Multidisciplinary Study The Value and Benefits

Multidisciplinary study: the value and benefits
MSS_1
Multidisciplinary study: the value

and benefits
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Contents
 Introduction
 Learning outcomes
 How to get your badge
 1 Definitions
 2 Which definition should I use?
 3 The evolution of interdisciplinary approaches
 4 Why study multiple subjects?
 5 The benefits of studying a multidisciplinary qualification
 6 Skills developed through multidisciplinary study
 7 Introducing ‘multipotentiality’
 8 Choosing which subjects to study
 9 What are my career options with a multidisciplinary

qualification?
 10 End-of-course quiz
 11 Conclusion
 Tell us what you think
 References
 Acknowledgements
Introduction
You might be studying, or considering learning about, more than
one subject as part of your studies. Combining different subjects
provides an exciting opportunity to find ways in which those
subjects intersect and influence each other, across different
subject boundaries. ‘Multidisciplinary’ study at The Open University
includes our ‘Open’ qualifications (BA/BSc (Hons) Open degree,
Diploma of Higher Education Open and Certificate of Higher Education
Open), which provide you with an opportunity to choose from a
range of different subjects, allowing you to learn in different ways.
At other universities, multidisciplinary qualifications may include
combined honours and interdisciplinary degrees.
Watch the following video, featuring Peter Taylor and Helen Cooke
from The Open University, and Open University students Cherry
Day, Kathleen Bruce and Claire Davey, introducing what it’s like to
study a multidisciplinary degree with the OU and what the benefits
might be as a learner.
Video content is not available in this format.
Studying a multidisciplinary qualification at The Open University.
View transcript - Studying a multidisciplinary qualification at The Open

University.
The Open University would really appreciate a few minutes of your

time to tell us about yourself and your expectations for the course
before you begin, in our optional start-of-course survey. Participation
will be completely confidential and we will not pass on your details
to others.
Learning outcomes
By the end of this course, you should be able to:
 identify and explain the difference between

multidisciplinary and interdisciplinary study
 recognise the benefits of applying different subject
approaches or views to different contexts
 explain the skills gained from studying multi-subject
qualifications to employers
 recognise the concept of ‘multipotentiality’ and reflect
on how it might apply to you
 identify potential career pathways from studying a
multi-subject qualification.
How to get your badge

While studying this course you have the option to work towards
gaining a digital badge.
Badged courses are a key part of The Open University’s mission to

promote the educational well-being of the community. The courses also
provide another way of helping you to progress from informal to
formal learning.
To complete a course you need to be able to find about 5 hours of

study time, over a period of about 2 weeks. However, it is possible
to study them at any time, and at a pace to suit you.
Badged courses are all available on The Open University’s

OpenLearn website and do not cost anything to study. They differ
from Open University courses because you do not receive support
from a tutor. But you do get useful feedback from the interactive
quizzes.
What is a badge?
Digital badges are a new way of demonstrating online that you
have gained a skill. Schools, colleges and universities are working
with employers and other organisations to develop open badges
that help learners gain recognition for their skills, and support
employers to identify the right candidate for a job.
Badges demonstrate your work and achievement on the course.
You can share your achievement with friends, family and
employers, and on social media. Badges are a great motivation,
helping you to reach the end of the course. Gaining a badge often
boosts confidence in the skills and abilities that underpin
successful study. So, completing this course should encourage
you to think about taking other courses.
How to get a badge

Getting a badge is straightforward! Here’s what you have to do:
 read each section of the course

 score 50% or more in the badge quiz at the end.
For the quiz, you can have three attempts at most of the questions
(for true or false type questions you usually only get one attempt).
If you get the answer right first time you will get more marks than
for a correct answer the second or third time. If one of your
answers is incorrect you will often receive helpful feedback and
suggestions about how to work out the correct answer.
For the badge quiz, if you’re not successful in getting 50% the first
time, after 24 hours you can attempt the whole quiz, and come
back as many times as you like.
We hope that as many people as possible will gain an Open

University badge – so you should see getting a badge as an
opportunity to reflect on what you have learned rather than as a
test.
If you need more guidance on getting a badge and what you can
do with it, take a look at the OpenLearn FAQs. When you gain your
badge you will receive an email to notify you and you will be able
to view and manage all your badges in My OpenLearn within 24
hours of completing the criteria to gain a badge.
1 Definitions
Understanding the terminology used to describe studying in more
than one subject and the differences between them is important,
as you will often come across these terms used interchangeably.
For example, the word ‘discipline’ itself used to be related to the
specific rules and processes that had to be followed in order to
become an expert in a particular subject. Now, however, the terms
‘subject’ and ‘discipline’ are used interchangeably, as you will learn
throughout this course.
Firstly, let’s explore meanings of, and differences between, the

terms ‘multidisciplinarity’ and ‘interdisciplinarity’.
Multidisciplinarity is where two or more academic disciplines

collaborate for a specific purpose, for instance, when computer
scientists, psychologists and sociologists cooperate in the design
of human/computer interfaces. Although a multidisciplinary
approach uses the skills and knowledge from more than one
academic discipline, the use of knowledge from different
disciplines remains distinct, even though the differences between
the disciplines can be quite subtle. For example, architects,
engineers and quantity surveyors commonly work together on
construction projects, each applying their specialist knowledge to
their own area of expertise. When a project is completed, each of
the specialists return to their own area of expertise to start other
projects.
A multidisciplinary approach is also often used in healthcare and
social work, where patients’ clinical and healthcare needs are met
by a multidisciplinary team; for example, nurses, social workers,
general practitioners and psychotherapists may work together in
multidisciplinary teams to address such problems as the
rehabilitation of stroke patients (SIGN, 2002).
Figure 1 An example of a multidisciplinary approach in healthcare
View description - Figure 1 An example of a multidisciplinary approach

in healthcare
In the context of The Open University, our ‘Open’ qualifications are
considered to be multidisciplinary, as you study individual courses
independently of each other. There is no formal requirement for
students to bring together the knowledge and skills gained from
each course, but they can all contribute to their overall
qualification).
Interdisciplinarity differs from multidisciplinarity because the

different disciplines work together to produce new knowledge and
understanding. This can yield new understandings that would not
have been possible if different experts had worked only in their
own discipline area. For example, sociologists may work with
psychologists and economists to examine issues affecting women
returning to work after having children and the impact of this on
society. Researchers from different disciplines therefore bring their
own methods and insights to a particular project, or to solve a
particular problem.
Studying in this way offers a unique opportunity to understand how

this knowledge could be brought together in an interdisciplinary
way and applied in different contexts, and the importance of this to
real-life scenarios. It is therefore important for you to be able to
make these connections, even if you are not technically studying in
an interdisciplinary way.
2 Which definition should I use?

