Balancing between Collaboration and Autonomy: Leadership Insights from a Swedish Preschool Research-Practice Partnership
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| Title: | Balancing between Collaboration and Autonomy: Leadership Insights from a Swedish Preschool Research-Practice Partnership |
|---|---|
| Language: | English |
| Authors: | Simon Sjölund (ORCID |
| Source: | International Journal of Educational Management. 2025 39(6):1479-1494. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Preschools, Participative Decision Making, Power Structure, Professional Autonomy, Educational Cooperation, Educational Research, Partnerships in Education, Educational Improvement, Administrators, Educational Researchers |
| Geographic Terms: | Sweden |
| DOI: | 10.1108/IJEM-09-2024-0593 |
| ISSN: | 0951-354X 1758-6518 |
| Abstract: | Purpose: This study examines whether the research-practice partnership (RPP) model supports preschool education leaders in navigating the new power dynamics of collaborative decision-making introduced by recent public reforms in Sweden and, if so, how it facilitates this process. It examines decision-making processes within a Swedish RPP focused on preschool improvement, with a particular emphasis on the negotiation between autonomy, control, and collaboration. Design/methodology/approach: This study is a qualitative case study, drawing on 33 h of recorded meetings from a Swedish RPP initiative between 2022 and 2023. Key data include board and process manager meetings with an analytic focus on identifying key tensions and negotiations surrounding autonomy, control and collaboration. Findings: The researchers and preschool practitioners negotiated among autonomy, collaboration and control throughout their work together. While initial agreements emphasized autonomous responsibilities reflecting traditional, separate roles of research and local development, tensions later emerged regarding the level of involvement. The study identifies a shift towards "collaborative autonomy," where members of the partnership could balance both independence and collective decision-making. Originality/value: This study contributes in three key ways. First, it shows how RPPs can support educational leaders in navigating tensions between autonomy and collaboration through engagement with research and researchers. Second, it highlights the evolving negotiation process within the partnership, introducing "collaborative autonomy" as a guiding concept. Finally, it extends the RPP discussion beyond the USA, exploring how the model adapts to different national and policy contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492146 |
| Database: | ERIC |
| Abstract: | Purpose: This study examines whether the research-practice partnership (RPP) model supports preschool education leaders in navigating the new power dynamics of collaborative decision-making introduced by recent public reforms in Sweden and, if so, how it facilitates this process. It examines decision-making processes within a Swedish RPP focused on preschool improvement, with a particular emphasis on the negotiation between autonomy, control, and collaboration. Design/methodology/approach: This study is a qualitative case study, drawing on 33 h of recorded meetings from a Swedish RPP initiative between 2022 and 2023. Key data include board and process manager meetings with an analytic focus on identifying key tensions and negotiations surrounding autonomy, control and collaboration. Findings: The researchers and preschool practitioners negotiated among autonomy, collaboration and control throughout their work together. While initial agreements emphasized autonomous responsibilities reflecting traditional, separate roles of research and local development, tensions later emerged regarding the level of involvement. The study identifies a shift towards "collaborative autonomy," where members of the partnership could balance both independence and collective decision-making. Originality/value: This study contributes in three key ways. First, it shows how RPPs can support educational leaders in navigating tensions between autonomy and collaboration through engagement with research and researchers. Second, it highlights the evolving negotiation process within the partnership, introducing "collaborative autonomy" as a guiding concept. Finally, it extends the RPP discussion beyond the USA, exploring how the model adapts to different national and policy contexts. |
|---|---|
| ISSN: | 0951-354X 1758-6518 |
| DOI: | 10.1108/IJEM-09-2024-0593 |
