Interdisciplinary collaboration is must-have competence for planners. To provide interdisciplinary training, educators introduce ‘authentic learning environments’ where students conduct a ‘real-world’ project within a multi-disciplinary team. This paper reports on a course in which the instructors, students and local stakeholders worked together on a real project. Qualitative interview and participatory observation were used to understand the experience and organization of interdisciplinary training in an authentic context. This study finds students experienced different levels of boundary crossing–identification, coordination, reflection and transformation. The instructors played a role of facilitating students’ teamwork and mutual understanding, which leads to reflection on interdisciplinary collaboration.
All Science Journal Classification (ASJC) codes
- Geography, Planning and Development