Follow the leader: Project structure and leadership roles in a grant‐supported collaboration

Abstract

Purpose

The purpose of this study is to examine how a university and public school partnership was structured regarding the partners' contribution and leadership roles within the partnership.

Design/methodology/approach

Data were collected over a four‐year period that involved faculty and graduate students (K‐12 fellows), with students and teachers in selected public schools in Rhode Island and a regional university. The data were analyzed by examining mutuality characteristics, the level of partner involvement, as well as the influence of leadership on the project's success.

Findings

Over time, it was clear that leadership emerged at the partner level, where skills and strategies were developed to support partnership goals.

Originality/value

This research presents the variance experienced by partners as to their level of involvement and the importance leadership played as a means of guiding the partnership through several stages of maturation, resulting in an enduring relationship among partners. Leadership and partnerships at school and university level can learn from the lessons found in this study and apply them to their own environments.

Citation

Shinners, K.D. (2006), "Follow the leader: Project structure and leadership roles in a grant‐supported collaboration", International Journal of Educational Management, Vol. 20 No. 3, pp. 206-214. https://doi.org/10.1108/09513540610654173