Interdisciplinary training in the gaps: exploring alumni perceptions and learning outcomes

Abstract The increase in complex societal challenges requires collaboration between disciplines to generate new knowledge and develop effective solutions. Higher education institutions play a key role in fostering interdisciplinary (ID) research, but must innovate to adapt their educational systems to train the next generation of researchers. Understanding graduate students’ perceptions of ID training and their learning outcomes is also essential to ensuring the education provided effectively prepares them for ID practice. This study examines the Sentinel North Training Program (SNTP) at Université Laval (Quebec City, Canada), which offers training in the interstices of existing structures to build ID capacity among graduate students and postdoctoral fellows. The SNTP Conceptual Model and Competency Framework are presented, alongside findings from an exploratory evaluation of alumni perspectives. Specifically, the study addresses three questions: 1) how alumni perceive the contribution of the SNTP’s five training formats—Research, Internship, Experiential Training, Learning Community, Workshop—to their development; (2) the extent to which alumni perceived the SNTP as fostering three ID learning outcomes—Enhanced Competencies, Broader Perspectives, Expanded Network; and (3) associations between specific training formats and the ID learning outcomes. A cross-sectional study design combined with a structured self-report questionnaire was used to collect data from 318 SNTP alumni. All five training formats contributed to alumni training, though to varying levels. Conducting a research project within the SNTP emerged as the format contributing most to training. Alumni also reported that the SNTP contributed to the three learning outcomes. The associations between training formats and learning outcomes varied, with most formats showing a positive correlation to the outcome Expanded Network. This result underscores alumni’s perceived benefits of the social learning ID environments fostered by the SNTP. The findings of this study provide valuable insights for institutions aiming to develop training programs that enhance ID capacity.