.
Methods
This study is a systematic search and review (Grant & Smith, 2018) of the literature on
interdisciplinary project units of study offered in science and science-based degrees.
Literature search strategy
For this review A+ education, EBSCO education, ERIC and ProquestC databases were searched using
the terms: science (OR math*, chemistry, physics, psychology, geology) AND project-based learning
(OR student projects, capstone projects, projects) AND interdisciplinary (OR multidisciplinary, cross
disciplinary, trans-disciplinary) AND undergraduate (OR higher education, post-secondary, college). A
diagram showing the record identification, screening eligibility and inclusion process is shown in
Figure 1.
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 53
Figure 1: Flow diagram showing the record identification, screening, eligibility and inclusion of
studies for the analysis.
The search was restricted to peer reviewed journal articles published in English from 2008 -2018.
Included articles described an undergraduate project-based learning task that involved students
from various disciplines, who were enrolled in a science-based degree program (Engineering,
Biomedical Science and Computer Science were included). Included articles reported on outcomes of
discipline-based skill development, or ‘employability’ skill development. Following exclusion of
duplicates, many of the records were excluded as they did not provide enough detail of the
outcomes sought in this review. There were many descriptive case studies that explained a novel,
interesting course well, but did not evaluate the outcomes. Some records were excluded as their
student projects were not ‘interdisciplinary’ according to our definitions, usually because they did
not enrol students from multiple disciplines into the project. Background data collected from the
records included country of study, study methodology, Degree Program and Year level, the
disciplines involved in the project, cross Faculty partners, the length of project and student group
sizes.
Definitions of the project categories used in the analysis
Information on the type of interdisciplinary project work was also collected by categorising each
project described by interdisciplinary breadth and depth (Jantsch, 1970). Interdisciplinary breadth is
determined by the mix of student disciplines involved in the project. It was considered in 3
categories:
1. Narrow; within discipline or combining closely related disciplines (e.g. biochemistry and
molecular biology)
2. Medium; within Faculty (e.g. biology and mathematics)
3. Wide; cross Faculty (e.g. chemistry and law)
Interdisciplinary depth was determined by the project task, not by student discipline background.
Projects were assigned to either:
1. Sequential tasks were where one discipline group hands over project tasks to another
sequentially, essentially doing their own discipline work, with little integration of discipline skills.
2. Integrated tasks where the student teams had to work together and integrate their disciplinary
skills and knowledge to undertake the project.
Definitions of the skills assessed
Skill development was divided into ‘actual’ and ‘perceived’ where actual skill development was
measured objectively, usually by pre- and post-project test methods. Perceived skill development
was reported by the opinion of the student or academic staff that there was an improvement in the
skill and was usually assessed in a post course survey with a Likert scale (quantitative), but in some
cases assessed with qualitative data coming from focus groups, open-ended survey questions, or by
assessing student learning products, assignments or reflective blog posts. The list of skills developed
assessed by this study were: Discipline knowledge, Communication, Teamwork, Interdisciplinary
effectiveness, Critical thinking and problem solving and Self-management skills. These are based on
skills that appear in online ‘Top 10 Employability Skills’ lists and University ‘Graduate Attribute’ lists
(Oliver & Jorre de St Jorre, 2018; University of Sydney, 2016).
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 54
Statistical analysis
Data were analysed by cross-tabulation and using Fisher’s (2-sided) exact test comparing the project
categories with each skill development item. Odds ratios were calculated by:
OR =
Where N is a project with narrow interdisciplinarity and W is a project with wide interdisciplinarity,
0=no skill gain, 1=skill gained.
Thus, the odds ratio is a relative measure of effect allowing a comparison of groups; an odds ratio of
1 is no difference and an odds ratio of 10 is means there is 10 times the effect for one group over the
other. Separate analyses were made for actual skill development and perceived skill development.
p<0.05 was accepted as statistically significant.
