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The purpose of this paper is to explore the nature and role of career boundaries for enabling/constraining career self-management (CSM) for occupational boundary-crossing in the UK graduate labour market (GLM).

The data are provided by career history interviews with 36 UK graduates. The analysis contrasts transitions for those who started careers in low-, intermediate-, and high-skilled segments of the labour market.

Availability of development and progression opportunities were the most prominent career boundary experienced. Ease of boundary-crossing differed by career stage and educational background. Boundaries enabled CSM by acting as psychological/external push factors, but push factors only aided progression to high-skilled segments for a third of graduates who started careers in underemployment. For the rest, an adaptation of expectations to labour market realities was observed.

Although career history interviews limit generalisability, they contextualise boundaries and deepen understanding of career actors’ subjective experiences and responses.

The study highlights the role of labour market and demand-side constraints for career transitions as well as proactive career behaviours. This has implications for career counsellors, employers, and individuals.

This paper provides a distinctive “boundary-focused” analysis of emerging career boundaries in the GLM. The findings point to the intricate interplay between structure and agency for career development.

Modern intra- and inter-organizational arrangements require firms to cross boundaries, but this process represents a crucial and complex challenge, especially for organizations that face pluralistic tensions. Scholars still lack sufficient knowledge of how boundaries can be crossed and what kind of boundary management is necessary within pluralistic contexts. This paper aims to enrich the understanding of these issues by exploring how strategy maps can be mobilized and used as boundary objects to elicit boundary-spanning practices that foster cross-boundary collaboration in pluralistic organizations.

This paper employs the case study methodology to capture the dynamics of cross-boundary management elicited by the use of a strategy map within a pluralistic social/healthcare organizational context.

This study identifies four practices of boundary spanning (i.e. identifying and crossing problem boundaries, orchestrating collective responsibilities, acknowledging a common understanding of convergent values and goals, and evolving into action) in the analysed pluralistic context and investigates the conditions under which cross-boundary interactions can mobilize a shared zone of knowing via strategy maps.

This paper suggests a complex (and not linear) processual model of boundary management in pluralistic contexts in which the use of the strategy map mobilizes a dynamic of centrifugal and centripetal movements which engage plural actors in a shared site of collaborative knowing. The study contributes to a conceptualization of boundary management in pluralistic contexts as a progressive social accomplishment.

The purpose of this paper is to investigate boundary spanning tactics in a cross-organizational virtual alliance and discuss the analytical value of “digging” into technology for excavating boundaries and understanding their dynamic and emergent features.

Although boundaries, their role and implications have been extensively investigated across a variety of online settings, the results are inconclusive as to the features of technology that create, dissolve or re-locate boundaries. This is attributed to the fact that in most cases technology is addressed as a black box – a discrete artefact of practice – without seeking justification for the inscribed functions that enable or constrain use. The paper overcomes these shortcomings by analysing digital trace data compiled through a virtual ethnographic assessment of a cross-organizational tourism alliance. Data comprise electronic traces of online collaboration whose interpretive capacity is augmented using knowledge visualization techniques capable of revealing dynamic and emergent features of boundary spanning.

Boundary spanning in virtual settings entails micro-negotiations around several types of boundaries. Some of them are either enforced by or inscribed into technology, while others are enacted in practice. Knowledge visualization of digital trace data allows “excavation” of these boundaries, assessment of their implications on distributed organizing of online ensembles and discovery of “hidden” knowledge that drives boundary spanning tactics of collaborators.

In cross-organizational collaborative settings, boundary spanning represents an enacted capability stemming from the intertwining between material and social/collective agencies. Consequently, boundaries surface as first class design constructs, directing design attention not only to features inscribed in technology (i.e. user profiles, registration mechanisms, moderation policies) but also the way such features are appropriated to re-shape, re-locate or dissolve boundaries.

An empirical data pool compiled through virtual ethnographic assessment of online collaboration is revisited and augmented with knowledge visualization techniques that enhance the interpretive capacity of the data and reveal “hidden” aspects of the collaborators’ boundary spanning behaviour and tactics.

The purpose of this paper is to investigate the development of a workplace development programme (WPDP) targeting small and medium sized manufacturing enterprises (SMEs) by focussing on the people who acted as brokers providing cross-boundary connections between its collaborating partners.

The material, from interviews with 32 individuals and 11 meetings, was analysed in a boundary-crossing framework, which provided tools to reveal how the roles of brokers at different levels (operative, strategic and national) of the WPDP affected its development.

The findings indicate that cross-boundary connections were made by persons who acted as brokers within and between different levels of the WPDP. The brokers who provided cross-boundary connections between different levels of the WPDP were found to play the most important role for the prompt development of the WPDP.

Apart from unique empirical material depicting the development of a collaborative venture between national and regional stakeholders of the manufacturing industry, the value of this study is the attention given to the people behind the policymaking of publicly funded national WPDPs, revealing the complex business of developing policy-driven competence development activities to employees in SMEs.

The purpose of this study is to provide more insight in the ways key users act as knowledge managers and boundary spanners during the enterprise resource planning (ERP) system usage phase. Despite the recognized importance of key users during the implementation phase of an ERP system, little is known about their role in the ERP usage phase.

To provide rich insight in the boundary-spanning mechanisms utilized by key users to share knowledge, a qualitative approach was applied. In this study, “abductive” theme coding for 58 interviews with key users, end-users and managers has been used. This paper found six mechanisms and characterized them as “crossing” structural, social or cognitive boundaries.

Six boundary-spanning mechanisms have been distinguished which have been applied by key users to overcome several knowledge management issues. Subsequently, these mechanisms lead to a model which describes three different roles that key users may fulfill to efficiently share and transfer knowledge during the ERP usage phase.

