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The importance of boundary objects in industry-academia collaborations to support evidencing the efficacy of educational technology

Weatherby, K; Clark-Wilson, A; Cukurova, M; Luckin, R; (2022) The importance of boundary objects in industry-academia collaborations to support evidencing the efficacy of educational technology. TechTrends , 66 pp. 784-797. 10.1007/s11528-022-00705-0. Green open access

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Abstract

The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article.

Type: Article
Title: The importance of boundary objects in industry-academia collaborations to support evidencing the efficacy of educational technology
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11528-022-00705-0
Publisher version: https://doi.org/10.1007/s11528-022-00705-0
Language: English
Additional information: s This 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/.
Keywords: Boundary object · Boundary crossing · Educational technology · Entrepreneurship · Logic model
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10141613
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