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The paper aims to define a model for rural development, able to stimulate collaborations between actors involved in the agrifood chain and based on digital technologies as enabling factors for such collaborations.

An exploratory research, based on a qualitative approach, is conducted, using both constructivist grounded theory and Gioia methodology. Data were collected through semi-structured interviews and roundtables administered to Italian key players.

The authors identify five actions (definition of territorial identity, involvement of internal and external supply chain actors, definition of quality standards, cooperation intra and infra supply chains, communication through technology) for collaboration in the development of rural areas that policymakers should encourage and actors in the supply chains must implement. The paper also entails both theoretical and practical implications. From the theoretical point of view, this study contributes to the literature on the relationship between agrifood, local development and the role of technologies. From the managerial point of view, this paper provides insights for policymakers to define strategies and actions aimed at developing collaborations between actors involved in the agrifood chain and leveraging digital technologies to support rural development.

The paper proposes a framework for the collaboration of the actors of the agrifood sector and related food tourism that could be the basis for the development of a digital platform able to connect all the subjects involved in rural development.

The purpose of this paper is to investigate opportunities and challenges for multi-professional paramedic-firefighter units in small municipalities in Finland.

The data were collected by means of four focus group interviews conducted with managers (N =12) and a questionnaire comprising open-ended questions for the personnel working in the units (n =73). Data from both sources were analyzed using inductive content analysis.

The empirical results suggest that the use of multi-professional units (MPUs) may be one means of providing a better standard of service in rural areas. However, the working practices and different professional backgrounds in MPUs are considered challenging by the personnel. Managers had a broader perspective; during the interviews they raised matters such as citizen characteristics, legal issues like varying working hours, and economic aspects. Both the personnel and the managers agreed on the strengths and weaknesses of the MPU model in principle.

The results of this study may clarify the opportunities and challenges posed by MPUs in rural areas from the perspectives of personnel and managers.

The study provides novel information on MPUs comprising paramedics and firefighters, who function at the interface of emergency medical services and rescue services and who have new tasks in rural areas, including home healthcare support and accident prevention.

The purpose of this study is to examine how a school leadership team in a rural, high-poverty elementary school learned to lead continuous school improvement in a research–practice partnership.

This case study draws on qualitative research methods, improvement science and Deming's notion of a system of profound knowledge to identify how members of the school leadership team understood and approached their school improvement work differently as a result of engaging in continuous improvement processes in a research–practice partnership.

The findings illustrate how engaging in continuous improvement processes in the research–practice partnership enhanced the leadership team members' capacities to prioritize and solve problems, incorporate multiple and diverse perspectives in problem-solving efforts and establish a culture of increased risk-taking and ownership of teaching and learning outcomes. In sum, the members of the leadership team became the drivers of their own change processes.

The findings provide insight into how leaders in rural, high-poverty schools can build capacity within their schools to meet the demand for increased student achievement by leading collaborative, continuous improvement processes grounded in improvement science in research–practice partnerships.

Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice.

In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth.

The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice.

The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.

The purpose of this paper is to examine principals’ experience and sensemaking of collaboration with private companies, focussing on leadership and school improvement.

This paper is set against the backdrop of a project where three public Swedish schools collaborated with private companies within their communities. Data were collected over three years and consisted of semi-structured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool.

The study shows that important sensemaking for the principals in this collaboration between schools and private companies is related to the sense of collective responsibility and involvement, development of improvement culture and trust between key actors, and common improvement initiatives based on mutual interest. Challenges in the collaboration are related to principal changes, a lack of implementation of the collaboration, and that there was no clear vision of external collaboration in two out of three schools. In terms of possibilities, the collaboration was based on the needs of the school, a collaborative culture was developed, and the development/activities were undertaken between involved schools and private companies during the collaboration.

Inevitably, there are limitations that need to be identified and recognised in this study. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibility of generalising the findings. Second, the study was not independently selected, and the findings and analyses are linked to national and local contexts, which can be seen as a limitation and strength. Notwithstanding, this study contributes with in-depth information about how a beyond-school collaboration with private companies is practised as well as how involved principals made sense of the collaboration from the perspective of school improvement.

