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3Relational negotiation, contextual adaptation, and reflective exchanges between designers and non-designers are central to how boundary objects shape knowledge creation and systemic insight in Systemic Co-Design (SCD) practice. Building on the ESCollab publication, this study examines two embodied SCD cases, the MelkSalon and the Co-Design Canvas, that foreground sensory, experiential, and artefact-based engagement. Using complementary theoretical lenses, we explore how these boundary objects function as embodied mediators of boundary framing between designers and non-designers. The findings indicate that boundary objects are most effective when they are deeply grounded in contextual and cultural realities, foster emotional engagement and trust, and afford adaptive participation and negotiation, enabling collaborative meaning-making and systemic change. Replicability, scalability, sustained facilitation, contextual sensitivity, and participant readiness remain critical conditions for impact. Deeper co-ownership and transformation occur when SCD boundary objects are designed and used as embodied, pluralistic, and reflexive “boundary experiences,” rather than falling into technical templates.
CONFERENTIEBIJDRAGE
Governments increasingly deploy dashboards to connect data with policymaking, extending their use from well-bounded domains such as traffic monitoring into complex and ethically sensitive areas such as public health, climate change, and crime prevention. Yet the dominant view that treats dashboards as neutral instruments for transferring information across the data-policy boundary cannot account for the persistent misalignments and value tensions reported in such domains. This study demonstrates that dashboards in complex domains function as boundary objects that actively reshape the very boundaries they are meant to bridge. Drawing on an ethnographic study of the View on Organized Crime dashboard used by Dutch municipalities, the analysis identifies four distinct data-policy boundary sites (cognitive, actionability, social, and systemic) and shows that each demands sustained negotiation over meanings, interests, and values rather than the straightforward information transfer that dashboards promise. The resulting data-policy boundary framework operationalizes the ‘knowledge in policy’ perspective for digital government and reframes dashboards from instant decision-support tools into negotiation platforms that catalyze organizational learning in complex policy domains.
ARTIKEL
De roep om hardnekkige problemen in wijken in co-creatie met bewoners aan te pakken veronderstelt dat professionals uit allerlei verschillende domeinen en organisaties over hun grenzen heen met elkaar samenwerken. Dat blijkt keer op keer gemakkelijker gezegd dan gedaan. In deze bijdrage pleiten we voor het kijken naar mechanismen van boundary spanning als alternatief voor en aanvulling op de focus op personen.
HOOFDSTUK
Grootstedelijke vraagstukken zoals gebiedsontwikkeling, bestaanszekerheid en duurzaamheid vereisen een aanpak die zich over verschillende – bestuurlijke – domeinen uitstrekt. Dat vraagt om professionals die grenzen tussen die verschillende domeinen weten te overbruggen, om zo tot oplossingen te komen die recht doen aan een veelheid van vaak tegenstrijdige belangen. Deze professionals treden vaak op als ‘boundary spanners’. Maar hoe doen zij dit? En wat kunnen (aankomende) project- en programmamanagers daarvan leren?
Op basis van vijf grootstedelijke praktijken laten we zien wat boundary spanners daarbij tegenkomen. Hiermee bieden we handvatten aan andere professionals om grenzen te overbruggen. We delen die kennis graag, om zo bij te dragen aan duurzame oplossingen voor domeinoverstijgende, grootstedelijke vraagstukken.
RAPPORT
Governments increasingly deploy dashboards to connect data with policymaking, extending their use from well-bounded domains such as traffic monitoring into complex and ethically sensitive areas such as public health, climate change, and crime prevention. Yet the dominant view that treats dashboards as neutral instruments for transferring information across the data-policy boundary cannot account for the persistent misalignments and value tensions reported in such domains. This study demonstrates that dashboards in complex domains function as boundary objects that actively reshape the very boundaries they are meant to bridge. Drawing on an ethnographic study of the View on Organized Crime dashboard used by Dutch municipalities, the analysis identifies four distinct data-policy boundary sites (cognitive, actionability, social, and systemic) and shows that each demands sustained negotiation over meanings, interests, and values rather than the straightforward information transfer that dashboards promise. The resulting data-policy boundary framework operationalizes the ‘knowledge in policy’ perspective for digital government and reframes dashboards from instant decision-support tools into negotiation platforms that catalyze organizational learning in complex policy domains.
