Abstract
This paper reports findings relating to boundary-crossing experiences from a phenomenographic study which explored collaborative open learning in two cross-institutional academic development courses. Four of the 11 categories of description and their qualitatively different variations emerged through the analysis and provide new insights into how learners experienced boundary crossing, through modes of participation; time, places and space; culture and language; and diverse professional contexts. Implications and opportunities for academic development linked to boundary crossing are highlighted in this paper, which might also be of use, and relevant to, in other professional areas and disciplines in higher education.
Highlights
This paper reports findings relating to boundary-crossing experiences from a phenomenographic study which explored collaborative open learning in two cross-institutional academic development courses
How this was described by study participants, and how it has been defined in this study, is captured in the below categories of descriptions and their qualitatively different variations
This study suggests how co-learning was experienced by the participants who included academic staff, students, and members of the public, in the context of collaborative open learning within academic development
Summary
This paper reports findings relating to boundary-crossing experiences from a phenomenographic study which explored collaborative open learning in two cross-institutional academic development courses. Participants experienced ‘cross-boundary learning through modes of participation’ as a valued informal learning experience when they described how they valued this opportunity in relation to their own personal or professional motivations, curiosity and interest for self-development to enhance a specific aspect of their practice. Participants experienced ‘cross-boundary learning through modes of participation’ as a valued opportunity for recognition when those who were informal learners described how they could see the potential to receive recognition for their work completed in the course.
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