Figure 2 shows that there is an even wider range of definitions that
are used to describe studying more than one subject, and each of
these has their own place in different circumstances. However, it is
important not to worry too much about the detail of these
definitions at this stage; the most important thing to remember is
that there are benefits (and challenges) in applying the knowledge
and skills gained from more than one subject. You’ll cover these in
more detail in the following sections.
Figure 2 Knowledge creation in relation to studying more than one subject.
View description - Figure 2 Knowledge creation in relation to studying

more than one subject.
Now complete Activity 1 to consolidate your understanding.

Activity 1 Defining multidisciplinary and

interdisciplinary learning
Allow about 5 minutes
In your own words, write down what you have understood by the
terms ‘multidisciplinary’ and ‘interdisciplinary’ learning.
Provide your answer...
View discussion - Activity 1 Defining multidisciplinary and

interdisciplinary learning
3 The evolution of interdisciplinary

approaches
It can be helpful to understand the long-standing place in history
that interdisciplinary studies has. Throughout history, there have
been a number of well-known individuals who have applied a multi-
subject approach to their work. For example, the following
animation features a number of famous people throughout history
who have been involved with interdisciplinary study, from Greek
philosophers, Beatrix Potter (author of the well-known children’s
book series about Peter Rabbit and friends) to Einstein.
Interdisciplinarity through history
View transcript - Interdisciplinarity through history
Historically, some argue that the term ‘interdisciplinary’ dates right
back to the ideas of Greek philosophers, such as Plato and
Aristotle, who have been associated with the term ‘interdisciplinary
thinkers’. Others say that it is from the twentieth century, borne
from educational reforms, research and the transfer of knowledge
across subject boundaries.
Interdisciplinarity in the twentieth century is thought to have

emerged from the social sciences and the many problems
following the end of the First World War. It is argued that
understanding post-war problems, such as population shifts,
housing, social welfare, war, labour and crime, needed to be
addressed by a range of different disciplines, rather than through
the lens of just one, to work towards the ‘unity of knowledge’.
In 1959, the celebrated novelist C. P. Snow delivered an influential

lecture titled The Two Cultures and the Scientific Revolution at the
University of Cambridge. Snow argued that ‘the intellectual life of
the whole of western society’ was split into two cultures – the
sciences and the humanities – and that this was a major hindrance
to solving the world’s problems. Snow argued that practitioners in
both areas should instead build bridges to further the progress of
human knowledge and to benefit society.
At a similar time, the mid-twentieth century saw the introduction of

‘general education’, which shaped the way interdisciplinarity is
viewed today (Klein, 1990). However, in the UK, it is sometimes
argued that children are required to specialise from a relatively
early age. In contrast, some countries allow students to continue
studying in an interdisciplinary way throughout their compulsory
education. For example, schools in Finland have moved away from
teaching lessons focusing on classic school subjects like
mathematics or English, towards teaching these subjects in the
context of broader, cross-cutting topics, such as the European
Union, community and climate change.
In the following section, you will begin to explore why it can be

important to apply multidisciplinary or interdisciplinary learning to a
variety of topics.
4 Why study multiple subjects?

We should encourage arts and science to meet. I studied ancient
history not technology, but you can get a long way just by being
curious and asking questions.
Martha Lane-Fox, Chancellor of The Open University

(Gale, 2016)
It is important to remember that the traditional academic subjects

that are referred to today, such as chemistry, music and
geography, are simply artificial boxes used to understand the
growing awareness of our lives and universe. People have always
tried to make sense of our world by trying to organise our
knowledge into compartments. Over time, these compartments
have changed and multiplied, and as a result, we have ended up
with distinct subjects such as history, mathematics and business.
Some subjects have developed so much that they have now been
divided up into new areas of knowledge. History, for example, can
be broken down into fields such as archaeology, European history
and Roman history. Sometimes, new areas of knowledge develop
at the boundaries of more than one subject. For example,
biochemistry, which applies elements of both chemistry and
biology.
When a new subject is created, groups of ‘experts’ form around

one particular area of knowledge, which can lead to a different
style of language and specific notations that are unique to that
area. These are used by experts in the field, as well as by teachers
and students, as a shorthand for discussing a particular subject
efficiently. However, this also creates barriers that prevent others
from easily understanding the subject and its discussion. Learning
the different languages and notations of more than one subject
and bringing them together is therefore a key challenge when
adopting a multidisciplinary approach to study.
Most study undertaken in an undergraduate degree is within a

single subject area, for example chemistry or history. There are
sound reasons for this. Any subject becomes more complex as the
body of knowledge accrues over time, therefore to gain an in-depth
understanding, it is necessary to study within the confines of that
subject and build up your knowledge of it. However, to get the
most out of the different ways each subject looks at an issue, it can
often be useful to combine two or more academic subjects, taking
elements from each to create a new understanding or insight.
Studying different subjects can therefore bring a different

perspective to many different issues. For example, climate change
can be examined through a range of different subject ‘lenses’, as
shown in Figure 3.
Figure 3 The problem of climate change demands an interdisciplinary

approach.
View description - Figure 3 The problem of climate change demands an

interdisciplinary approach.
Although knowledge is often organised into clearly defined,

subject-specific ‘boxes’, there is still a lot of knowledge that falls
between these discrete categories. It is within these gaps that
multidisciplinary experts work as it is clear that many of the world’s
greatest challenges cannot be solved by a single subject alone.
This is one of the great strengths of studying in this way, because
people who have a breadth of knowledge across more than one
subject can provide the glue to bring together those subjects and
address these challenges.
Activity 2 Applying interdisciplinary learning to

different contexts
What other examples can you think of where studying different

subjects could help to answer a global issue? Write down one
problem and the subjects that could contribute to investigating this
issue further.
View discussion - Activity 2 Applying interdisciplinary learning to

different contexts
5 The benefits of studying a

multidisciplinary qualification
Moving on from looking at how key issues can be addressed by
more than one subject, you will now go on and explore the benefits
of studying a single, multidisciplinary qualification, like The Open
University’s Open qualifications. A multidisciplinary qualification
provides you with a unique opportunity to gain a knowledge and
understanding of a range of different subjects and their
approaches. You can then apply the skills that you gain from a
multidisciplinary qualification to help you to understand
connections between different subjects and how to transfer that
knowledge across subject boundaries.
This approach leads to a deeper learning and understanding, and

