Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices

Research output: Thesisinternal PhD, WU

Abstract

Finding solutions for complex societal problems requires cross-boundary collaboration between multiple stakeholders who represent various practices, disciplines and perspectives. The authentic, multi-stakeholder Regional Learning Environment (RLE) is expected to develop higher education students’ capabilities for working in multi-stakeholder settings. However, the effectiveness of the RLE, including its typical cross-boundary learning environment characteristics, has not been investigated.

This thesis shows that the RLE develops students’ domain specific expertise and various generic competencies. The learning environment characteristics of working in multi-disciplinary student groups, working highly intensive with stakeholders, and a high coaching intensity strengthen competence development. Explicit workshop-based support of students’ boundary crossing working and learning stimulates the amount of student-stakeholder collaborative activities, and activates students’ boundary crossing learning. Teachers fulfil new out-of-school oriented roles and tasks in the RLE and should master new boundary crossing competencies. Existing higher education teacher profiles should be adapted to become out-of-school proof.

 

Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • Wageningen University
Supervisors/Advisors
  • Mulder, Martin, Promotor
  • Gulikers, Judith, Promotor
Award date7 Dec 2016
Place of PublicationWageningen
Publisher
Print ISBNs9789462579507
DOIs
Publication statusPublished - 2016

Keywords

  • teaching methods
  • learning
  • higher education
  • land use planning
  • regional planning
  • multi-stakeholder processes
  • boundaries
  • regional atelier

Fingerprint Dive into the research topics of 'Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices'. Together they form a unique fingerprint.

  • Projects

    Cite this