Low-threshold interdisciplinary encounters across boundary objects: early insights from an exploratory study
Sustainability challenges are characterised as “wicked” problems that cannot be tackled by one discipline but depend on collaboration between interest holders with multiple, sometimes competing, perspectives. Learning to work effectively in such circumstances is among the most valuable capabilities university students can develop and is therefore appropriately situated within the core curriculum. However, interdisciplinary encounters are demanding for students and educators alike, calling for low-threshold approaches that can adapt to changing circumstances without requiring extensive curriculum redesign. We designed and piloted a theoretically informed learning activity pattern to facilitate encounters between students from different disciplines. The design drew on concepts of epistemic stability and epistemic adaptability to support integrative competency development, alongside boundary object theory which highlights the capacity of artefacts to create shared problem spaces while retaining interpretive flexibility. To examine the design, we took an inductive, theory-building approach comprising three strands: an observation and focus group with students piloting the activities; interviews with three educationalists; and interviews with two module leads who adapted the activities for their own students. Data were thematically analysed to appraise the design's potential in practice. The student pilot successfully demonstrated a proof of concept of the activities, providing indicators of competency development and insights about pace, instructions, and other operational considerations. Educationalists and educators identified benefits, challenges, and conditions for successful implementation. Participants valued the interdisciplinary encounters and expressed appetite for more such opportunities. The activity pattern shows potential to support interdisciplinary competency development. We also identified qualities of graphical (visual) abstracts that enable them to function effectively as boundary objects.