NIET BEKEND
Maritime Spatial Planning (MSP) is a politically guided and stakeholder-driven process involving a range of actors (i.e., planners, stakeholders, scientists, and citizens). Theories of boundary objects offer a lens to understand how actors, in the context of decision and policy-making in organizations, can coordinate without consensus. This seems particularly relevant when institutions and communities are relatively young, and the body of knowledge is fragmented and fluid, such as in the case of MSP. A key question is whether, and how boundary objects can be intentionally designed and used to facilitate social and policy learning in such communities. In this research, the focus is on the use of the MSP Challenge serious games as a boundary object to facilitate learning in ‘Communities of Practice’ (CoP) around MSP. Data were collected through questionnaires of 62 MSP Challenge workshops between 2016 and 2020 with more than 1100 participants. Additionally, 33 interviews with key stakeholders were conducted. The findings show that the MSP Challenge is widely used for various goals and in various settings and that they are interpreted differently by different users. The success of the MSP Challenge relies on the boundary space in which it is implemented, taking into account discrepancies in learning due to variations in the backgrounds and attitudes of the participants towards the object, the activity, and the setting in which it is deployed.
ARTIKEL
The central aim of this thesis was to increase understanding of designing vocational learning environments at the school–work boundary. Four studies were conducted, focusing on learning environment designs at the school–work boundary and on design considerations of the actors involved in their construction, both from the world of school and the world of work.
PROEFSCHRIFT
Symposiumbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Learning across the contexts of school and the workplace is highly relevant to the VET-sector. This contribution analyses these cross-contextual learning processes with three key issues in mind: (1) guidance by vocational educators, (2) assessment of students’ development and (3) design of VET-learning environments. Guidance, assessment and overarching VET-curriculum designs form the basis for constructive alignment as an approach to optimize conditions for high quality cross-contextual learning processes. We used the theoretical framework of boundary crossing to clarify the complex, multilevel nature of these key issues.
CONFERENTIEBIJDRAGE
The boundary object we consider is a boundary spanning practice tied to a specific location, namely the open lab – hence the title ‘The Open Lab as a Boundary Object’. We approach the question if an open lab as a place that can operate as a boundary object that fosters intersectionality, malleability, and translation. We investigate the boundary spanning practice at Stadslab at Rotterdam University of Applied sciences.
BOEKDEEL
Professionals are increasingly involved in attempts to understand and address problems with wicked tendencies, which require crossing boundaries between disciplines, organizations and stakeholder perspectives. This multiple-case study investigated six higher professional education courses in order to develop better understanding of how teachers foster the development of students’ boundary-crossing expertise through enhancing relevant learning processes in courses focusing on wicked-problem-solving in interdisciplinary and multi-stakeholder contexts. We viewed students’ relevant learning processes as learning mechanisms that foster boundary awareness (identification and reflection) and boundary work (coordination and transformation) and considered teachers to be enablers of such learning processes. Data came from semi-structured interviews with teachers, students and stakeholders, observations and document study. We identified nine interrelated enabling strategies teachers used. To foster students’ observation of wickedness through boundary awareness, they encouraged mutual acquaintance, open exploration, opportunities for learning, and multi-perspectivity. To foster students’ action through boundary work, they encouraged initial contact, joint action and multifaceted perspectives on value creation. To foster the interplay between boundary awareness and work, they encouraged successive refinement and structure while embracing wickedness. Balancing the tension that students experience at boundaries when navigating complexity, uncertainty and value divergence was identified as an important element of these enabling strategies.
ARTIKEL
