Design principles for addressing wicked problems through boundary crossing in higher professional education

Marieke Veltman*, J. van Keulen, Joke Voogt

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

6 Citations (Scopus)
3 Downloads (Pure)

Abstract

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 prac- tices 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 obser- vations. 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.
Original languageEnglish
Pages (from-to)135-155
Number of pages21
JournalJournal of Education and Work
Volume32
Issue number2
DOIs
Publication statusPublished - 2019

Keywords

  • Curriculum development; problem solving; boundary crossing; higher education; design principle�s

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