Lighthouse as a transdisciplinary boundary-crossing learning innovation

Taylor, S., Woods, C. and Johnston, M. (2022) Lighthouse as a transdisciplinary boundary-crossing learning innovation. Entrepreneurship Education and Pedagogy, (doi: 10.1177/25151274221144216) (Early Online Publication)

Abstract

The Lighthouse was a learning activity that offered entrepreneurship pedagogy outside the academic structures of higher education, in a religious context, and among grassroots practitioners. Over three years, participants passionate about their local communities were gathered nationally from across Aotearoa New Zealand. A weekend workshop introduced two artifacts: an Idea to Mission Opportunity Canvas and a Next Steps template. These were process-facilitation structures that through contextualised approaches, empowered participants to embed entrepreneurship processes in their local context. Pedagogical concepts of boundary-crossing and collaborative spirals of learning provides ways to understand the Lighthouse as a transdisciplinary learning innovation. Boundary-crossing learning mechanisms, including identification, coordination, perspective-making and transformation, inform analysis of the weekend. The mechanisms of identification and coordination provided ways to subvert traditional clergy structures. A collaborative spiral of learning provided a way to weave together religious resources with entrepreneurial processes. Participants felt empowered by the perspective-making of the Apostle Paul as an innovator. Participant feedback pointed to the need for a fifth boundary crossing learning mechanism, life-long learning.

• Item Type: Articles
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Johnston, Rev Mark
• Authors: Taylor, S., Woods, C., and Johnston, M.
• College/School: College of Arts & Humanities > School of Critical Studies > Theology and Religious Studies
• Journal Name: Entrepreneurship Education and Pedagogy
• Publisher: SAGE Publications
• ISSN: 2515-1274
• ISSN (Online): 2515-1274
• Published Online: 15 December 2022
• Copyright Holders: Copyright © 2022 The Authors
• First Published: First published in Entrepreneurship Education and Pedagogy 2022
• Publisher Policy: Reproduced in accordance with the publisher copyright policy