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Abstract Interdisciplinarity is essential in a world that requires innovative, collaborative, and holistic approaches to address complex social problems. This paper presents evaluative findings from a study of women doctoral students who participated in a two-day interactive program to bolster interdisciplinary practice. Qualitative data were collected from program participants ( n = 26), facilitators ( n = 4), and external supporters (e.g. funding bodies) through interviews, verbal and written feedback, observational notes, reflections, and social media posts. A grounded theory approach was used to derive key themes from all available qualitative data, and a social constructionist and social capital theoretical lens was applied in interpretation. This paper produces a much-needed theoretical foundation for interdisciplinary mechanisms that can be further validated by future research and has connections to both social constructivism and social capital theoretical principles. As well as producing a conceptual framework outlining key mechanisms, this paper provides practical recommendations that universities can implement for greater interdisciplinarity, and greater value for all.
Potter et al. (Sat,) studied this question.