Boundary crossing in a clinical chemistry program with conjoined periods of learning and working

Abstract

The purpose of this article is to provide insight into boundary-crossing processes in conjoined periods of learning and working. By means of a multiple case study a clinical chemistry program in post-secondary vocational education (MBO) with conjoined periods of working and learning is analyzed. This analysis is leaded by the central question: How is boundary crossing between school and work fostered in a clinical chemistry program that we consider a good practice of conjoined periods of learning and working and what can still be improved? The idea behind conjoined periods of learning and working is that there is continuity in actions and interactions between school and work, but in many cases it is known that students experience boundaries. Semi-structured interviews were held among students, supervisors, teachers and the manager of the study program to gain information about the actions and interactions in students’ transitions between school and work, and points for improvement according to all stakeholders. Observations were made at school and in the workplace for triangulation and to find specific examples. The results of the analysis suggest that factors like a good organization at school and in the workplace, project implementation and a joint meeting of teachers and supervisors on a regular basis stimulate a successful process of boundary crossing. These and the other results are an important contribution for a better understanding of fostering boundary crossing in situations with conjoined periods of learning and working.