An evaluation of boundary-crossing skill development in a project-based learning course
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
12/2019
Typ der Arbeit
Studiengang
Typ
04B - Beitrag Konferenzschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
IATED
Betreuer:in
Übergeordnetes Werk
ICERI2019 Proceedings
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
IATED
Verlagsort / Veranstaltungsort
Sevilla
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Boundary spanning is identified as a critical 21st century skill in different streams of literature such as intercultural communication and diversity in multinational organizations, knowledge management and innovation. Such skills are recognized to provide the competitive advantage for success in multinational companies. Learning at specific boundaries as well the development of respective skills was evaluated in a boundary spanning project-based learning course involving students from two educational institutions in India and one in Switzerland. The course involved the crossing of multiple boundaries including regional and national cultures, functional background (engineering, business and psychology), as well as differing time zones. The participants were solely dependent on digital media for communication. The primary research question to be answered was, if and how boundary-crossing skills can be fostered in a project-based learning setting. And more specifically, how boundary-crossing experiences should be scaffolded to increase the potential of positive learning processes. To answer the research questions a mixed-methods approach was chosen: Including a social network analysis and the qualitative analysis of student diaries. The development of boundary-crossing skills at the individual level was evaluated by focussing on intrapersonal dialogical learning processes to actively deal with the inherent ambiguity at the boundary. At the collective or team level, three differing patterns could be discerned involving different degrees of boundary crossing learning. The research results are used to develop practical implications regarding the scaffolding of positive learning experiences in boundarycrossing project-based learning courses in tertiary education.
Schlagwörter
Boundary-crossing skills, project-based learning, global and virtual work
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
11.11.2019
Enddatum der Konferenz
13.11.2019
Datum der letzten Prüfung
ISBN
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review des Abstracts
Open Access-Status
Lizenz
Zitation
RYSER, Thomas, 2019. An evaluation of boundary-crossing skill development in a project-based learning course. In: IATED (Hrsg.), ICERI2019 Proceedings. Sevilla: IATED. Dezember 2019. Verfügbar unter: https://irf.fhnw.ch/handle/11654/30156