Graduate education in a hyper-competitive global environment

The link between interdisciplinarity and innovation is often taken for granted, at least in the political rhetoric that demands universities play a crucial role in boosting a country’s economic productivity and, hence, international competitiveness. This policy approach raises important questions regarding both the rationale behind the perceived value of research training at the graduate level and how these policies are enacted and affect students’ experiences of interdisciplinary education. This chapter examines interdisciplinary doctoral training in the context of UK research and education policies and discusses current tensions brought about by the rise of interdisciplinary practices in universities, as identified in the existing literature. Drawing on new empirical work, we show that interdisciplinary research is not the norm and presents challenges for graduate students’ professionalisation process, identities, and future career prospects. The chapter concludes with some practical advice on how university leadership can help improve the training of early interdisciplinary researchers.