Background information on the included studies
Studies included in this analysis were from a range of countries and continents, the majority from
the USA (See Supplementary Data 1). As in the inclusion criteria, all studies included centred on
undergraduate Bachelor of Science and Bachelor of Engineering degrees, or variations (eg Bachelor
of Computer Science or Biomedical Science). Many studies did not state the student year level
involved in the projects, (36%), although there are studies from each of the 4 undergraduate years
included. Some studies have mixed year levels (26%). Most projects ran for a ~12 week semester
(79%), some as an intensive units between semesters (9%), some ran over multiple years (4%), some
did not state the project length (8%). Student project group sizes varied and were not always
reported (47%), though 3-5 students (40%) was the most common group size. The science disciplines
involved in project units were broad (See Supplementary Data 2). Projects running across Faculties
involved a range of Faculty partners, with Humanities Faculties the most common collaborator (See
Supplementary Data 3).
Study types included
The data included was heterogenous regarding the study type and the mode of project unit offering.
Most of the reports were descriptive case studies (98%), with some intentional evaluation studies
(57%). A small proportion were specifically designed educational research studies (9%).
Results
Actual vs perceived skill gains
Most studies reported ‘perceived’ skill gains rather than ‘actual’ skill gains. This was most apparent
for the employability skill items, but also quite common for discipline knowledge gains.
Table 1: Reports of actual vs perceived skill gains for the skill areas assessed in this study
Skill Reports of skill gain
(% of included studies)
Actual Perceived
Discipline Knowledge 28 68
Communication Skills 6 51
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 55
Teamwork 9 68
Interdisciplinary effectiveness 6 60
Critical thinking and Problem Solving 9 62
Self-management skills 2 32
Discipline skill development
Actual discipline skill gains were reported less often as the interdisciplinarity breadth of the project
increased from narrow to medium (OR 2.8) and narrow to wide (OR 6.6, Fig 2A), meaning that it is
2.8 times more likely to achieve a discipline skill gain in a project with narrow compared to medium
level interdisciplinarity and this extends to 6.6 times when compared to a project with wide
interdisciplinarity. However, there was no difference in actual skills developed as interdisciplinary
depth increased (Fig 2B). Perceived discipline skill gains were well reported and not different
regardless of project interdisciplinarity breadth or depth (Fig 2C & D).
N a r r o w M e d i u m W i d e
0
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A
D
B
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Figure 2: Positive reports of an actual discipline skill gain by A interdisciplinary breadth and B
interdisciplinary depth. Positive reports of a perceived discipline skill gain by C interdisciplinary
breadth and D interdisciplinary depth. Odds Ratios shown by the horizontal brackets.
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 56
Employability skill development
Communication skills
Actual communication skill gains were reported less often as the interdisciplinarity breadth of the
project increased from narrow to medium (OR 3.4, Fig 3A). There were too few reports of
communication skill gains in projects with wide interdisciplinarity breadth or regarding
interdisciplinary depth to be analysed (Fig 3B). Perceived communication skill gains were reported
more often as interdisciplinary breadth increased (OR 2.3-2.5, Fig 3C), but otherwise not different
regardless of project interdisciplinarity depth (Fig 3D).
S e q u e n t i a l I n t e g r a t e d
0
2 0
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P r o j e c t In t e r d is c ip l in a r i t y D e p t h
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Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 57
Figure 3: Positive reports of an actual communication skill gain by A interdisciplinary breadth and
B interdisciplinary depth. Positive reports of a perceived communication skill gain by C
interdisciplinary breadth and D interdisciplinary depth. Odds Ratios shown by the horizontal
brackets.
Teamwork skills
Actual teamwork skill gains were reported less often as the interdisciplinarity breadth of the project
increased from narrow to medium (OR 3.4) or narrow to wide (OR 6.9, Fig 4A). There was no
association between actual teamwork skill gains and interdisciplinary depth (Fig 4B). Perceived
teamwork skill gains were reported more often in projects with wide interdisciplinarity (OR 3.2-3.4,
Fig 4C) Perceived teamwork skill gains were not different regardless of project interdisciplinarity
depth (Fig 4D).
S e q u e n t i a l I n t e g r a t e d
0
2 0
4 0
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8 0
1 0 0
P r o j e c t In t e r d i s c ip l in a r y D e p t h
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3 .4
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P r o j e c t In t e r d is c i p li n a r it y
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3 .4
3 .2
A
D
B
C
Figure 4: Positive reports of an actual teamwork skill gain by A interdisciplinary breadth and B
interdisciplinary depth. Positive reports of a perceived teamwork skill gain by C interdisciplinary
breadth and D interdisciplinary depth. Odds Ratios shown by the horizontal brackets.
