Cross‐boundary collaboration and knowledge creation in an online higher education course

Abstract This study investigated an international, inter‐university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross‐boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students ( N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross‐boundary collaboration in the pursuit of real‐life problems presented by companies or non‐governmental organisations. Drawing on data from 11 in‐depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross‐boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education.