Developing and Sustaining School Partnerships in a Networked Improvement Community: The TAMAM Project
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| Title: | Developing and Sustaining School Partnerships in a Networked Improvement Community: The TAMAM Project |
|---|---|
| Language: | English |
| Authors: | Sonya D. Hayes (ORCID |
| Source: | Journal of Educational Administration. 2026 64(4):482-496. |
| 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: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Partnerships in Education, Foreign Countries, Leadership, International Programs, Administrator Attitudes, Elementary Secondary Education, Universities, College School Cooperation, Educational Improvement, Communities of Practice, Program Design, Program Development, Program Administration |
| Geographic Terms: | Lebanon, Jordan, Oman, Sudan, Saudi Arabia, Qatar, Egypt, Palestinian Territories |
| DOI: | 10.1108/JEA-02-2025-0053 |
| ISSN: | 0957-8234 1758-7395 |
| Abstract: | Purpose: Networked improvement communities (NICs) support sustained educational improvement through collaborative learning and iterative problem-solving. This study examines how the TAMAM initiative, spanning schools across multiple Arab countries, has been sustained over time through a partnership between the university hub and its member schools. Using learning organization theory as a lens, we highlight the structures, practices and conditions that enable the initiative to adapt, evolve and maintain long-term sustainability. Design/methodology/approach: Through a case study design, we examine the experiences of the TAMAM leadership team in designing, developing and sustaining a NIC through school partnerships in the Arab region. Findings: Our findings reveal five themes that are instrumental in developing and sustaining a NIC partnership: (a) a laser-like focus on the improvement process; (b) shared leadership focused on common mission and goals; (c) human development, growth and empowerment; (d) leading and learning across varying contexts and (e) relational trust as the glue of the network. Originality/value: TAMAM builds partnerships with schools to address the needs of practitioners and to support them in finding solutions to their problems. At the basis of this partnership is a collaborative iterative process of research-based design, where both K-12 educators and university researchers join efforts to design improvement interventions that are informed by research and grounded in the sociocultural context of the schools. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1509602 |
| Database: | ERIC |
| Abstract: | Purpose: Networked improvement communities (NICs) support sustained educational improvement through collaborative learning and iterative problem-solving. This study examines how the TAMAM initiative, spanning schools across multiple Arab countries, has been sustained over time through a partnership between the university hub and its member schools. Using learning organization theory as a lens, we highlight the structures, practices and conditions that enable the initiative to adapt, evolve and maintain long-term sustainability. Design/methodology/approach: Through a case study design, we examine the experiences of the TAMAM leadership team in designing, developing and sustaining a NIC through school partnerships in the Arab region. Findings: Our findings reveal five themes that are instrumental in developing and sustaining a NIC partnership: (a) a laser-like focus on the improvement process; (b) shared leadership focused on common mission and goals; (c) human development, growth and empowerment; (d) leading and learning across varying contexts and (e) relational trust as the glue of the network. Originality/value: TAMAM builds partnerships with schools to address the needs of practitioners and to support them in finding solutions to their problems. At the basis of this partnership is a collaborative iterative process of research-based design, where both K-12 educators and university researchers join efforts to design improvement interventions that are informed by research and grounded in the sociocultural context of the schools. |
|---|---|
| ISSN: | 0957-8234 1758-7395 |
| DOI: | 10.1108/JEA-02-2025-0053 |
