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What is UKPFS

Handbook of Research on Transdisciplinary Knowledge Generation
Refers to the United Kingdom’s Professional Standards Framework. It is a scheme developed to describe the competences and values expected of University teachers. It consists of four levels of descriptors (corresponding to different roles in higher education), and three dimensions of practice (areas of activity, core knowledge and professional values) expected at each level. The scheme is in principle voluntary; however, most universities are requiring that their lecturers complete a qualification to ensure they meet the standards.
Published in Chapter:
Report of an Interdisciplinary Course in Product Design Education
Giovanni Jesue Contreras Garcia (University of Sussex, UK) and Kin Wai Michael Siu (The Hong Kong Polytechnic University, Hong Kong)
Copyright: © 2019 |Pages: 17
DOI: 10.4018/978-1-5225-9531-1.ch001
Abstract
Interdisciplinarity refers to the process of addressing a topic or problem from the angle of different disciplines or sciences, not just one. Typically, those who promote interdisciplinarity argue that the complexity of modern societies demands an interdisciplinary approach to problem-solving. This claim has gained traction in the field of Product Design in recent years, with some scholars and commentators arguing that technological, social, and economic changes have made the process to develop new products more collaborative. At the same time, however, there is a sense that universities focus on training specialists, and that there is a need for new pedagogies. Interdisciplinarity, however, can be understood—and implemented—in different ways. Should students be trained in a wide range of subjects? Or so that they can function in an interdisciplinary team? Different views can result in substantially different educational experiences and sets of skills. This chapter outlines some aspects of the process to facilitate interdisciplinarity in a course involving product design and engineering students.
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