ultimately interdisciplinary thought and understanding, which can
be beneficial in many areas of life, including the workplace. It is
that building of knowledge that can allow for deeper understanding
and highlight the patterns that are common between different
subjects.
Part of the reason some people choose to study single-subject

qualifications is to become an ‘expert’ in that particular subject and
they believe that this will be more valued by employers because
many jobs require specific expertise. However, the disadvantage
of this is that they join a group of similarly trained experts who are
also competing for those roles.
One of the strengths of multidisciplinary study is that you choose
the subjects that you want to study and therefore you become a
particular type of expert in your own right. For example, at The
Open University, there are very few students studying towards an
Open qualification who do the same combinations of courses and
therefore each student is unique, with their own set of specialities.
You will meet some of these students later in the course. So,
rather than being a ‘generalist’, you become an ‘individual
specialist’. The challenge of this is to be able to explain your
unique expertise to potential employers so that you stand out from
the crowd. Again, you will explore this in more detail later on.
For now, here are some of the wider benefits of choosing to study
more than one subject that apply to a range of personal and
career-related contexts:
 Motivation – learners are highly motivated as they

have a vested interest as they are usually pursuing
topics that are of personal interest to them. As a
result, the content is often rooted in life experiences,
giving an authentic purpose for the learning and
connecting it to a real world context. Consequently,
this can lead to more meaningful, purposeful and
deeper learning experiences.
 Breadth of knowledge – students are able to consider
the many and varied perspectives across different
subjects from which a topic can be explored.
 Acquiring new knowledge – exploring topics across a
range of subject boundaries motivates students to
pursue new knowledge in different subject areas.
 Creativity – knowledge and application of different
subjects can lead to greater creativity.
 Making connections – worthwhile topics of research
can fall in the ‘spaces’ between the traditional
academic subject areas.
Activity 3 Identifying the benefits that are
important to you
In the following space, note down which of these benefits are most
important or relevant to your own situation, and why. You may
wish to revisit and add to these notes after you have completed the
course.
View discussion - Activity 3 Identifying the benefits that are important to

you
6 Skills developed through

multidisciplinary study
What makes multidisciplinary students stand out to employers is
the rich view of the world that they develop, the wide range of
perspectives they will have encountered during their studies, and
the combination of subject areas they have studied that could offer
more flexible career choices. In fact, many vacancies don’t specify
the subject knowledge required for the role; it’s the skills you have
developed in your studies as well as your other life experiences
that employers are interested in. Studying more than one subject,
therefore, helps you to develop important transferable skills, which
are continually developing at all stages of life (Table 1).
Table 1 Some examples of the transferable skills gained through

multidisciplinary study
Sk Exp
ill lana
tion
Cr Criti
iti cal
ca thin
l king
thi skill
nk s are
in used
g and
deve
lope
d as
stud
ents
look
acro
ss
disci
plin
ary
bou
ndar
ies
to
cons
ider
othe
r
vie
wpo
ints
and
also
begi
n to
com
pare
and
cont
rast
conc
epts
acro
ss
subj
ect
area
s.
Se Cho
lf- osin
m g
an whi
ag ch
e subj
m ects
en to
t stud
y–
and
why
–
can
be
chal
leng
ing,
and
requ
ires
stud
ents
to
thin
k
care
fully
abo
ut
how
to
iden
tify
their
prio
ritie
s
and
man
age
their
stud
y
choi
ces.
A Diff
da eren
pt t
ab subj
ilit ects
y may
need
to
be
vie
wed
thro
ugh
diffe
rent
lens
es
whi
ch
mea
ns
an
indi
vidu
al
need
s to
be
able
to
swit
ch
to
the
appr
opri
ate
lens
at
the
appr
opri
ate
time
for
whi
chev
er
subj
ect
they
are
look
ing
at. It
requ
ires
care
ful
self-
man
age
men
t to
be
able
to
do
this.
A By
na stud
lys ying
is acro
an ss
d diffe
pr rent
ob subj
le ect
m bou
sol ndar
vi ies
ng and
by
stud
ying
a
wid
er
rang
e of
subj
ects,
stud
ents
deve
lop
deep
er
skill
s of
eval
uati
on
as
they
lear
na
num
ber
of
diffe
rent
logi
cal
and
met
hodi
cal
appr
oach
es
and
are
able
to
sele
ct
the
best
one
to
use
for
parti
cula
r
circ
ums
tanc
es.
For
exa
mpl
e,
stud
ents
can
dra
w
on
their
rang
e of
acad
emi
c or
subj
ect
kno
wle
dge
to
iden
tify
solu
tion
s of
a
prac
tical
or
tech
nica
l
natu
re.
C Stud
o ents
m ’
m writt
un en
ic and
ati verb
on al
an com
d mun
lit icati
er on
ac skill
y s are
well
deve
lope
d
amo
ngst
mult
i-
subj
ect
stud
ents
as
they
lear
n to
reve
rt to
the
appr
opri
ate
com
mun
icati
on
style
for a
parti
cula
r
subj
ect
area.
For
exa
mpl
e,
mult
i-
subj
ect
stud
ents
mig
ht
enco
unte
ra
rang
e of
diffe
rent
asse
ssm
ent
met
hods
,
incl
udin
g
essa
ys,
labo
rator
y
repo
rts,
writt
en
and
oral
exa
min
atio
ns,
as
appr
opri
ate
to
diffe
rent
subj
ect
area
s.
A Usin
pp g
lic tech
ati nolo
on gy
of acro
inf ss a
or rang
m e of
ati subj
on ects
te mea
ch ns
no that
lo stud
gy ents
can
be
mor
e
prac
tised
in
disp
layi
ng
and
pres
enti
ng
info
rmat
ion
in a
rang
e of
way
s.
Fl The
ex abili
ibi ty to
lit adap
y t to
diffe
rent
cont
exts
and
envi
ron
men
ts is
a
stro
ng
skill
gain
ed
fro
m
mult
i-
subj
ect
stud
y as
you
will
be
swit
chin
g
fro
m
one
subj
ect
to
anot
her.
Sy Stud
nt ents
he begi
sis n to
of cons
id olid
ea ate
s lear
ning
by
com
bini
ng
idea
s
fro
m
man
y
pers
pect
ives
and
cons
ider
an
alter
nati
ve
way
of
acqu
iring
kno
wle
dge.
Building your own multidisciplinary approach to learning and

developing these important skills will enable you to study in a way
that suits your own style of learning, motivations for study and
personal interests.
Having a portfolio of different subjects within your degree profile

can therefore be marketed to employers in a very positive light and
help you to ‘stand out’ against other applicants. Your adaptability
and versatility in being able to follow very different disciplines
successfully, and developing a full range of skills, can be
particularly attractive to employers. However, it can seem
challenging to work out how to explain these skills to a potential
employer. If you are studying for career reasons, you need to
consider how you articulate the skills developed and experiences
gained in your CV, job application forms and interviews.
Remember too that many employers will also be interested in other

life experiences outside of your studies and these can be just as
helpful in demonstrating your skills or competencies for a particular
job.
Activity 4 Explaining skills to an employer

