Embedding interdisciplinarity into the curriculum: an institutional breadth module approach

The article explores the embedding of interdisciplinarity into breadth modules across a higher education (HE) institution. Anglia Ruskin University (ARU) introduced compulsory online interdisciplinary breadth modules, called Ruskin Modules (RM), in the 2021/22 academic year for Level 5 (Year 2) undergraduate students. The ARU definition of interdisciplinarity was provided to staff and students, and interdisciplinarity was assessed using a learning objective common to all RMs, asking students to reflect on the advantages of interdisciplinarity compared to a single disciplinary approach. In 2023, a study was undertaken to answer three research questions: RQ1: How was interdisciplinarity embedded into the curriculum ? RQ2: How was interdisciplinarity assessed ? RQ3: How did students experience interdisciplinarity ? Following ethics approval, RM students ( n = 2802) were invited to complete an online survey to which 128 responses were received. Three online focus groups were also conducted with RM leaders. The main findings were that embedding interdisciplinarity into the RM curriculum was achieved through collaborative activities such as group/teamwork. However, student assessments rarely progressed from multidisciplinary to interdisciplinary. Authentic activities and assessments made it easier for students to relate interdisciplinarity to their studies and personal lives. Nevertheless, module leaders found it challenging to engage students during online delivery. This study contributes to scholarly discussions concerning the theory and practice of interdisciplinary education through an examination of the embedding of interdisciplinarity into ARU’s unique form of breadth modules, RMs.