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Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder projects.

This quasi-experimental intervention study (N = 122) investigates the effect of a series of supporting workshops on students’ boundary crossing learning in multi-stakeholder projects. The workshops allowed students to adopt four learning mechanisms (identification, coordination, reflection and transformation) theorised to stimulate learning across boundaries between practices. Students followed zero, one, or two workshops. By analysing the student learning reports, the study examines the effect of the workshop intervention on students’ self-efficacy for stakeholder collaboration, the number of reported student-stakeholder collaborative activities and the reported boundary crossing learning mechanisms.

The results show that a series of two workshops increase the number of reported collaborative activities and activates the students’ boundary crossing learning in terms of reflection and transformation.

These findings support the evidence-based design of multi-stakeholder learning environments for sustainable development and contribute to the body of knowledge regarding learning across practices.

Boundary crossing competence receives increasing attention as an asset for sustainable development. The added value of this study lies in its confirmation that the boundary crossing theory can be translated into directed educational support that can stimulate students’ boundary crossing learning.

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 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.

This special issue reveals how lesson study in China continues to serve as a powerful platform to support change in teaching. The papers included in this issue explore how university faculty members and researchers support teachers to cross boundaries resulting from the introduction of key competencies-based (hexin suyang 核心素养) curriculum reform (KCR).

The theme of continuity and change is examined against the backdrop of Chinese lesson study's (CLS's) consistent supporting role in enabling curriculum reform. These analyses make use of concepts involved in understanding boundary crossing, such as using boundary objects and their roles, to help make sense of the new theories, tools, and resources as well as relationships engendered in responding to the reform's demand. While recognizing the continuity at play in Chinese LS, the authors use the lens of learning at the boundary of research-practice partnerships (RPPs) (Farrell et al., 2022) to contemplate the future of CLS.

The papers touch on three major themes: (1) the role of university-school partnerships in meeting the new demands of key competencies reform; (2) resourceful tools, strategies and structures to support boundary crossing for teachers; and (3) roles and relationships for mutual learning in university-school partnerships. Together these three themes, considered across the papers in this issue, point to the need to redefine CLS to engender versatility and hybridity and to enlist mutual learning relationships in future university-school partnerships. Such redefinition positions lesson study to both continue and change.

The papers in this issue are expected to promote mutualist learning in future CLS research-practice partnerships. To do so, research needs to move from focusing on change of a single case teacher to clarifying what experts and teachers each learn from the LS and from each other. Attention also needs to focus on the collaborative discourse and ways such discourse is able to promote mutual learning, emotional support in facing change as well as critical and constructive problem solving.

Practically, to better support boundary crossing, this special issue encourages academics and teachers to identify and work around boundary objects and their enabling features to enhance knowledge and identity of both university and teacher participants for more effective research-practice partnerships.

This special issue offers a pioneering set of studies that contributes to an in-depth understanding of how CLS is supporting the current competencies-based reform in China. It also provides concrete future directions for research and practice to enhance university-school partnerships' response to reform.

This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.

Two parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.

Findings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.

The study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.

Effective use of data across public health organisations (PHOs) is essential for the provision of health services. While health technology and data use in clinical practice have been investigated, interactions with data in non-clinical practice have been largely neglected. The purpose of this paper is to consider what constitutes data, and how people in non-clinical roles in a PHO interact with data in their practice.

This mixed methods study involved a qualitative exploration of how employees of a large PHO interact with data in their non-clinical work roles. A quantitative survey was administered to complement insights gained through qualitative investigation.

Organisational boundaries emerged as a defining issue in interactions with data. The results explain how data work happens through observing, spanning and shifting of boundaries. The paper identifies five key issues that shape data work in relation to boundaries. Boundary objects and processes are considered, as well as the roles of boundary spanners and shifters.

The study was conducted in a large Australian PHO, which is not completely representative of the unique contexts of similar organisations. The study has implications for research in information and organisational studies, opening fields of inquiry for further investigation.

Effective systems-wide data use can improve health service efficiencies and outcomes. There are also implications for the provision of services by other health and public sectors.

