Building bridges: A collective case study of an experiential education boundary spanning framework in action
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Abstract
In higher education, boundary spanners play a crucial role in translating information, knowledge and culture across diverse stakeholder groups. This reflective essay shares insights from experiential education (EE) leaders who, through the Society for Experiential Education (SEE) fellowship program, examined the complexities of boundary spanning in experiential learning. Our collective inquiry highlighted the pressing need for adaptable frameworks to help professionals navigate the dynamic challenges of their roles.
Drawing upon our lived experiences, we developed the Experiential Education Boundary Spanner Framework, which includes four main pillars: (1) translating principles of practice; (2) unlocking points of access; (3) balancing stakeholder needs; and (4) envisioning and invigorating experiential education. This framework aims to assist educators and practitioners in fostering meaningful partnerships and enhancing the integration of experiential learning into curricula. The essay will outline our literature review on boundary spanning, introduce the authors and their diverse experiences, and articulate the methodology employed in our collective inquiry. Ultimately, we aim to shed light on how boundary spanners can effectively respond to the evolving demands of education while enriching student learning experiences and community engagement.
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