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 58
Interdisciplinary effectiveness
Actual interdisciplinary effectiveness skill gains were poorly reported and could not be analysed (Fig
5A & B). There was a significant association of a perceived gain in interdisciplinary effectiveness in
projects with wide interdisciplinarity (OR 32.0, p<0.001, Fisher’s exact test, Fig 5C) and in projects
with interdisciplinarity which required integration of discipline skills, rather than multi-disciplinary
sequential tasks (OR 7.6, p<0.05, Fisher’s exact test, Fig 5D).
S e q u e n t i a l I n t e g r a t e d
0
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*
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3 2 .0
9 .3
* * *
A
C
Figure 5: Positive reports of an actual interdisciplinary effectiveness skill gain by A interdisciplinary
breadth and B interdisciplinary depth. Positive reports of a perceived interdisciplinary effectiveness
skill gain by C interdisciplinary breadth and D interdisciplinary depth. Odds Ratios shown by the
horizontal brackets.
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 59
Critical thinking and problem solving
Actual critical thinking and problem-solving skill gains were poorly reported and could not be
analysed (Fig 6A & B). Perceived critical thinking and problem-solving skill gains were reported more
often in projects with wide interdisciplinarity (OR 2.7, Fig 6C), or greater interdisciplinary depth (OR
4.3, Fig 6D).
S e q u e n t i a l I n t e g r a t e d
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2 .7
2 .0
A
D
B
C
Figure 6: Positive reports of an actual problem-solving and critical thinking skill gain by A
interdisciplinary breadth and B interdisciplinary depth. Positive reports of a perceived problem-
solving and critical thinking skill gain by C interdisciplinary breadth and D interdisciplinary depth.
Odds Ratios shown by the horizontal brackets.
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 60
Self-management skills
Actual self-management skill gains were poorly reported and could not be analysed (Fig 7A & B).
Perceived self-management skill gains were reported in about a third of the projects. Perceived self-
management skill gains were not different regardless of project interdisciplinarity breadth or depth
(Fig 7C & D).
S e q u e n t i a l I n t e g r a t e d
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P r o j e c t I n t e r d i s c i p li n a r y W i d t h
R
e
p
o
r
t
s
o
f
p
e
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c
e
iv
e
d
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k
il
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g
a
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(
%
)
A
D
B
C
Figure 7: Positive reports of an actual self-management skill gain by A interdisciplinary breadth
and B interdisciplinary depth. Positive reports of a perceived self-management skill gain by C
interdisciplinary breadth and D interdisciplinary depth. Odds Ratios shown by the horizontal
brackets.
Discussion
This study is the first to apply a systematic search and review of the reporting of student skill gains
attained in interdisciplinary project-based learning units that are offered in science degree
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 61
programs. The aim was to investigate an association between the interdisciplinary nature of
capstone-style project units offered and learning outcomes for both discipline-based skills and
employability skills. The findings of the study can be summarised into 3 main themes:
1. The assessment of actual vs perceived skill gains,
2. Discipline-based skill gains; and
3. Overall employability skill development in interdisciplinary project-based learning units.
The first and very clear finding of this study is that there is a large gap between reporting of actual
skill gains and self-reported, perceived skill gains. Skill gains reported in the literature were not often
objectively measured, however student perceptions of their learning were frequently described,
mostly by self-reports of skills gains using Likert scale surveys. This problem of actual vs perceived
skill gains is a methodological limitation of much of the published literature in this area. Objective
assessments for employability skills do exist but were not widely adopted in the studies assessed
here. There are published strategies for assessing attainment of skills such as communication (Moni,
Hryciw, Poronnik, & Moni, 2007), teamwork (Riebe, Roepen, Santarelli, & Marchioro, 2010) and
critical thinking (Abrami et al., 2015), however skills such as interdisciplinary effectiveness, creativity,
self-management and motivation are more difficult to objectively assess. The obvious problem with
measuring perceived competence is that it may or may not equate with actual competence. There
are studies that show positive alignment between perceived and actual competence (Kuhn &
Rundle-Thiele, 2009) but also studies that maintain the opposite (DiPiro, 2010). The results from this
study show that reports of actual discipline-skill gains decrease whilst reports of perceived discipline-
skills increase, very few studies reported both. Without a study design that deliberately measures
both for a comparison, we cannot know if perceived competence equates with true competence in a
skill.