The study contributes to closing a significant research gap in understanding interactions with data in the workplace, particularly in non-clinical roles in health. Research analysis connects concepts of knowledge boundaries, boundary spanning and boundary objects with insights into information behaviours in the health workplace. Boundary processes emerge as an important concept to understand interactions with data. The result is a novel typology of interactions with data in relation to organisational boundaries.

This study investigates the role of collaborative spaces as organizational support for internal innovation through cross-functional teams and for open innovation with external stakeholders. In particular, the study focuses on collaborative spaces as tools for multiplex (i.e., simultaneous internal and external boundary management in innovation projects).

The authors conducted a qualitative study in a multi-divisional organization that set up in its headquarters a collaborative space for collaborative product development. Data were collected through semi-structured interviews and participant observations.

Findings highlight that the relation between expectations and experiences about the collaborative space impact on employees' ability to perform boundary work inside and outside the organization. In addition to the collaborative space's affording role for expectations about hands-on collaborative innovation (space as laboratory), the study also highlights a set of collaboration constraints. These latter are generated by perceived boundary configurations (i.e. degree of boundary permeability and infrastructure in internal and external collaborations) and by discrepancies between expectations (space as laboratory) and actual collaboration experiences in the space (i.e. space as maze, cloister, showcase and silo). We show that space-generated constraints slow down internal and external boundary work for innovation and generate a trade-off between them.

Using the process-based perspective of boundary work, the paper connects studies on cross-functional teaming and open innovation through the concept of “multiplex boundary work.” It also contributes to the literature on boundary work by showing the challenges of using collaborative spaces as organizational support tools for multiplex boundary spanning.

The purpose of this paper is to examine innovative practices and emphasize the mechanism of knowledge transfer across knowledge boundaries. By comparing and discussing the emerging boundary issues in knowledge transfer among small- and medium-sized enterprises (SMEs) registered in the incubation centers in China, this paper identified the main knowledge transfer approach and several contextual and organizational factors impacting knowledge transfer.

The authors conduct 39 semi-structured in-depth interviews with employees working within business incubation centers in China. The study uses thematic analysis for data analysis.

Our results contribute to the literature of knowledge transfer and in particular to our understanding of boundary conditions and knowledge transfer approaches in emerging economies. The results also highlight several contextual and organizational factors which impact knowledge transformation across the pragmatic boundary in the context of China.

First, organizations need to establish an effective process with tools to accommodate novelty; second, organizations should be aware of the impact of entrepreneurial orientation on innovative performance; and third, it will help organizations if they adopt and integrate information-rich media in managing innovative practices.

This research highlights the impact of contextual and organizational factors of SMEs on knowledge transfer in emerging markets and chooses incubation centers as study subjects, which is an organizational context that has not been thoroughly studied due to its unique nature and emerging complexity.

Critical infrastructures (CIs) for essential services such as water supply and electricity delivery are notoriously vulnerable to disruptions. While extant literature offers important insights into the resilience of CIs following large-scale disasters, our understanding of CI resilience to the more typical disruptions that affect CIs on a day-to-day basis remains limited. The present study investigates how the interorganizational (supply) network that uses and manages the CI can mitigate the adverse consequences of day-to-day disruptions.

Longitudinal archival data on 277 day-to-day disruptions within the Dutch national railway CI were collected and analyzed using generalized estimating equations.

The empirical results largely support the study’s predictions that day-to-day disruptions have greater adverse effects if they co-occur or are relatively unprecedented. The findings further show that the involved interorganizational network can enhance CI resilience to these disruptions, in particular, by increasing the overall level of cross-boundary information exchange between organizations inside the network.

This study helps managers to make well-informed choices regarding the target and intensity of their cross-boundary information-exchange efforts when dealing with day-to-day disruptions affecting their CI. The findings illustrate the importance of targeting cross-boundary information exchange at the complete interorganizational network responsible for the CI and to increase the intensity of such efforts when CI disruptions co-occur and/or are unprecedented.

This study contributes to our academic understanding of how network-level processes (i.e. cross-boundary information exchange) can be managed to ensure interorganizational (supply) networks’ resilience to day-to-day disruptions in a CI context. Subsequent research may draw from the conceptual framework advanced in the present study for examining additional supply network-level processes that can influence the effectiveness of entire supply networks. As such, the present research may assist scholars to move beyond a simple dyadic context and toward examining complete supply networks