The purpose of this study was to add to the knowledge base of school-university partnerships by exploring such partnerships carried out as a measure in policy implementation. The study applied a qualitative approach with semi-structured interviews of sixteen teacher educators from eight universities as its data source. Findings suggest that a joint understanding of roles, focus and work was crucial as a start of the collaboration. This was not easily achieved in all partnerships. Conflicting expectations were part of the process. Although they were demanding, the partnership arrangements also represented opportunities to learn for the university scholars.
The findings from this study suggest that partnership arrangements require parties who understand the implications of this collaboration and that respect, mutual trust and joint understanding are needed. It is likely that bringing different parties together will create conflicts that must be handled. If unfamiliar to the parties, the use of partnership arrangements is itself an implementation that has its own process that runs along the work in focus.
The study was part of the CIESL project, supported by the Research Council of Norway (Grant number 238003).
Unni Vere Midthassel, (2017) "University-school partnerships as arrangements in policy implementation", Journal of Professional Capital and Community, Vol. 2 Issue: 3,pp.134-145, https://doi.org/10.1108/JPCC-06-2017-0014