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Coming to Terms with Feedback from Critical Friends: Reflections of Risks in a Swedish Regional Collaboration Project
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.ORCID-id: 0000-0002-1147-5736
Malmö University, Malmö, Sweden.
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.ORCID-id: 0000-0003-3349-226x
2022 (engelsk)Inngår i: Partnerships in Education: Risks in Transdisciplinary Educational Research / [ed] Otrel-Cass, K.; Laing, K.J.C.; Wolf, J., Cham: Springer, 2022, s. 293-313Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

The study at hand was conducted within a regional collaboration project named “From Great to Excellent” (FGTE), carried out between four Swedish municipalities and a small Swedish university. The FGTE project, highly influenced by a prior Canadian project of the same name, was a school development project grounded in an analytical approach involving all school levels. The basic idea in FGTE was that organisations learn from each other and make each other better, and where research is added, quality follows. Initially, each municipality had their own development focus and between them, they agreed on a number of priority professional research areas. Within the project, the participants were divided into groups where some served as so called “hosts” and some served as so called “critical friends”. During the FGTE project, the critical friends and the hosts worked together to solve different development projects at different school levels. Simultaneously, the participants were undertaking a course in analytical competence arranged by the university with the purpose of enhancing joint competence. The questions addressed here are closely connected to the notion of risk in partnerships in education. Firstly, there were four different municipalities operating on three school levels, each with individual research and/or development focus for their respective school level. Secondly, the participants from the municipalities undertook a university course in analytical competence. Critical questions to express were: What distinguishes the partnerships in the FGTE project between the four municipalities regarding their individual development projects? What type of risks present themselves in the FGTE project, in regard to the four municipalities as well as to the small university? In this chapter, we will critically examine how these development projects unfold in the groups within the duration of the FGTE project. Results show that difficulties arise when professionals from different organizations and different hierarchical levels within these organizations come together in joint collaboration work. In addition, results also showed that the individual development projects that the different schools worked on within the project, shifted in focus during the project.

sted, utgiver, år, opplag, sider
Cham: Springer, 2022. s. 293-313
Serie
Transdisciplinary Perspectives in Educational Research, ISSN 2662-6691, E-ISSN 2662-6705 ; 5
Emneord [en]
Collaboration, Critical friends, Development work, Feedback, Partnerships in education
HSV kategori
Identifikatorer
URN: urn:nbn:se:hh:diva-46916DOI: 10.1007/978-3-030-98453-3_14Libris ID: hx40hg0hfn7r520bISBN: 978-3-030-98452-6 (tryckt)ISBN: 978-3-030-98453-3 (digital)OAI: oai:DiVA.org:hh-46916DiVA, id: diva2:1664449
Tilgjengelig fra: 2022-06-03 Laget: 2022-06-03 Sist oppdatert: 2022-09-05bibliografisk kontrollert

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