Abstract:

The context of changing world and increasingly complex societal issues require a step change in approaches to research and learning, in collaboration and partnership with multiple stakeholders. Learning how to research, work and bring about change across knowledge boundaries is crucial for the United Nations Sustainable Goal 17 - Partnership for the Goals as it requires working together and co-creating solutions. Working on the boundaries of knowledge while working on complex research issues provides challenges as well as innovation potential. International, disciplinary, professional, organisational and sectoral knowledge boundaries are a manifestation of cultures of knowledge which are (re)formed through language, practice, structures of power and justice, and narratives of identity and tradition. To truly work together and innovate in an agile and changing international context, a complex Knowledge Boundary-Crossing Competence (KBCC) is required at individual, institutional and policy levels to enable teamwork and co-creation between increasingly diverse stakeholders with different modes of operating and values. Crossing the boundaries between knowledge cultures requires developing levels of cultural competence that enhance mutual respect, understanding and interaction. To fully harness the potential of diverse perspectives, educational institutions need to evolve, fostering a culture that encourages collaboration, diversity, and the integration of ideas from various disciplines, sectors, departments, professions, cultures, and communities as cultural domains.

Knowledge boundary-crossing work refers to the notion of any group/stakeholder/community having 'recognisable identities and particular cultural attributes', be they on supra-national, regional, national, sectoral, disciplinary, professional, organisational or community level. These identities and cultural attributes understood in the wider sense of culture (beyond national cultures) are a result of a set of concepts, values, theories, behaviours, mechanisms, tools, procedures, and methods. These groups therefore develop knowledge boundaries which are formed and established as a result of continuous socialisation and education. Therefore, knowledge boundary-crossing is required so that complex and broader issues are tackled in a holistic and synergistic working with others. Knowledge boundary crossing does not imply erasure of boundaries but understanding how to bridge these boundaries in learning to utilise the diversity of knowledge, expertise and ensure wider, sustainable, and inclusive impact. Knowledge boundaries have their use because they facilitate specialisation and help in reducing fragmentation. Still, it is crucial for professionals to develop the abilities to be bridges between cultures of knowledge through KBCC. The paper explores the concept of KBCC as a complex and developable competence rather than just a set of transversal skills. The paper proposes steps forward in exploring and developing elements of KBCC (cultural competence systems intelligence, managing change, teams and co-creation) for developing novel solutions to complex societal issues through learning.

Keywords:

Knowledge boundary-crossing, intercultural competence interdisciplinary competence, transversal competences.