Crossing boundaries in higher education: linking theory to practice with two UK case studies

This paper aims to consider the configurations, strategies and implications of facilitating teaching and learning through bringing together and crossing boundaries between education and work, and theory and practice (Akkerman, 2011), specifically focusing on the context of practically-based higher education (HE). In this paper we argue that boundary crossing is a continuous feature of practically-based HE - the process which, as we will further argue, is constructed and co-constructed through collaboration between different actors: tutors, learners and employers. Drawing on data from two HE case studies, the paper endeavours to demonstrate how institutional cooperation and collaboration between various actors create instances of crossing boundaries that enhance the teaching and learning process. The case studies include the National Software Academy (NSA) at Cardiff University, which delivers a BSc in Applied Software Engineering. Parallel approaches are drawn with our second case study the Edge Hotel School (EHS) at the University of Essex, a practically-based HE offering, enabling university students to obtain foundation or honours degrees in hospitality and events management. These case studies provide examples of innovative approaches and models in HE, aiming to facilitate action-based learning and offering a distinct form of continuous, hands-on exposure to real-life workplace practices.

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