Write down three reasons why an employer might value the skills
of a multidisciplinary learner.
View discussion - Activity 4 Explaining skills to an employer
7 Introducing ‘multipotentiality’
By choosing to study this course, you have already demonstrated
an interest in learning about multi-subject study. You are not alone!
In fact, many people choose to have a range of different careers
over their lifetime (or at any one time) and may also be interested
in a wide variety of leisure activities.
As you have already explored earlier in this course, multi-subject

study has very much been part of society for a long time, and the
way this is described and demonstrated keeps evolving. There are
many ways in which this type of approach can be defined and in
the following sections we will look at one example of this.
The term ‘multipotentialite’, coined by Emilie Wapnick, the founder

and Creative Director of Puttylike, is one way to describe someone
with many interests and creative pursuits. Emilie and her
organisation support multipotentialites to integrate their many
interests into all aspects of their life and to recognise that this is a
strength, not a weakness.
Multipotentialites tend to need variety in their lives, but how much

variety depends on the individual. Knowing how much variety you
need can really help you to avoid feeling too overwhelmed by
taking on too much, or feeling bored because you don’t have
enough projects on the go. Multi-subject study can help satisfy the
need for variety which multipotentialites tend to have.
A multipotentialite is someone with many interests and creative
pursuits, rather than someone who is only focused on a particular
subject or hobby. How much does this sound like you?
Multipotentiality
View transcript - Multipotentiality
Activity 5 How much of a multipotentialite are

you?
Now take a few minutes to think about the extent to which this
description of a multipotentialite sounds like you. You may feel that
it does sound just like you, but remember to reflect on why this
might be. Conversely, you may feel like it doesn’t sound like you at
all, but do still take some time to think about why this might be.
Regardless, this activity will hopefully help you to understand the
different way in which you, and others, may choose to approach
your study-life and work-life balance.
View discussion - Activity 5 How much of a multipotentialite are you?
Recognising and embracing the fact that you may be a

multipotentialite can be an incredibly positive experience because
it can give you the confidence to explore other areas that you may
not have considered previously. By applying some elements of
multipotentiality to your learning, you are exposing yourself to
diverse subjects and allowing yourself the opportunity to study,
and potentially work, in a truly multidisciplinary way. This can be
incredibly exciting and rewarding.
Even if you don’t define yourself as a multipotentialite, studying a

variety of subjects can still help you to demonstrate an even wider
range of transferable skills than you looked at earlier in the course.
Before you start to think about which specific subjects you might
be interested in studying as part of your inter/multidisciplinary
qualification, it is important to reflect on why studying in a
multidisciplinary way might be the right decision for you and how
you might be able to use this to your advantage when making
academic or important life decisions, such as choosing your
career.
8 Choosing which subjects to study

So far in this course, you have learned about the terms
‘interdisciplinarity’ and ‘multidisciplinarity’, explored the historical
context of these terms, and examined both the differences and
many benefits of studying this way. You have also considered a
range of skills that multidisciplinary students can develop through
the study of different subjects, from critical thinking to adaptability
and flexibility. What does this mean to you in terms of the subjects
you might choose to study and your personal or career-related
interests? In the following video, current students studying The
Open University’s BA/BSc (Hons) Open degree explain which subjects
they have chosen to study and why.
Why do Open University students choose to study in a multidisciplinary way?
View transcript - Why do Open University students choose to study in a

multidisciplinary way?
Choose and read through at least one of the following OpenLearn

articles to explore how different combinations of subjects can be
applied to specific, interdisciplinary contexts:
 Should economics and the environment work together?

 Brexiteers and Broflakes: how language frames political
debate
 Can science make you a better leader?
You can also explore a wide range of other subjects on OpenLearn

using audio, videos and interactive content. All of this may help
inform the subjects you decide to choose.
Activity 6 Choosing which subjects to study

Which subjects have you already chosen, or might choose to

study, as part of a multi-subject qualification, and why? For
example, are you choosing to study each of these for personal
interest and/or career reasons? Write your preferred subjects in
the left-hand column below and then add Yes or No in the other
two columns.
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View discussion - Activity 6 Choosing which subjects to study

9 What are my career options with a

multidisciplinary qualification?
Not all students pursue a multidisciplinary qualification for career
reasons; many choose this option as a way to build on personal
interests and expand their knowledge in a range of different areas.
However, multidisciplinary students that are studying for career
reasons have the opportunity to pursue a wide range of careers,
as a result of their varied personal and professional interests and
the wide choice of subjects available to study.
If you are undecided about whether to study courses in science or

arts subjects in a career context, it will depend very much on the
type of role that you are interested in pursuing. For example, if you
want to work in a science-based industry, you may find that
employers are more familiar with the content and format of
science-related qualifications. It is therefore important that you
carry out your research as early as possible to ensure that you are
taking the most appropriate subjects.
However, even if you are not currently studying for career reasons,
it is important to realise that a multidisciplinary qualification does
not limit your career choices in the future. Quite the opposite in
fact, as it can prepare you for a range of different careers at any
one time, or during your working life. Research reveals that around
a third of employers surveyed have no preferred degree subject
when recruiting graduates (CBI/Pearson, 2017). This means that
multidisciplinary students have the opportunity to consider a wide
variety of different careers and are able to choose an approach to
work that specifically addresses their interests in a wide range of
subject and career options.
Next, you will explore career coach Emilie Wapnick’s four work
models. In order to appreciate how one or more of these might
apply to you, you first need to understand the importance of
money, meaning and variety to a multipotentialite, as they can be
important factors to consider when thinking about potential
careers.
According to Wapnick, some amount of money is necessary to

