'Mode 3' (Nowotny et al. 2013), the 'quartuple' and quintuple-helix' (Carayannis/Campbell 2019) model the 'open' in terms of actors, objects, strategies and modes of boundary crossing each in specific ways. However, the desideratum of 'openness' articulated in all these contexts points to the (pedagogical) crossing of boundaries. 'Open' innovation (Chesbrough 2003) materializes in the methodological arrangements of boundary crossing - such as futures and innovation labs and large group processes (Weber 2005). All of these approaches now assume that the interdependence between university knowledge production and the non-scientific environment requires a reciprocal opening both outward, to social practice, and inward, to the creative potentials of knowledge and will formation. In this respect, university teaching and learning formats are asked to position themselves in the field of tension between 'classical' teaching- and knowledge-based training practices and reflexive design-oriented didactics, for example in the sense of future- and innovation-related modeling outlined above. Such interlocking approaches thus establish university- and teaching-based as well as regionally anchored formats in which transdisciplinary and thus cross-boundary learning becomes possible. In a one-year professionalization program, which was designed as a regional network consulting process, students from various master's programs were prepared in a scientifically sound and at the same time experience-oriented manner to methodically support and accompany regional networking processes for circular economies. With the goal of establishing a regional circular economy, the students learned to apply methodical approaches for setting up dialogical learning arrangements like innovation labs with regional professionals and organizations. As the empirical analysis of contrasted cases will show, both the regional stakeholders and the students involved were able to professionalize in terms of organizational education. The boundary crossing of students and regional stakeholders is takes place in the course of mutual innovation learning (Weber/Heidelmann/Adler 2019) within the cross-boundary hybrid learning arrangement between university and region. The longitudinal study and qualitative-reconstructive analysis focus were used to explore (Weber/Heidelmann 2020) the extent to which process participants (students and regional actors) relate to each other in their articulations. In narratives, this transepistemic setting is articulated as an occasion for one's own experiences of transgression (Heidelmann 2022/forthcoming). The empirical findings presented suggest that the boundary-crossing arrangement here will become relevant for the professionalization of regional professionals as well as for that of the students involved as transformational turnover moments (Koller 2012). Boundary crossing thus becomes the central reference point for transition design and organizational educational professionalization.

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