ABSTRACT
Design is a complex activity that requires disciplinary areas to work in collaboration. However, how multi-disciplinary design teamwork affects the quality of collaborations from a social and task-related perspective, and how it can inform us about extending the frontiers of design should be investigated. An empirical study comparing multi- with mono-disciplinary teams was conducted in the context of project-based education. Participants were students from two master's courses: one involving different disciplines, and the other mechanical engineering only. A series of semi-structured interviews were carried out, and the produced transcripts were analysed qualitatively. Multi-disciplinary teamwork was found to enable a comprehensive understanding of the design task. However, this requires skills and competencies different from those of mono-disciplinary teams, challenging team dynamics and collaboration. The implications for extending the frontiers of design in higher education are discussed.
