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      Re-imagining transdisciplinary education work through liminality: creative third space in liminal times

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          Abstract

          This study draws on the tradition of transdisciplinarity to extend the boundaries of interdisciplinary educational work. In this paper, we apply the concepts of liminality and third space to examine a case of a professional immersive experience (PIEx), designed in response to the catastrophic disruption of work-integrated learning opportunities by the COVID-19 pandemic. The study uses a participatory reflexive methodology to interrogate the range of ways liminality was manifest in PIEx. First, we examine liminal learning in the virtual environment, which facilitated the unfolding of connections between different spaces, locations and people. Second, we seek to understand the PIEx experience through the concept of third space, highlighting the fluidity of roles, where educators, students and industry partners generate new knowledge and practices together. Lastly, we examine the experience through the boundary-crossing lens of transdisciplinarity. We conclude by gesturing towards a new understanding of work integrated learning, as it could take place in the future, well beyond the walls of the university.

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          Prospects for transdisciplinarity

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            Transdisciplinary co-production: Designing and testing a transdisciplinary research framework for societal problem solving

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              A Systematic Literature Review of Students as Partners in Higher Education

              “Students as Partners” (SaP) in higher education re-envisions students and staff as active collaborators in teaching and learning. Understanding what research on partnership communicates across the literature is timely and relevant as more staff and students come to embrace SaP. Through a systematic literature review of empirical research, we explored the question: How are SaP practices in higher education presented in the academic literature? Trends across results provide insights into four themes: the importance of reciprocity in partnership; the need to make space in the literature for sharing the (equal) realities of partnership; a focus on partnership activities that are small scale, at the undergraduate level, extracurricular, and focused on teaching and learning enhancement; and the need to move toward inclusive, partnered learning communities in higher education. We highlight nine implications for future research and practice.
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                Author and article information

                Contributors
                giedre.kligyte@uts.edu.au
                Journal
                Aust Educ Res
                Aust Educ Res
                Australian Educational Researcher
                Springer Netherlands (Dordrecht )
                0311-6999
                2210-5328
                7 April 2022
                7 April 2022
                : 1-18
                Affiliations
                GRID grid.117476.2, ISNI 0000 0004 1936 7611, TD School (Transdisciplinary School), , University of Technology Sydney, ; Sydney, Australia
                Author information
                http://orcid.org/0000-0003-1422-2504
                Article
                519
                10.1007/s13384-022-00519-2
                8989119
                08aa1620-e0c4-4533-8f74-a9504b0ddf1c
                © The Author(s) 2022

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                History
                : 25 June 2021
                : 14 March 2022
                Funding
                Funded by: University of Technology Sydney
                Categories
                Article

                transdisciplinary learning,work integrated learning,liminality,third space,mutual learning

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