Multidisciplinary project-based learning and teaching in universities : does it work?

![CDATA[CONTEXT: Multidisciplinary practices can offer myriad benefits. These might explain the growing interest in multidisciplinary education, like that which is project-based. PURPOSE: This study ascertains whether multidisciplinary project-based learning and teaching in universities work. METHOD: A systematic scoping review was conducted to identify studies with empirical evidence of multidisciplinary learning or teaching. A total of 58 publications met the inclusion criteria and were analysed. OUTCOMES: The publications demonstrated varied interpretations of multidisciplinary project-based learning and teaching. Similarly, evaluation strategies were diverse. Despite this, multidisciplinary projectbased learning and teaching were typically described as beneficial. However, relatively few publications presented research designs that can empirically substantiate this claim. CONCLUSION: The findings of this study highlight two points. First, given the varied understandings of multidisciplinary project-based learning and teaching in universities, there is considerable opportunity for a theoretically-informed scholarship to clarify what it is and what it is not. Second, given the relative dearth of empirical research to evaluate multidisciplinary project-based learning and teaching in universities, there is a need for empirical research to verify who it benefits, how, why, as well as the unintended consequences that might arise.]]