Knowledge boundaries and boundary-crossing in the design of work-responsive university curricula

Abstract

Knowledge at work and knowledge in the university are recognised as being broadly, differently structured, differently acquired and used for different purposes. The idea of difference creates boundaries which delineate the two knowledge domains, in general, as distinct communities of practice. The question raised here is how the boundary can successfully be crossed such that the emergent curriculum knowledge looks both ways, satisfying both work and academic requirements. To answer this question the article analyses examples of work/academic curriculum interactions through a socio-cultural learning theory, and in particular activity theory, lens. Conditions for successful interactions, involving raising and brokering differences and mobilising other boundary-crossing devices, are then proposed.

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