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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
FullText Text:
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  Data: Boundary-Spanning in School-University Partnerships and Its Related Definitions
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  Data: <searchLink fieldCode="AR" term="%22Lin+Rudder%22">Lin Rudder</searchLink><br /><searchLink fieldCode="AR" term="%22Kristien+Zenkov%22">Kristien Zenkov</searchLink><br /><searchLink fieldCode="AR" term="%22Drew+Polly%22">Drew Polly</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School-University+Partnerships%22"><i>School-University Partnerships</i></searchLink>. 2025 18(2):286-305.
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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: 20
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><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: 10.1108/SUP-09-2024-0020
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  Data: 1935-7125<br />2833-2075
– Name: Abstract
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  Data: 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.
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        Value: 10.1108/SUP-09-2024-0020
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      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Professional Development Schools
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Elementary Secondary Education
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