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

Fingerprint

learning environment
stakeholder
Teaching
teacher
learning
student
coaching
working group
school
education
expertise

Keywords

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

Cite this

@phdthesis{a27b6ab034ab4c25b701a2829ffc12ff,
title = "Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices",
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.  ",
keywords = "teaching methods, learning, higher education, land use planning, regional planning, multi-stakeholder processes, boundaries, regional atelier, onderwijsmethoden, leren, hoger onderwijs, landgebruiksplanning, regionale planning, multi-stakeholder processen, grenzen, regioleren",
author = "Carla Oonk",
note = "WU thesis 6522 Includes bibliographic references. - With summaries in English and Dutch",
year = "2016",
doi = "10.18174/391709",
language = "English",
isbn = "9789462579507",
publisher = "Wageningen University",
school = "Wageningen University",

}

TY - THES

T1 - Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices

AU - Oonk, Carla

N1 - WU thesis 6522 Includes bibliographic references. - With summaries in English and Dutch

PY - 2016

Y1 - 2016

N2 - 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.  

AB - 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.  

KW - teaching methods

KW - learning

KW - higher education

KW - land use planning

KW - regional planning

KW - multi-stakeholder processes

KW - boundaries

KW - regional atelier

KW - onderwijsmethoden

KW - leren

KW - hoger onderwijs

KW - landgebruiksplanning

KW - regionale planning

KW - multi-stakeholder processen

KW - grenzen

KW - regioleren

U2 - 10.18174/391709

DO - 10.18174/391709

M3 - internal PhD, WU

SN - 9789462579507

PB - Wageningen University

CY - Wageningen

ER -