Leveraging the relationship: knowledge processes in school-university research networks of master's programmes

This study investigated the way developing, sharing and using of research-based knowledge occurred in the school-university research network of a master's programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was...

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Bibliographic Details
Published in:Research papers in education 2015-05, Vol.30 (3), p.366-392
Main Authors: Cornelissen, Frank, Daly, Alan J., Liou, Yi-Hwa, Van Swet, Jacqueline, Beijaard, Douwe, Bergen, Theo C.M.
Format: Article
Language:English
Subjects:
Case Studies
College School Cooperation
Educational Research
Foreign Countries
Inservice Teacher Education
Knowledge
Knowledge Management
knowledge processes
master's programme
Masters Programs
Mixed Methods Research
Netherlands
network
Networks
Partnerships in Education
practitioner research
Questionnaires
school-university partnership
Schools
Social Networks
Special Education
Students
teacher education
Teachers
Theory Practice Relationship
Universities
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Summary:This study investigated the way developing, sharing and using of research-based knowledge occurred in the school-university research network of a master's programme for in-service teachers in the Netherlands. Over a 10-month period, a combination of quantitative and qualitative network data was collected. Data were analysed at three network levels: school, pairs of master's students and research supervisors, and individuals. Overall, results indicate that building knowledge productive relationships in a master's programme is a complex endeavour. Although individual master's students and research supervisors aimed for continuing knowledge processes in school and university after student's graduation, few actually did. The school context and the strategies of research supervisors provided students with too little support for sustaining the knowledge processes. This study shows from a network perspective the complexities, challenges and potential of developing partnership relationships in a master's programme between schools and universities as well as between master's students and research supervisors.
ISSN:0267-1522
1470-1146
DOI:10.1080/02671522.2014.919522