live, whatever your beliefs or issues might be about it. Money can
be seen as one ingredient to a happy life, however, on its own
money isn’t enough. Money can help multitpotentialites to pursue
their passions after essential survival needs have been met. Often
multipotentialites like to feel like they are doing something that
matters. Working out what motivates us, and why it motivates us,
can help us to identify what activities are those which matter and
give us a sense of meaning. And variety, which can be an
essential requirement for multipotentialites when choosing a
career. Having enough variety at the right level – not too much and
not too little – is really important, however, this can, of course, be
different for everyone.
Many multipotentialites use one of the four work models:
 The Group Hug Approach
 The Slash Approach
 The Einstein Approach
 The Phoenix Approach
Figure 4 Four multipotentialite work models
View description - Figure 4 Four multipotentialite work models
Money, meaning and variety needs can be met in a single career

with the Group Hug Approach. It is a multifaceted job or business
where you do many things. Working in an interdisciplinary field,
working for forward-thinking organisations or starting your own
business are all ways of creating or finding a group hug career.
Buzz words include: ‘creative’, ‘cross-disciplinary’, ‘adaptable’. If
running your own business, choose one where multiple subjects
can be combined. A trained architect is a good example of this
approach as architecture is an interdisciplinary field by nature as it
brings together art and science.
The Slash Approach is a great option for multipotentialites who like

to juggle lots of projects all at the same time (e.g.
Actor/Director/Tutor/Manager/Pianist). This approach is all about
having more than one part-time job and/or businesses that you
move between fluidly and frequently. Each ‘slash’ is one that you
love doing but you wouldn’t want to do any one of them full-time.
Boredom and burn-out are avoided with this approach as you work
across a range of different specialised fields. Buzz words include:
self-directed, independent and entrepreneurial.
If you prefer stability and routine, or involve yourself in your

interests for amusement only, then the Einstein Approach might be
for you. This is where you have a single job or business that meets
your need for money, but also leaves you with enough time to
follow your other interests, in your own time. It’s about finding a
‘good enough’ job or business which gives you enough spare time
to do the other things you want to. A multipotentialite adopting this
approach may find themselves in a career or business for many
years, while also following meaningful and unrelated hobbies on
the side. An example here might be a multipotentialite who has
been a computer programmer all their life while living on a farm
where they were able to pursue their personal interests in their
own time.
Finally, the Phoenix Approach is ideal for a multipotentialite who

can balance variety with the need to submerge themselves in a job
or business. This approach may seem like someone has chosen to
have a career in one field for a long time and then switches to a
different one a few months, or years, later. This model works well
for individuals who prefer doing one thing at a time. Quite often the
different career paths share a common meaning, even though this
may not appear to be obvious. Someone may start out teaching
yoga for many years until they change career to work in the
sciences and then finally set up their own craft business.
Activity 7 Which is your preferred work model

and why?
Based on the descriptions provided above, how much do you

associate with any one (or more) of these multipotentialite work
models, and why? How might you apply this to possible careers?
View discussion - Activity 7 Which is your preferred work model and

why?
10 End-of-course quiz
Now it’s time to complete the compulsory badged quiz. There are 7
questions.
End-of-course quiz
Remember, this quiz counts towards your badge. If you’re not

successful the first time, you can attempt the quiz again in 24
hours.
Open the quiz in a new tab or window then come back here when
you’ve finished.
11 Conclusion
By now, you should be in a good position to articulate the skills
and benefits of interdisciplinary and multidisciplinary study, and
become your very own Beatrix Potter or modern day Aristotle!
In this course you have explored the different terminology used to

describe studying more than one subject and how this can be a
strength when examining issues through a range of different
subject ‘lenses’. You have also considered the different skills that
can be gained from multi-subject study and had the opportunity to
reflect on how you might explain these skills to a potential
employer. You have also been introduced to the concept of
multipotentiality and multipotentialites and their particular work
approaches (Wapnick, 2017) as well as having identified potential
career pathways.
You should now be able to:
 identify and explain the difference between

multidisciplinary and interdisciplinary study
 recognise the benefits of applying different subject
approaches or views to different contexts
 explain the skills gained from studying an
inter/multidisciplinary qualification to employers
 reflect on the benefits of studying a multidisciplinary or
interdisciplinary qualification.
 recognise the concept of ‘multipotentiality’ and reflect
on how it might apply to you
 examine a range of interdisciplinary and
multidisciplinary subjects.
We hope you feel encouraged to think more deeply about why,

and how, studying a multidisciplinary qualification is a good option
for you to develop academically, personally and professionally.
Tell us what you think

Now you've come to the end of the course, we would appreciate a
few minutes of your time to complete this short end-of-course survey.
We’d like to find out a bit about your experience of studying the
course and what you plan to do next. We will use this information
to provide better online experiences for all our learners and to
share our findings with others. Participation will be completely
confidential and we will not pass on your details to others.
References
Appleby, M. (2015) What are the Benefits of Interdisciplinary Study?
[online]. Available at http://www.open.edu/openlearn/education/what-
are-the-benefits-interdisciplinary-study (Accessed 6 December 2017).
BBC (2017) Monkman and Seagull’s Polymathic Adventure, BBC

Radio 4, Wednesday 23 August 2017 [online]. Available at
http://www.bbc.co.uk/programmes/b091szlz (Accessed 6 December
2017).
CBI/Pearson (2017) Helping the UK Thrive, CBI/Pearson Education

and Skills Survey 2017 [online]. Available at
http://www.cbi.org.uk/insight-and-analysis/helping-the-uk-thrive/
(Accessed 1 December 2017).
Cooke, H. J., Lane, A. and Taylor, P. G. (2018, forthcoming) ‘Open

by degrees: a case of flexibility or personalization?’, in Enhancing
Education through Open Degree Programs and Prior Learning
Assessment, IGI Global.
Gale (2016) ‘Martha Lane Fox: “When I joined the M&S board I
was still pretty broken”’, Management Today [online]. Available at
https://www.managementtoday.co.uk/martha-lane-fox-when-i-joined-m-
s-board-i-pretty-broken/article/1388661 (Accessed 6 December
2017).
Kemp, I. (2016) Interdisciplinary Learning – Getting the Most out of
Multi-subject Degrees [online]. Available at
http://www.open.edu/openlearn/education/interdisciplinary-learning-
getting-the-most-out-multi-subject-degrees (Accessed 6 December
2017).
Klein, J. (1990) Interdisciplinarity: History, Theory and Practice,

Wayne State University Press.
Lear, L. (2007) Natural History: A Scientist’s Eye [online]. Available

at http://www.bpotter.com/article1.aspx (Accessed 31 November
2017).
Marr, L. (2015) Interdisciplinary Study: Disciples of Disciplines?