The originality is the collaboration between schools and private companies. The paper contributes with new knowledge about how principals experience and make sense of this collaboration as a vehicle for school improvement.

Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.

The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.

This study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.

The findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

Much of the scholarship relating to educator learning in the context of school change centers on promising organizational structures that support educator knowledge-building and sharing. However, recent studies have found that educators' social networks also enhance learning of new practices. This study aims to explore how informal interactions support organizational learning in schools.

Applying structuration theory to concepts of organizational learning mechanisms, this paper proposes a framework for examining informal interactions and organizational learning. Employing an exploratory sequential mixed-methods design, this paper utilizes social network analysis of survey data and thematic analysis of interview data of a purposive sample of participants in a rural school district.

Within this rural district, organizational and social conditions supported recursive interactions where educators developed and shared knowledge of new instructional practices. Organizational resources and routines, and individuals' habits of mind mediated these recursive interactions, resulting in somewhat dependable knowledge-sharing spaces. Through these recursive interactions between individual agents acting within the opportunities and constraints of the normalized organizational expectations of each school, informal knowledge structures emerged.

This article applies structuration theory to examine organizational learning mechanisms in schools. This novel approach provides researchers with a new perspective on the organizational learning process—one that facilitates the exploration of the role of informal knowledge-building in this process.

Studies of multi-sector collaborations have increased in recent years. However, the topic is still complex and lacks synthesis. Toward that end, the purpose of this paper is to investigate how collaboration is addressed in the public administration and nonprofit sector journals, and applies well-established strategic decision-making theories to shed light on possible research directions that would provide rigor to the field of collaboration.

The authors conduct a literature review of the top nonprofit and public administration journals, believing these most likely to contain articles on the topic of multi-sector collaboration.

The authors identify a number of themes, including need for clarity, temporality, call to collaborate, funding, partnering issues and processes, benefits of collaboration across three different collaborative types.

The authors embed well-known strategic decision-making theories into the themes emergent from this review and offer suggestions as to how future researchers may test strategic decision-making processes within multi-sector collaborations.

The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a component of school improvement.

A qualitative design was used for this investigation. Participants were purposefully selected to provide qualitative data on existent, well-established PLCs and their practice as educators in the shared workspace. Qualitative data were collected about participant perception. Data were collected from each participant by conducting semi-structured interviews, observations, and the collection of document and artifacts.

Findings from this ongoing investigation point to positive collaborative physical interactions and intellectual discourse that lead to educator learning through the collaborative inquiry process.

Theories on PLCs and educator job-embedded professional learning are unique in this paper. The concepts of PLCs and the collaborative inquiry process have been well developed but not in the context of the shared workspace. Recent literature on effective collaborative inquiry educators undergo in PLCs as a continuing professional development model provides a foundation for the work done in this ongoing case study. Sustained collaboration and continued professional development of teaching innovations as a product of the collaborative inquiry process in the shared workspace are underdeveloped as yet but further developed in this paper.

The purpose of this paper is to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were parts of the school culture. The collaborative culture of each school was designed to ensure teachers share intellectual and physical contributions in learning to investigate the impact of teaching and learning on students. The workspace overlap for teachers was part of the culture of each school and a function of the PLC interactions. PLCs provided opportunities for collaboration and therefore opportunities to share intellectual and physical workspace.

A grounded theory research approach was taken to this investigation, primarily because of the common experiences of educators in schools (Creswell, 2013). Collaborative process between educators in schools was qualitatively investigated as a function of PLC interactions. In all, three communities, five schools, and 70 educators were purposefully selected to participate. Data were collected, including semi-structured interviews, observations, artifacts, and researcher field notes.

The workspace interactions include shared leadership, decision making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and PLCs greatly affect the outcomes of PLCs. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace.

This paper focuses on the connections between PLCs, school culture, and professional educator collaboration. This paper proposes to provide a unique model called the shared workspace. The model combines the intellectual and physical aspects of group members to ensure the effectiveness of collaborative systems that promote quality practice in schools through functional PLCs as part of a positive school culture. This paper further offers extensions to the shared leadership concept (Carpenter, 2015) in how schools, administrators, and teachers should work together, thus more collaboratively through a continuous improvement process of the school as a workplace and a learning organization.