The Need for T-shaped Students | Steve Easterbrook | Aug. 15, 2013 | Serendipity
Universities don’t do this well because the entire reward structure for departments and professors is based purely on demonstrating disciplinary strength. Occasionally, we manage to establish inter-disciplinary centres and institutes, to act as places where faculty and students from different departments can come together and learn how to collaborate. A few of these prosper, but most of them get shut down fairly rapidly by the university. [….]
The same thing happens to inter-disciplinary graduate programs. While departments run graduate programs focusing on disciplinary strength, some enterprising professors do manage to set up “collaborative programs”, which students from a range of participating departments can sign up for. The collaborative programs are set up using seed money, some of which is donated by the participating departments, and some of which comes from the university teaching initiative funds, because they all agree the program is a good idea, and the students will benefit. However, after a few years, the seed money has been used up, and no unit within the university will kick in more, because the program is supposed to be “self-sufficient”. [….]
Not only does the university structure tend to squeeze out anything that does not fit into a neat disciplinary silo, it also generates rules that actively prevent students acquiring the skills needed to be “T-shaped”. For example, my own department has “breadth requirements” that graduate students have to meet when selecting a set of courses. “Breadth” here means breadth across the discipline. So students have to demonstrate they’ve taken courses that cover several different subfields of computer science, and several different research methodologies within the field. But this is the opposite of T-shaped! A T-shaped student has disciplinary *depth* and *inter-disciplinary* breadth. This would mean deep expertise in a particular subfield of computer science, and the ability to apply that expertise in many different contexts outside of computer science. Instead, we prevent students from getting the depth by forcing them to take more introductory courses within computer science, and we prevent them from getting inter-discipinary breadth for the same reason.
Via The Need for T-shaped Students | Steve Easterbrook | Aug. 15, 2013 | Serendipity at http://www.easterbrook.ca/steve/2013/08/the-need-for-t-shaped-students.