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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 0000-0003-3485-7371), Paula Arce-Trigatti, Caitlin C. Farrell
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
FullText Text:
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AccessLevel: 3
PubType: Academic Journal
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  Data: Balancing between Collaboration and Autonomy: Leadership Insights from a Swedish Preschool Research-Practice Partnership
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Simon+Sjölund%22">Simon Sjölund</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3485-7371">0000-0003-3485-7371</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paula+Arce-Trigatti%22">Paula Arce-Trigatti</searchLink><br /><searchLink fieldCode="AR" term="%22Caitlin+C%2E+Farrell%22">Caitlin C. Farrell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2025 39(6):1479-1494.
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  Label: Availability
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  Data: 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
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  Data: Y
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  Data: 16
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Researchers%22">Educational Researchers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJEM-09-2024-0593
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0951-354X<br />1758-6518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1492146
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492146
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      – Type: doi
        Value: 10.1108/IJEM-09-2024-0593
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      – Text: English
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        StartPage: 1479
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschools
        Type: general
      – SubjectFull: Participative Decision Making
        Type: general
      – SubjectFull: Power Structure
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Educational Research
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Administrators
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      – SubjectFull: Educational Researchers
        Type: general
      – SubjectFull: Sweden
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      – TitleFull: Balancing between Collaboration and Autonomy: Leadership Insights from a Swedish Preschool Research-Practice Partnership
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            NameFull: Caitlin C. Farrell
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