Boundary-Spanning in School-University Partnerships and Its Related Definitions
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| Title: | Boundary-Spanning in School-University Partnerships and Its Related Definitions |
|---|---|
| Language: | English |
| Authors: | Lin Rudder, Kristien Zenkov, Drew Polly |
| Source: | School-University Partnerships. 2025 18(2):286-305. |
| 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: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education Early Childhood Education Preschool Education |
| Descriptors: | College School Cooperation, Partnerships in Education, Professional Development Schools, Preservice Teacher Education, Elementary Secondary Education, Preschool Education, Vocabulary, Administrative Organization, Interpersonal Relationship, Interprofessional Relationship, Goal Orientation |
| DOI: | 10.1108/SUP-09-2024-0020 |
| ISSN: | 1935-7125 2833-2075 |
| Abstract: | Purpose: The overarching purpose of this paper is to provide an analysis of "boundary-spanning" roles, terms and structures in order to move closer to a foundational definition of boundary-spanning in school-university partnerships (SUPs) and Professional Development Schools (PDSs). Design/methodology/approach: This conceptual context study analyzed 27 chapters from an edited book on boundary-spanning in SUPs and PDSs in an attempt to synthesize the roles, terms, structures and benefits of boundary-spanning in practice. Findings: Our study offered an emerging definition of the "boundary-spanner," an analysis of seven terms common to boundary-spanning and an exploration of three necessary boundary-spanning structures. Finally, we identified common challenges and benefits to boundary-spanning within SUPs and PDSs. Research limitations/implications: Although the data for this analysis were drawn only from one manuscript, the chapters represent a comprehensive collection of cases of boundary-spanning in practice, and the analysis of these chapters revealed persistent variance in definitions and conceptualizations indicating that even within one collection, the practice remains ill-defined. Practical implications: While attempting to formally delineate the difference between "common" partnerships and "true" boundary-spanning could become an act of pedantry, we believe our analysis of these 27 cases might move the field of teacher education toward a more common understanding of the concept and its related practice. And the result might be that we all become better boundary-spanners within our own contexts and communities. Originality/value: Decades of theoretical frameworks and foundational literature have laid the groundwork for boundary-spanning in theory, but the majority of the chapters collected in the volume that served as our data set were empirical. By analyzing these chapters as examples of boundary-spanning in practice, we began to identify themes of boundary-spanning in practice -- beyond theory -- across multiple educational contexts even outside of traditional PDSs and SUPs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493127 |
| Database: | ERIC |
| Abstract: | Purpose: The overarching purpose of this paper is to provide an analysis of "boundary-spanning" roles, terms and structures in order to move closer to a foundational definition of boundary-spanning in school-university partnerships (SUPs) and Professional Development Schools (PDSs). Design/methodology/approach: This conceptual context study analyzed 27 chapters from an edited book on boundary-spanning in SUPs and PDSs in an attempt to synthesize the roles, terms, structures and benefits of boundary-spanning in practice. Findings: Our study offered an emerging definition of the "boundary-spanner," an analysis of seven terms common to boundary-spanning and an exploration of three necessary boundary-spanning structures. Finally, we identified common challenges and benefits to boundary-spanning within SUPs and PDSs. Research limitations/implications: Although the data for this analysis were drawn only from one manuscript, the chapters represent a comprehensive collection of cases of boundary-spanning in practice, and the analysis of these chapters revealed persistent variance in definitions and conceptualizations indicating that even within one collection, the practice remains ill-defined. Practical implications: While attempting to formally delineate the difference between "common" partnerships and "true" boundary-spanning could become an act of pedantry, we believe our analysis of these 27 cases might move the field of teacher education toward a more common understanding of the concept and its related practice. And the result might be that we all become better boundary-spanners within our own contexts and communities. Originality/value: Decades of theoretical frameworks and foundational literature have laid the groundwork for boundary-spanning in theory, but the majority of the chapters collected in the volume that served as our data set were empirical. By analyzing these chapters as examples of boundary-spanning in practice, we began to identify themes of boundary-spanning in practice -- beyond theory -- across multiple educational contexts even outside of traditional PDSs and SUPs. |
|---|---|
| ISSN: | 1935-7125 2833-2075 |
| DOI: | 10.1108/SUP-09-2024-0020 |
