As learning societies necessitate continuous education, a growing number of part-time programs are being offered. A key challenge for part-time programs is adequately supporting students in connecting their learning within the program to their work life, which in contrast to dual education is not part of the program. To better understand such boundary-crossing support in part-time higher professional education, this explanatory sequential mixed-methods study was conducted. A large-scale study, consisting of quantitative data analysis of the Dutch National Student Survey, confirmed that part-time programs (n = 600) differ in perceived boundary crossing, with a medium effect size of η2 = .13, and that factors postulated in the literature are related. An in-depth cross-case analysis of the boundary-crossing support provided in four purposefully selected part-time higher education programs (with high and low perceived support) indicated that brokers, boundary objects, hybrid practices, boundary interactions, degrees of freedom, degrees of clarity, and supervision are ways to support boundary crossing. These findings provide actionable strategies by which part-time higher professional education programs can support student learning across contexts.

中文翻译：

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兼读制高等职业教育计划的跨境支持

随着学习社会的需要继续教育，正在提供越来越多的兼职课程。非全日制课程的主要挑战是充分支持学生将课程内的学习与工作生活联系起来，这与双重教育不同，它不是课程的一部分。为了更好地理解非全日制高等职业教育中的这种跨界支持，进行了这种说明性的顺序混合方法研究。一项由荷兰国家学生调查的定量数据分析组成的大规模研究证实，兼职计划（n  = 600）在感知的跨界方面有所不同，中等影响大小为η2 = .13，与文献中假设的因素有关。对四个有选择地选择的非全日制高等教育计划（具有较高的感知支持和较低的感知支持）提供的跨界支持进行的深入跨案例分析表明，经纪人，边界对象，混合实践，边界相互作用，自由度，明确程度和监督是支持跨界的方法。这些发现提供了可行的策略，通过这些策略，兼职高等职业教育计划可以支持跨上下文的学生学习。