Knowledge barriers during an ERP implementation and their accompanying six boundary-crossing mechanisms have been distinguished.

The recognition of the essential role that key users can fulfill during the usage phase of an ERP system is an important implication. Management has to take into account that tasks and responsibilities of key users have to be clear from the start and they may cautiously select employees who are suited to become key users.

The main contribution is the importance of the impact of key users on the effectivity of knowledge management during the ERP usage phase.

The purpose of this paper is to develop an analytic framework for studying interdisciplinary learning in collaboration between schools and child support services. The analytic framework connects the concept of boundary crossing with the social–psychological processes of trust and identity formation.

The paper is written from a theoretical point of view. Empirical research data from two schools are used to illustrate the use and merit of the proposed framework.

The framework proved to be useful for identifying the level of co-work in the two schools. In addition, the framework helped to shed light on how the support for trust and identity formation by the school management aids interdisciplinary learning.

The most essential feature of the suggested framework is its use of complex theoretical concepts. Examining each concept in detail would ignore the interconnected nature of concepts in the framework, as well as the fact that it is not yet known how this interconnectedness works. Therefore, the framework is based on a generalised use of the concepts.

The contribution of the framework for practice lies in its potential to shed light on how processes in interdisciplinary collaboration can be shaped. The framework can be used to inform contextual interventions that seek to optimize collaborative structures.

The paper contributes to understanding the complex processes that constitute interdisciplinary learning in collaboration.

The purpose of this paper is to offer new reflection upon the contested interaction of social enterprises with the public sector. It does this by fore fronting the notions of boundaries, boundary work and boundary objects.

The paper reports qualitative research with social enterprise practitioners (from social enterprises and support agencies) in the north of England. Accounts elicited through interviews are combined with visual data in the form of pencil drawings made by practitioners when the authors invited them to respond to and rework diagrammatic models from the literature about the social and economic dimensions of social enterprise.

Participants explained in words and images how normative images of social enterprise depicting linear and static boundaries inadequately represent the complexity of ideas and interactions in their world. Rather, they perceived an iterative process of crossing and re-crossing boundaries, with identities and practices which appeared to shift over time in relation to different priorities.

Through participant generated visual data in which social enterprise practitioners literally redrew models from the literature, the paper open space to show movement, transgression and change.

This paper is timely as social enterprises are becoming increasingly prominent in the welfare mix. The authors make novel use of conversations and drawings in order to better understand the dynamic and everyday practices of social enterprise within public services. In doing this, the authors also potentially contribute to richer methodological resources for researching the movement of services between sectors.

The purpose of this paper is to evaluate and analyse the didactic model of a university course, which concerns an applied academic consultancy project and which focuses on skills related to crossing boundaries between disciplines and cultures, and between theory and practice. These boundary crossing skills are needed to develop sustainable solutions for complex environmental problems.

The paper evaluates the course based on recommendations for successful collaborative interdisciplinary research found in literature. Reflections of two cohorts of 30 students are used to analyse the four components that make up the didactic model of the course: organizational “matrix structure” in which students work, two week field‐trip, customized SharePoint web site, and teachers as facilitators rather than providers of information.

The course enhanced the students' awareness of disciplinary and cultural boundaries and added to their appreciation of using different disciplinary and cultural perspectives in developing sustainable solutions. Students learnt to deal with uncertainty in scientific research and realized that decisions in environmental management are based on partial knowledge. They also learnt how to overcome barriers in the design and implementation of interdisciplinary research projects.

The paper presents an innovative didactic model that proved to be successful in educating boundary crossing skills. It contributes to understanding how educational programmes at universities can better equip students to find sustainable solutions.

The paper seeks to explore the career attitudes, motivations and behaviours of young people in initial vocational education and training (IVET) in Europe.

This exploratory web‐based survey was conducted during the European year for mobility. Drawing on existing research on the motivators of international careers, it explored young people's perceptions of barriers and incentives to mobility.

The study differentiates “natives” (those who did not go abroad) and “boundary crossers” (those who did). Cultural exposure, travel and a desire for adventure are key motivators. Counter‐intuitively, those who chose not to go abroad are significantly more positive about the potential for professional development but are significantly more concerned for personal safety. Some maturational trends are apparent.

The study is limited to a “European‐wide” perspective from a sample, which had access to the web survey. Further research could usefully explore differences in attitude and mobility behaviours within and across specific European countries.

Factors restricting boundary‐crossing behaviour may be rooted in aspects of psychological mobility such as perceived benefits of the experience, self‐confidence and risk aversion. This has practical implications for policy makers and career development for early career foreign didactic experiences where support for placements may need to focus more on psychological mobility, an area currently under‐researched.

This exploratory paper provides data to examine the mobility behaviours among young people in IVET, distinguishing between “natives” and “boundary crossers”. It presents an important attempt to more fully understand the dynamics of mobility attitudes and behaviours among young people.

Osmosis is the movement of particles across a boundary until the saturation of particles has been equalized on both sides of the boundary. Although this term is most often used in biology, it is a relevant metaphor for comparative and international education (CIE), as the boundaries which define the field are permeable, with few limitations on what is and is not considered CIE. Previous introductory chapters to the Annual Review of Comparative and International Education have examined the professionalization of the field through the characteristics of articles published in prominent CIE journals. While drawing on a similar framework, this chapter, rather than examining CIE from the inside, examines the development of the field from the outside by considering what, where, and why CIE-related articles appear in journals outside of the field. In addition to data on articles from CIE journals for 2017, education-related articles from domestic and international journals with the highest impact factor from the fields of sociology, political science, economics, anthropology, psychology, and education are also included. These components will provide multiple points of comparison and discussion to examine how non-CIE journals include CIE related topics to identify which themes permeate the CIE boundary.