Boundary Crossing (BC) competence is regarded as one of the major competencies needed by future Wageningen University & Research (WUR) graduates to respond to emerging global challenges. It is therefore at the forefront of the educational vison of WUR. BC competence is the competence to work together with others outside oneās own scientific domain, institute, culture or context. To contribute to studentsā BC competence development and to further improve and implement boundary crossing experiences in Wageningen University, a Comenius Leadership Fellow was granted for the three year project: āBoundary crossing as modus operandi at Wageningen Universityā. This Comenius project aims to (1) develop a conceptual foundation for the development of BC competence, (2) to design and implement learning pathways, and (3) to compile a BC toolbox for and with lecturers, course coordinators, and management.
Bachelor programmes
Within the context of the Comenius Leadership Fellow project, three specific boundaries have been identified as exemplary: disciplinary, cultural and university-society boundaries. While these are not the only boundaries that one can encounter, these boundaries are selected because they explicate a specific context to practice BC competence that is relevant to WUR students, graduates and staff. The project involves four bachelor programmes that recently became international (i.e. Animal Sciences, Environmental Sciences, Food Technology and International Land and Water Management). In order to guarantee a good linkage between theory and practice, and to contribute to a sustainable implementation of BC in Wageningen University, educational researchers, programme directors, chair holders, lecturers and policy staff are involved.
No one-size-fits-all recommendation
In the first year of the project, the research team constructed a conceptual foundation for the development of BC competence. Also, an inventory was made of four pilot programmes to find out the current state of the affairs in relation to boundary crossing (e.g. What is currently being done in courses? Are there any elements of BC? Where are gaps and opportunities to make BC more explicit?), in collaboration with the programme directors involved. The research team also conducted teacher meetings with the respective programmes to inform them about the concept of boundary crossing. The team also assisted in the development of learning lines for the various programmes. One of the main findings of this first year was that there was not a one-sized-fits-all recommendation for the various programmes involved, as each programme is unique. The lecturers in the pilot programmes see the relevance and value of incorporating BC elements in their courses. They are also taking steps to do so, in collaboration with the project team. From the Academic Year 2020/2021 onwards, all four BSc programmes added some explicit boundary crossing element to several of their courses. As did two additional programmes who became interested (BSc Plant Sciences and MSc Biobased Sciences).
Empowering teachers
Now in the second year of the project, the research team aims to build upon what has been found in the first year as well as to empower teachers in developing studentsā boundary crossing competences. The team is developing a monitoring and evaluation plan to evaluate the courses that are incorporating boundary crossing elements. A BC teachersā training (both a crash course and a more in-depth course) is also in the works, along with a toolbox of learning activities and materials, to equip, provide and support educators with tools to incorporate boundary crossing in their courses.
More information and contact information of the project team can be found on the 4TU.CEE Innovation map.