Educating the transdisciplinary mind : curriculum design for a professional doctorate

Velencei, Jolán and Baracskai, Zoltán and Dörfler, Viktor (2015) Educating the transdisciplinary mind : curriculum design for a professional doctorate. In: EDULEARN 2015: 7th International Conference on Education and New Learning Technologies, 2015-07-06 - 2015-07-08.

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Abstract

In our current curriculum design project we are building on many years of experience in designing curricula and starting new degree courses. We are particularly building on the methodological approach developed over the years, that can be summarised in the following five design concepts: the overall curriculum design process is ‘quasi-algorithmic’, the individual steps within the process are ‘quasi-heuristic’, the desired learning process is ‘quasi-incremental’, the outcome of this learning process is a ‘quasi-abductive’ big picture, and it is ‘quasi-validated’ in the context of a single problem area. Similarly to most of our recent endeavours, this professional doctoral school (PDS) will also be post-experiential. This time, however, we are working on a unique educational concept at doctoral level. We are pioneering a professional doctorate which concept is currently unknown in the context of the Hungarian higher education. Furthermore, our curriculum design is unique worldwide.

ORCID iDs

Dörfler, Viktor ORCID: https://orcid.org/0000-0001-8314-4162

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• Item metadata

  Item type:	Conference or Workshop Item(Paper)
  ID code:	53797
  Dates:	Date Event July 2015 Published 20 April 2015 Accepted
  Keywords:	transdisciplinarity, post-experiential education, professional doctorate, curriculum design, problem-based learning, Theory and practice of education, Education
  Subjects:	Education > Theory and practice of education
  Department:	Strathclyde Business School > Management Science
  Depositing user:	Pure Administrator
  Date deposited:	21 Jul 2015 11:05
  Last modified:	18 Jan 2023 13:21
  Related URLs:	Event Publisher Publisher
  URI:	https://strathprints.strath.ac.uk/id/eprint/53797