Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/23507
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Enacting educational partnership: collective identity, decision-making (and the importance of muffin chat) (Forthcoming/Available Online)
Authors: Watson, Cate
Drew, Valerie
Contact Email: cate.watson@stir.ac.uk
Keywords: communicative constitution of organizations (CCO)
collaborative working
critical colleague
interorganizational collaboration (IOC)
laughter in meetings
leadership
organization
professional learning
Issue Date: 18-Jul-2016
Publisher: Taylor and Francis
Citation: Watson C & Drew V Enacting educational partnership: collective identity, decision-making (and the importance of muffin chat) (Forthcoming/Available Online), School Leadership and Management.
Abstract: The rhetoric of partnership is ubiquitous in the current policy context. In education, partnerships take a number of forms among which is ‘interorganizational collaboration’ (IOC), defined as a partnership between institutions/organizations aimed at developing synergistic solutions to complex problems. But policy has a tendency to veneer, obscuring its enactment. The purpose of this paper is therefore to examine what such partnerships look like on the ground. Here we present an empirical analysis which aims to produce knowledge about the working of such collaborative groups and to provide insights into leadership within such partnerships. Drawing on communicative constitution of organizations (CCO) operationalised within a schema for understanding the emergence of collective identity in IOC, we undertake an analysis of meetings held by a working group comprising academics and local authority staff set up to develop masters level work-based professional learning for teachers. We ask, how do professionals working within different contexts create a collective identity that supports decision making, and what are the implications for leadership?
Type: Journal Article
URI: http://hdl.handle.net/1893/23507
DOI Link: http://dx.doi.org/10.1080/13632434.2016.1209181
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in School Leadership & Management on 18 Jul 2016, available online: http://www.tandfonline.com/10.1080/13632434.2016.1209181
Affiliation: Education
Education

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