[online]. Available at
http://www.open.edu/openlearn/education/interdisciplinary-study-
disciples-disciplines (Accessed 6 December 2017).
Open University (2017) ‘Learning to learn: Planning for personal

change’ [online]. Available at
http://www.open.edu/openlearn/education/learning-learn-planning-
personal-change/content-section-2 (Accessed 7 December 2017).
Scottish Intercollegiate Guidelines Network (SIGN) (2002)

Management of Patients with Stroke. Guideline 64, November,
Edinburgh, SIGN.
Smith, M. K. (2003, 2009) ‘Jean Lave, Etienne Wenger and

communities of practice’, The Encyclopedia of Informal Education
[online]. Available at
www.infed.org/biblio/communities_of_practice.htm (Accessed 6
December 2017).
Vgotsky, L. (1978) ‘Interaction between learning and development’,

From Mind and Society, Cambridge, MA, Harvard University Press,
pp. 79–91.
Wapnick, E. (2015) Why Some of us Don’t Have One True Calling,

Recorded April 2015 at TEDxBend [online]. Available at
https://www.ted.com/talks/emilie_wapnick_why_some_of_us_don_t_hav
e_one_true_calling (Accessed 1 December 2017).
Wapnick, E. (2017) How to Be Everything: A Guide for Those Who

(Still) Don’t Know What They Want to Be When They Grow Up,
HarperOne.
Acknowledgements
This course was written by Helen Cooke and Rehana Awan.
Except for third party materials and otherwise stated (see terms and
conditions), this content is made available under a Creative
Commons Attribution-NonCommercial-ShareAlike 4.0 Licence.
The material acknowledged below is Proprietary and used under

licence (not subject to Creative Commons Licence).
Images
Course image: © DrAfter123/iStockphoto.com.
Every effort has been made to contact copyright owners. If any

have been inadvertently overlooked, the publishers will be pleased
to make the necessary arrangements at the first opportunity.
Don't miss out
If reading this text has inspired you to learn more, you may be
interested in joining the millions of people who discover our free
learning resources and qualifications by visiting The Open
University – www.open.edu/openlearn/free-courses.
Activity 1 Defining multidisciplinary

and interdisciplinary learning
Discussion
You might have thought of something along these lines:
Multidisciplinarity is where two or more academic disciplines

collaborate for a specific purpose, for instance, when computer
scientists, psychologists and sociologists cooperate in the design
of human/computer interfaces.
Interdisciplinarity differs from multidisciplinarity because the

different disciplines work together to produce new knowledge and
understanding.
Back to Session 3 Activity 1
Activity 2 Applying interdisciplinary

learning to different contexts
Discussion
Here are some of the global issues that you may have listed in
your answer. This list is not exhaustive and there are lots of other
global issues that you may have considered that aren’t detailed
here.
Iss Sub
ue ject
s
may
incl
ude
W Polit
ith ics,
dr hist
aw ory,
al econ
of omi
th cs,
e fina
U nce,
K geo
fro grap
m hy,
th busi
e ness
Eu ,
ro soci
pe olog
an y,
U mod
ni ern
on lang
(B uage
re s
xit
)
N Inter
uc nati
lea onal
r relat
ar ions,
m hist
a ory,
m polit
en ics
t
Na Phy
tur sical
al geo
dis grap
ast hy,
ers phys
ics,
hist
ory,
anth
ropo
logy
O Hu
ve man
r geo
po grap
pu hy,
lat heal
io thca
n re,
hist
ory
of
med
icin
e,
soci
olog
y
Po Psyc
ve holo
rty gy,
chil
dho
od
stud
ies,
soci
olog
y,
econ
omi
cs,
hist
ory
Su Biol
sta ogy,
in che
ab mist
le ry,
ag eart
ric h
ult Scie
ur nces
e ,
tech
nolo
gy,
econ
omi
cs,
polit
ics,
geo
grap
hy,
busi
ness
stud
ies
Fu Che
tur mist
e ry,
pa Biol
nd ogy,
e med
mi icin
cs e,
polit
ics,
econ
omi
cs,
logi
stics
,
busi
ness
stud
ies
Re Polit
fu ics,
ge econ
e omi
cri cs,
se geo
s grap
hy,
hist
ory,
busi
ness
stud
ies,
logi
stics
,
law,
educ
atio
n
Activity 3 Identifying the benefits

that are important to you
Discussion
As is often the case when reflecting on our own situation, there
isn’t a right or wrong answer but hopefully you have identified what
is important to you in terms of the benefits of studying different
subjects.
Activity 4 Explaining skills to an

employer
Discussion
You may have included any of the following in your answer:
1. They can show that they are more flexible and are
able to adapt to a variety of different situations with
ease. This can be particularly helpful in an
organisation where there may be lots of change taking
place.
2. They are used to managing different deadlines and
categorising what ideas belong where, and therefore
are good at managing themselves and their time.
3. They are able to bring together a number of ideas and
perspectives from across different subjects, and
therefore may be able to offer alternative ways of
looking at issues or problems. This can help identify
new, innovative solutions to particular situations.
4. They have well-developed communication and literacy
skills, having been exposed to different terminology
across a number of subjects.
5. They are able to consider and understand different
viewpoints and different approaches to tackling a
particular problem.
Activity 5 How much of a

multipotentialite are you?
Discussion
Even if you don’t define yourself as a multipotentialite, studying a
variety of subjects can still help you to demonstrate an even wider
range of transferable skills than you looked at earlier in this course.
Activity 6 Choosing which subjects

to study
Discussion
Remember, there are no right or wrong answers here. Reflecting
on the reasons you might like to study a subject or the reasons for
having chosen a subject can help you to identify your motivation
for studying particular subjects and/or may help if/when you might
seek employment opportunities in the future.
Activity 7 Which is your preferred

work model and why?
Discussion
Remember that these work models simply provide a starting place
to help you make sense of your preferences, and to help you
develop your personal and/or professional interests.
Figure 1 An example of a
multidisciplinary approach in
healthcare
Description
This illustration shows a number of figures represented. At the centre is the patient,
and around the patient are physiotherapists, social workers, psychotherapists, nurses
and general practitioners.
Back to Session 2 Figure 1
Figure 2 Knowledge creation in

relation to studying more than one
subject.
Description
This image is made up of a number of boxes with text. At the top is ‘single
discipline’, with a box labelled ‘discipline 1’. Next to this is the text
‘multidisciplinary’ with two boxes labelled ‘discipline 1’ and ‘discipline 2’.
Underneath this is the text ‘interdisciplinary’ with two boxes labelled ‘discipline 1’
and ‘discipline 2’. Underneath this is the text ‘crossdisciplinary’ with two boxes
labelled ‘discipline 1’ and ‘discipline 2’, in between which is a double-ended arrow.
Underneath this is the text ‘transdisciplinary’ with two boxes labelled ‘discipline 1’
and ‘discipline 2’. There is a dotted line going around these two boxes.
Figure 3 The problem of climate

