School-university collaboration has been found to provide considerable benefits to participants but also many challenges (Peters, 2002). It is widely accepted that there is a need for ongoing research to illuminate the optimum circumstances for such collaboration to thrive (Whitford & Metcalf-Turner, 1999; Smedley, 2001). This research investigated the question: ‘What are the characteristics of and conditions needed to sustain school/university collaboration for reciprocal learning?' Since 1999 two University Colleagues from a South Australian university have worked with school leaders and the Project Manager of a government funded school redesign initiative called Learning to Learn. This paper explores the experiences and perceptions of the University Colleagues and Project Manager over their many years of working together. A qualitative research design was used with data collected through interview, document analysis and field notes. The findings provide insights into the relational characteristics and other factors that sustained reciprocal learning in a ten year school-university partnership.
|Keywords:||School-university Collaboration, Partnerships, Learning, Professional Development, Relationships|
Senior Lecturer, Education, Arts and Social Sciences, University of South Australia, Adelaide, South Australia, Australia
Lecturer in Education, Education, School of Education, Arts and Social Sciences, University of South Australia, Magill, South Australia, Australia
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