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3De 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.
DOCUMENT
In Boundary Practices, Niek van den Berg refers to various ecosystems in the world of research and teacher education: that of the researcher, of the educator, of the student, of the profession and of science. In our view, divisions between these entities impede the ability to search for and find appropriate answers to current practical and research issues. Such issues are complex in nature, touching upon interests, as well as various domains of knowledge and disciplines. In our opinion, the sustainable resolution of these issues calls for ways of working other than those that have been customary to date. Are there lessons to be learned from ecology? Which changes does this require? Minor changes in nature can have major consequences (e.g. a pebble can cause an avalanche), and greater disturbances can transform it into another system. What does this mean for our practice of research on learning and development?
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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.
DOCUMENT
Raphaël Beaumont werkte jaren 'ondergronds' als bruggenbouwer in Amsterdam Zuidoost. Nu zet hij zijn aanpak, waarbij lokale kracht centraal staat, 'bovengronds' voort, met een officiële rol. Hoe navigeert hij als boundary spanner tussen lokale overheid en buurtbewoners?
DOCUMENT
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.
DOCUMENT
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.
DOCUMENT
Educational institutions and vocational practices need to collaborate to design learning environments that meet current-day societal demands and support the development of learners’ vocational competence. Integration of learning experiences across contexts can be facilitated by intentionally structured learning environments at the boundary of school and work. Such learning environments are co-constructed by educational institutions and vocational practices. However, co-construction is challenged by differences between the practices of school and work, which can lead to discontinuities across the school–work boundary. More understanding is needed about the nature of these discontinuities and about design considerations to counterbalance these discontinuities. Studies on the co-construction of learning environments are scarce, especially studies from the perspective of representatives of work practice. Therefore, the present study explores design considerations for co-construction through the lens of vocational practice. The study reveals a variety of discontinuities related to the designable elements of learning environments (i.e. epistemic, spatial, instrumental, temporal, and social elements). The findings help to improve understanding of design strategies for counterbalancing discontinuities at the interpersonal and institutional levels of the learning environment. The findings confirm that work practice has a different orientation than school practice since there is a stronger focus on productivity and on the quality of the services provided. However, various strategies for co-construction also seem to take into account the mutually beneficial learning potential of the school–work boundary.
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Relational 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.
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This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary.
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The present research investigates how the IPCC’s Working Groups safeguard their scientific character while communicating with policymakers. Due to the different nature of Working Groups’ assessments, all Working Groups make different boundary arrangements of how science is defined; what is considered as relevant knowledge; and what the division of labor is amongst Working Groups. The results show that science is a context-specific activity in a constantly changing landscape, which in turn affects the IPCC’s credibility if they keep advocating that their science is policy-neutral and never policy-prescriptive.
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