An intriguing, but perhaps unsurprising finding from this study is a reduction in the reporting of
actual discipline skill development as the interdisciplinarity of the project offered increases.
Unsurprising as the interdisciplinary project offering is likely to focus less on discipline skills and
more on employability skills by its very nature. Intriguing as a loss of discipline content is the primary
fear of academic staff as more project-based learning is introduced into curricula, taking up credit
points previously owned by the discipline, and teaching staff are also required to deliver on
employability learning outcomes that they may feel ill prepared to deliver (Chadha, 2006). Thus, the
present study confirms those concerns of academic staff.
Another important finding is that perceived discipline gains were not different regardless of project
interdisciplinary breadth or depth. The students think they are achieving discipline skill gains in
interdisciplinary project units that are not matched by the actual skill development data. The
positive aspect of this finding is that a broad range of project offerings will be capable of supporting
discipline skill development. However, future interdisciplinary project units will need careful
assessment plans to ensure that discipline skills gains are real.
The timing of the capstone project experience is also important for development of the discipline-
based skills. If the project unit is delivered prior to or early in the final year of study then students
may not have completed all discipline content units that contribute to their major, thus are not truly
discipline experts at the time they undertake the project unit. On the other hand, identifying what
they don’t know, and need to know about their discipline to contribute to a project is an effective
way to encourage self-directed learning.
Self-management skills and ability and willingness to learn has been shown to be highly desired by
employers and by new graduates who see the importance of being adaptable (Coll & Zegwaard,
2006), however these skills were poorly assessed in interdisciplinary projects, including perceived
gains in this skill. Communication, teamwork and critical thinking and problem solving were the most
reported employability skills with actual assessments. Remarkably, the reports of actual skill
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 62
development for each of these drops as interdisciplinary breadth increases, however the perceived
skill gains increase as interdisciplinary breadth and depth increases. Interestingly, where a skill was
highlighted for development; the best example in this study is interdisciplinary effectiveness which is
assumed to be developed by participating in an ‘interdisciplinary project’, the perceived gains in that
skill were significantly greater. The students expect that they will have to interact with others from
different disciplines and expect to have to think differently about the project problem. This is in line
with evidence that communicating to students what they should be learning enables greater gains in
that skill (Hill, Overton, Thompson, Kitson, & Coppo, 2019; Jorre de St Jorre & Oliver, 2018) and it is
the first step in scaffolding the development of a skill. On the other hand, objectively assessing a
gain in interdisciplinary effectiveness is difficult and effective assessments of this need to be
developed to validate the perceived gains. This skill also needs scaffolding; it will not be enough to
mix up groups of students from different backgrounds and expect them to effectively integrate their
discipline skills in a meaningful way as they work on a project.
Employability skills are not taught by traditional or didactic means, they must be gained
experientially, and they develop over time. The active learning approaches taken in the project-
based learning units are a positive step and provide a place to learn these skills where work
placements are not feasible. However, it is not reasonable to expect that students will learn these
skills simply by immersion in a project. There is good evidence that explicit instruction is required to
scaffold the learning of these skills (Grant & Smith, 2018; Moni et al., 2007). It follows that a problem
with relying on a capstone unit of study to deliver the opportunity to learn these skills is the
timeframe. There is evidence that positive gains can be made for critical thinking skills in science
classes in one semester (Gasper & Gardner, 2013; Gottesman & Hoskins, 2013) however the single
semester time-frame may not be optimal or realistic for the development of critical thinking skills
(Grant & Smith, 2018), or indeed other employability skills. Ideally, employability skills will be
embedded throughout the curriculum. The recent adoption of curriculum mapping, from unit of
study through to the degree program level in tertiary education institutions, is a means by which
employability skill development can be delivered and become part of the overall picture of the
program of study (Atif, Richards, Busch, & Bilgin, 2015).
The list of skills assessed in this study is not exhaustive, indeed skills such as cultural competence, or
digital literacy, were rarely mentioned in interdisciplinary project-based learning units, so there is
scope for further assessment of a broader range of employability skill gains. In practice, many of the
employability skills listed are not used independently. Often in the workplace they will cross over;
for example teamwork and presentation skills are often required together, so assessing them
individually may not reflect how the skills will be used.
