Purpose This study aims to explore the role of interdisciplinary research in doctoral education. While the benefits of incorporating interdisciplinarity into Doctor of Philosophy (PhD) programmes are well-documented, persistent concerns remain regarding the effective engagement of doctoral students in such approaches. Design/methodology/approach The authors conducted in-depth interviews with ten business PhD candidates from two research-intensive universities in Australia and Germany about their academic research learning and development. Findings The thematic analysis revealed interdisciplinarity as an important motivation and career driver for all our participants, irrespective of country. Interdisciplinarity is key to complex problem-solving allowing students to imagine diverse careers. By engaging with interdisciplinary ideas, students actively confront disciplinary barriers for the sake of their intellectual growth and careers and are motivated by the potential for achieving greater good for their community and society. While interdisciplinarity enhances doctoral students’ motivation and career horizons, however, its transformative potential is perceived to be hampered by traditional academic socialisation. Originality/value This study offers novel insights on PhD students’ perceptions of interdisciplinarity and its function in the researcher development trajectory. Furthermore, it extends the conversation on how PhD programmes need to evolve and better address students’ and societal needs.
Mantai et al. (Fri,) studied this question.
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