Franziska Bork-Petersen & Simon Lex

This project explores how scholars and students can benefit from crossing traditional boundaries between teaching and research in educational activities. The project frames the merging of research and education within a ‘neoliberal turn’ in higher education, and discusses the development as a cost-effective and synergic cross-fertilization of task and activities. The project takes an empirically based approach to the matter, and it analyses teaching experiments that are tightly linked to specific pieces of research and to external partners. The project demonstrates how students and teacher establish a collaborative space and a disciplinary group identity in the mirroring of the external partner. Furthermore, it presents a cross-boundary space for exchanging ideas, a stand up meeting, where students and teacher share insights and receive feedback (and feed-forward) on recent activities. Finally, the project concludes that the merging of diverse elements and parties entails a complex and uncertain learning condition that breaks down the hegemonic idea of a cost-effective and harmonic learning progression, and instead opens an improvisatory and reflexive gaze of new knowledge development.