Impetus and Obstacles for Interdisciplinarity in Higher Education

Stocktaking at a German University

Abstract

Across disciplines, there is generally consensus within the academic community on the importance of interdisciplinarity. Yet, reviews of its actual application in higher education are scant. In this article, I probe the adequacy of higher education in offering courses that foster interdisciplinary literacy, equipping students for an intricate and evolving working environment. To align methodology and content, I highlight three interdisciplinary opportunities for students at Heidelberg University, Germany, using various methods from different disciplines. 1) A descriptive content analysis of publicly-available information reveals that 51% of the offered degree programs include a core interdisciplinary element. Interdisciplinary degree programs are especially prevalent in certain fields, such as regional studies. 2) Leveraging descriptive statistics, I find that parallel-degree students tend to study several similar subjects, while female and international students are less likely to pursue parallel degree programs than male and German students. 3) An interview with a recent certificate holder indicates that the Marsilius Study Program fosters interdisciplinary approaches and critical thinking but reaches few students. While Heidelberg University provides a breadth of interdisciplinary opportunities, it would be desirable for students to be provided with more information about available interdisciplinary formats and to receive support for incorporating interdisciplinarity into their studies.