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ERIC Number: EJ1217595
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1363-9080
Design Principles for Addressing Wicked Problems through Boundary Crossing in Higher Professional Education
Veltman, M. E.; Van Keulen, J.; Voogt, J. M.
Journal of Education and Work, v32 n2 p135-155 2019
To an increasing extent, society requires professionals to cross boundaries in order to deal with wicked problems. However, little is known about how interventions in higher professional education (HPE) foster learning through boundary crossing in the context of addressing wicked problems. Drawing upon the three-dimension model of wickedness by Head and Akkerman and Bakker's model of the dialogical learning mechanisms of boundary crossing, this study aims to generate conjectures for design principles for the design of educational practices that will foster students' skills for addressing wicked problems through boundary crossing. This study applied a multiple case study design addressing six existing practices in HPE. The research questions were: (1) What characteristics of wicked problems are present in the selected educational practices? (2) How does the boundary crossing take place in the selected educational practices? (3) How is student learning during boundary crossing fostered in the context of dealing with the characteristics of wicked problems? Data were derived from document study, semi-structured interviews, and observations. The study conjectures that learning experiences at boundaries in the open-ended, joint effort of addressing wicked problems should be fostered and elicited by balancing and leveraging constructive tension and by making use of boundary objects and brokers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands; Finland; Bulgaria