change demands an
interdisciplinary approach.
Description
In the centre of this image is a globe, having its temperature taken. Around this are a
number of circles. In these outer circles are the following: physics, ecosystems,
chemistry, economics, politics, psychology, sociology and meteorology.
Figure 4 Four multipotentialite work

models
Description
This shows a mindmap of Emily Wapnick’s four work approaches:
the Group Hug approach, the Phoenix approach, the Slash
approach and Einstein approach. It shows how money, meaning
and variety all feed into the different approaches and each model
is illustrated further. The Group
Hug approach shows a group of people hugging and an architect

along with a person at a computer. It also has the buzz words of
creative and adaptable included in the image. The Phoenix
approach shows a signpost with arrows pointing in different
directions and the careers of a yogi, scientist an chef. All different
but connected. The Slash approach shows a teacher, yogi,
computer programmer and person at a sewing machine
representing the different jobs one multipotentialite might have
along with the buzz words of self-directed and independent.
Finally, the Einstein approach shows a farm and a computer
representing how this type of multipotentialite may have a career
for years with an unrelated hobby or interest on the side.
Studying a multidisciplinary
qualification at The Open University.
Transcript
SPEAKER 1
The first year was Design Essentials. Last year was Working with Children and
Young People. And this year is Teaching Young People and Children.
SPEAKER 2
So students studying more than one subject have the benefit of being able to develop a
qualification that's unique to them so they can choose modules that are of interest to
them, or are relevant to them in terms of their personal interests, but also their career
ambitions. So they get flexibility in terms of what they choose.
SPEAKER 3
Nowadays, people tend to change jobs and their careers throughout their lives. And so
having a range of different subjects that will actually could be used in a number of
different career settings will be important. And also, people actually change their
career while they are studying. So to have that flexibility to be able to move into a
different subject is quite unique.
SPEAKER 4
It gives you wonderful choices to adapt you're studying to your interests, to your
career, that doesn't demand you get a doctorate or a PhD or study law. You can switch
around between courses that interest you.
SPEAKER 2
Multi subject students have the benefit of being able to apply knowledge from a range
of different subjects to a particular job. So a student, for example, might be interested
in working in a recording studio. So they might choose to study modules in music and
a bit of business management and technology, which they can do within an Open
degree.
SPEAKER 1
When people ask me what I do at the Open University, I go design technology, and
childcare. And it's a look on their face, and they go, really? My end goal is to be a
design technology teacher, so to me it flows and it works quite well.
SPEAKER 4
I started with the Introduction Foundation Arts and Humanities module.
SPEAKER 5
I've done the S103 and SXR. I've attempted a couple modules where I wasn't
successful with, but a couple of them were kind of more leisure, something that I
wanted to have a go at.
SPEAKER 4
But it gives you a taste every month with a TMA-- Tutor Marked Assignment. And a
lot of students think they want to do maybe sociology or psychology, and they will
switch from the idea of having done that first foundation module. So that can lead you
into areas you never thought you'd be interested in.
SPEAKER 5
I think I like having that flexibility. I mean, that's what the Open degree is all about.
SPEAKER 3
So students can pretty much study any modules they like, because they're all online so
they can all be studied consecutively without too many problems. There are a few
little rules, like having to do stage one first, stage two, and then stage three. And also
there may be some prerequisites for particular modules. But apart from that, students
can pretty much study any subjects they want.
SPEAKER 4
It can be challenging. I'll be quite honest-- I chose the social sciences module, and
realised about a month into it I've made a huge mistake. It didn't make me want to
read on and do it, so that personal excitement I wanted wasn't there. So I dropped it,
and re-registered with something else.
SPEAKER 3
Multi subject study is really something that students like doing. The most popular
degree across the university. Almost 20% of our students are studying the Open
Programme.
SPEAKER 2
So we have a website specifically dedicated to Open degree students, which includes
information about modules that work well together within a particular subject area. So
that's to help students navigate our curriculum, which can seem quite overwhelming at
times.
SPEAKER 4
I think it all depends what you want it for. Be quite clear about that. Is just like me,
for purely selfish personal development reasons? Or will it help your career, if you are
in a job that you want to progress in or do you want to change career? Do your
research. Go to the OU, go to the library, look at the prospectus. But get clear in your
mind what you want it for.
SPEAKER 1
Doesn't matter what your age is or what your background history is. If you've got the
enthusiasm, do it. End of the day, if you've got it, you can do it.
Back to MediaContent 1
Interdisciplinarity through history

Transcript
[MUSIC PLAYING]
NARRATOR
Plato was a famous philosopher in classical Greece and founder of the first institution
for higher learning in the Western world. He laid the foundations for Western
philosophy, science, and maths, along with being one of the founders of Western
religion and spirituality, a very early adopter of interdisciplinary studies.
His student Aristotle was also a philosopher and scientist. His writings cover many
areas, including physics, biology, zoology, poetry, theatre, music, psychology, and
politics and government.
Abu Rayhan Al-Biruni, a Persian polymath regarded as one of the greatest scholars of
the mediaeval Islamic era, and was well versed in physics, mathematics, astronomy,
and a natural scientist, and also distinguished himself as a historian, chronologist, and
linguist.
Leonardo da Vinci, regarded by many historians and scholars as a universal genius.
His areas of interest spanned a wide range of subjects, from invention, painting, and
sculpting, to architecture, science, music, mathematics, and engineering. The list goes
on.
Beatrix Potter's inspiration was drawn from a range of different disciplines, from
recording observable data, art, and she was a student of natural history from a young
age. She was also interested in geology, archaeology, entomology, and mycology.
"What was rare was how Potter used her gifts in diverse areas, from stories for
children and animal husbandry to the preservation of land, farms, and watersheds in
the English Lake District," Lear, 2007.
Albert Einstein, the most famous scientist from the 20th century, was a theoretical
physicist who won the Nobel Peace Prize in 1921 for his work contributing to the
evolution of quantum theory. He wrote over 150 scientific works, including writing
about socialism. Einstein was also a lover of music and a keen violinist.
And now, you.
[MUSIC PLAYING]
Back to Session 4 MediaContent 1
Multipotentiality
Transcript
[MUSIC PLAYING]
NARRATOR
A multipotentialite is someone with many interests and creative pursuits. It's a
mouthful to say, and it might help if you break it up into three parts, multi, potential,
and ite. You can also use one of the other terms that mean something similar, such as
Polymath, the Renaissance person.
During the Renaissance period, it was considered the ideal to be well-versed in
multiple disciplines. Multi potentialities have super powers. The first of these super
powers is idea synthesis. That is, combining two or more fields and creating
something new at the intersection. This means innovation can happen at intersections.
That's where new ideas come from. And multipotentialites, with all of their
backgrounds, are able to access a lot of these points of intersection.
The second multipotentialite super power is rapid learning. When multipotentialites
become interested in something, they go hard. They observe everything they can get
their hands on. They're used to being beginners because they've been beginners so
many times in the past. And this means that they're less afraid of trying new things
and stepping out of comfort zones. What's more, many skills are transferable across
disciplines, and multipotentialites bring everything they've learned to every new area
they pursue, so they're rarely starting from scratch.
The third multipotentialite super power is adaptability. That is, the ability to morph
into whatever is needed in a given situation. Idea synthesis, rapid learning, and
adaptability, three skills that multipotentialites are very adept at, and three skills that
they might lose if pressured to narrow their focus.
As a society, we have a vested interest in encouraging multipotentialites to be
themselves. We have a lot of complex, multidimensional problems in the world right
now, and we need creative, out-of-the-box thinkers to tackle them. Wapnick 2017.
Why do Open University students

