Abstract
Design/methodology/approach This research has measured, using National Student Survey (NSS) criteria, student experiences on an interdisciplinary project on a civil engineering programme. It benchmarks the quality of learning and student understanding and perceptions of learning. The method is based upon a literature review and questionnaire survey of students.
Purpose In line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are important aspects of satisfaction that are monitored annually by universities using tools such as the NSS. NSS results are useful for educational planning and informing consumer choices. This research measured undergraduate student experiences on an interdisciplinary project using the NSS framework. Hinged on diversity, the purpose was to investigate whether full time, part time and degree apprenticeship students with varied work experience enhance their learning studying together on an interdisciplinary project.
Findings Results indicate good amounts of peer influence on learning in a simulated interdisciplinary team setting supported by a mix of diverse work experience in students’ background.
Originality/value Sections of the NSS are extended with additional questions to capture the impact that full-time, part-time and degree apprenticeship study modes, closely associated with students’ background of job experience, have on teaching and learning.