From Interdisciplinary Blended Learning Classrooms to Professional Practice: Empowering Employability in Healthcare Management

Abstract Background The demand for flexible interdisciplinary healthcare programs has surged over the past decades, encouraging UK universities to partner with employers and regulators to improve graduate outcomes and address skill gaps in the sector. Nevertheless, where such programs lack practicums, the effect of the learning and teaching on knowledge and skills transfer and graduate employability remains largely unexplored. Aim This study examined stakeholder views on knowledge and skills transfer in a non-practicum-linked interdisciplinary undergraduate blended learning healthcare management program. Methods A qualitative case study was conducted between 2021 and 2023. Twenty-eight purposively selected students, graduates, employers, and faculty were recruited for focus group discussions (FGDs) and semi-structured interviews. Data were transcribed and analyzed thematically using Microsoft Transcribe and NVivo 12, respectively. Findings: The study found that the situated social learning context played a key role in classroom learning. Despite variation, participants consistently expressed an appreciation for knowledge, skills, application, and positive employability outcomes. Articulated strengths of the program included flexibility, diversity, curriculum breadth, a strong learning community, and an interdisciplinary approach. However, the lack of practicums remained a major barrier to work preparedness and career progression into management. Conclusion This research critically examined stakeholder perspectives, focusing on expectations for knowledge acquisition and transfer, skill development, and aspirational employability outcomes. This research highlights both the strengths and gaps in the program, particularly its flexibility and interdisciplinary approach, alongside the lack of practicums.