The development of employability skills is generally seen as a development of transferrable skills and
indeed they are often referred to as such. However, are these skills general and applicable across
disciplines, and it this true of all the skills we include in employability skills lists? It is often thought
that critical thinking proficiency is general, applicable across disciplines and can be tested in this
general context (Ennis, 1989), however others say critical thinking mastery improves if developed
and assessed within the context of the discipline (McPeck, 1990). This suggests that interdisciplinary
projects would be less useful in developing discipline-related critical thinking skills than projects that
have a specific discipline context. Perhaps there is a place for discipline-focussed projects that may
provide an opportunity to develop employability skills in context. Further research needs to be
undertaken to assess this.
Limitations
There are several limitations to this study that must be duly acknowledged. The methods used to
identify appropriate literature and extract data from the studies is as rigorous as possible, described
in detail and includes an assessment of publication quality, however it does fall short of a full
systematic review of the area. A primary limitation of this study is the quality of the published
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 63
studies in which it is based. Of concern is the lack of reporting of objective assessment of all skills in
project-based units of study. There is clear room for improvement in the alignment of learning
objectives and assessment of project-based learning units. Bias in publication is another issue with
this work, as negative studies are unlikely to be published and not all academic staff are motivated
enough to publish positive findings from their work. The studies included here are published by a
dedicated sub-set of academic staff.
Conclusion
The findings from this study have important implications for design and delivery of interdisciplinary
project units as a scalable and sustainable method of WIL delivery:
Liaising and collaboration with employer groups is essential to ensure graduates have skills
needed for employment.
Course directors should embrace curriculum mapping and the embedding of employability skills
throughout the degree program.
Project-based units of study have the potential to deliver on the development of multiple
employability skills. Constructive alignment is paramount here, clear learning objectives and
explicit teaching and assessment of employability skills are required in units that are to deliver
employability skill outcomes.
Developing practical and effective methods of assessing employability skills, thus reinforcing to
students the importance of developing these skills.
Encouraging academic staff to embed and teach employability skills into the curriculum, and
supporting them to make the necessary curriculum changes is critical.
This study shows that the mode of project delivery is not important, however adding an
interdisciplinary element to project work improves the perceived gains in employability skills.
Improvements in assessment practices will build on this gain.
Longitudinal studies that address the employability outcomes associated with undergraduate
teaching methods and employability curricula are required to evaluate the overall effectiveness.
In conclusion, interdisciplinary project-based learning in capstone units is used to develop
employability skills. Increased interdisciplinarity of these project offerings results in decreased
discipline knowledge gains but increased perceived employability skill gains. These results confirm
the concerns of many academics that discipline content is sacrificed for the development of
employability skills, however this need not be the case if the curriculum design follows constructive
alignment (Biggs & Tang, 2007) and the assessment plan is well devised. Skill gains can be best
supported by clearly defining the employability outcomes desired and aligning these with explicit
instruction and robust assessment tasks. Further research in this area is warranted to ensure there is
evidence that interdisciplinary project-based learning is meeting the desired graduate employability
outcomes of the curriculum
Acknowledgements
I wish to acknowledge the assistance of the Academic Liaison Librarian for the Sydney School of
Education and Social Work, Ms Christine Tennant for her expert guidance with the search strategy
for this study. I am very grateful for the inspiration, advice and support given by Assoc Prof Racheal
Hains-Wesson (University of Sydney Business School) and Dr Elisa Bone (Faculty of Science) as the
project developed.
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 64
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Supplementary data
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 66
Asia
Australia-Pacific
Europe
Middle East
Nth America
S1. Region of origin of the reports included in this study.
Chemistry
Physics
Biology
Mathematics and Statistics
Engineering
Computer sciences
Earth Sciences
Environmental science
Medical sciences
Health Sciences
Psychology
Other
S2. Science disciplines involved in the interdisciplinary projects included in this study.
Architecture and Design
Arts (visuals/performing)
Business and Marketing
Education
Humanities
Law
Hart, J. (2019). Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree
programs. Journal of Teaching and Learning for Graduate Employability, 10(2), 50–66. 67
S3. Non-science Faculties involved in the interdisciplinary projects included in this study.