choose to study in a
multidisciplinary way?
Transcript
STUDENT
When I was at my brick University, they chose everything for me. And I didn't think
that was a great idea because I know I picked the degree name, but I wasn't quite
interested in the modules that they chosen.
STUDENT
Having to take early retirement due to being diagnosed with cerebellar ataxia, I was
housebound and looking for something that would keep my brain active. And my first
modules came down to what would make me go to the computer and be interested,
like reading an excellent novel or watching a series on TV. I wanted to feel like I
couldn't wait to get back to it and see it and get into it again. So you need that
incentive. And if you've got a subject that really interests you, you really can't wait to
get the text book and get into module forums. That excitement for somebody that had
been very busy, has a very full life, and need that spur again.
STUDENT
I left that university and decided to go with The Open University because I could feel
like I could work my job and do my university at the same time, and yet, still get the
same outcome.
STUDENT
I've had stuff like health issues as well. And I've had stuff like issues with stuff like
learning, stuff from early childhood. I really struggled at school, didn't really pass my
GCSEs at school. I'd gone back to college a few years later and done a GCSE
package, and it eventually led me to applying to the Open University.
STUDENT
Unlike a lot of OU students who are in work and are probably tailoring their degree,
be opened or named, to their career, to their job progression, even change of job even.
Mine was purely an indulgent, I want to do it for me, and enjoy it. So that's why I'm
abroad. And the Open degree let's you do that.
FACULTY
Online, we have a student forum, so all students are able to connect via that that
forum and create a community themselves where they can seek advice from each
other about which modules work well together, the kind of careers that they want to
go into, why they're choosing to study in a multi subject way.
STUDENT
When I first started my degree with Open University, it was to be a design technology
teacher. But the more I'm doing it, the more I'm thinking of doing a master's and then
going on to design technology. But that's the beauty of Open University. I don't have
to decide at this moment in time.
FACULTY
Like all Open University students, students on the Open degree have access to a tutor
based on the module that they're studying.
STUDENT
My tutor is quite helpful, yes, especially the one I've got now. She's really, really
good. She knows I don't have the experience, but she still guides me towards what I
need to do. And I can still do the TMEs without the practical experience, which is
quite good as well.
FACULTY
The student support team is able to help give the students advice and guidance on
which modules they want to study. If they have any difficulties with their studies, the
student support team can help them address those issues and steer them in the right
direction.
STUDENT
And the last thing about the OU, you can have a little taste of courses through
OpenLearn to access course. Just dip your toe in the water. Don't rush into it.
STUDENT
I guess it's given me a wider perspective of what the Open University can do, like the
doors it can open.
STUDENT
Look at the amount of time you can get to it. Now will you have to be starting at 2
o'clock in the morning because that's the only time when your children are in bed,
your husband's in bed, and you can have that quiet time on your own. Because you do
have to devote, I think, it's 10 hours for every credit point. So if you're doing a six
credit module over six months, that is 600 hours of studying minimum. So you have
to carve out that time for your personal life.
STUDENT
I'd say go and look at the Open Learn site to start with because that gives you an idea
of what the full modules would be like and see what your personal interests are.
STUDENT
And my own off, honestly, it would just be just do it. Because my aunt recently just
started an Open University degree, and I think she's 40-ish, and she spent ages going
on going to go do a degree, and she eventually this year decided she was going to start
her degree. And I'm quite proud of her.
STUDENT
Very best of luck. You'll love it. Once you're in, you'll love it, absolutely love it.

Multidisciplinary Study The Value and Benefits

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Multidisciplinary study: the value and benefits

Multidisciplinary study: the value

Page 2 of 80 12th April 2019

About this free course

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Copyright © 2018 The Open University

Unless otherwise stated, this resource is released under the terms

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This is because the learning experience will always be the same

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 How to get your badge

 2 Which definition should I use?

 3 The evolution of interdisciplinary approaches

 4 Why study multiple subjects?

 5 The benefits of studying a multidisciplinary qualification

 6 Skills developed through multidisciplinary study

 8 Choosing which subjects to study

 9 What are my career options with a multidisciplinary

 Tell us what you think

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Video content is not available in this format.

Studying a multidisciplinary qualification at The Open University.

View transcript - Studying a multidisciplinary qualification at The Open

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The Open University would really appreciate a few minutes of your

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 identify and explain the difference between

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How to get your badge

Badged courses are a key part of The Open University’s mission to

To complete a course you need to be able to find about 5 hours of

Badged courses are all available on The Open University’s

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How to get a badge

 read each section of the course

We hope that as many people as possible will gain an Open

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Firstly, let’s explore meanings of, and differences between, the

Multidisciplinarity is where two or more academic disciplines

Figure 1 An example of a multidisciplinary approach in healthcare

View description - Figure 1 An example of a multidisciplinary approach

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Interdisciplinarity differs from multidisciplinarity because the

Studying in this way offers a unique opportunity to understand how

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2 Which definition should I use?

Figure 2 Knowledge creation in relation to studying more than one subject.

View description - Figure 2 Knowledge creation in relation to studying

Now complete Activity 1 to consolidate your understanding.

Activity 1 Defining multidisciplinary and