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Building social capital through the use of an appreciative inquiry theoretical perspective in a school and university partnership

Building social capital through the use of an appreciative inquiry theoretical perspective in a... Purpose – The purpose of this paper is to explore the ecology of collaboration between school and university partners using an appreciative inquiry theoretical perspective and to demonstrate how it enhances the social capital in school and university partnerships. Design/methodology/approach – A case study of a partnership of an inner‐city high school and university doctoral action research was explored in the frameworks of mutuality, social capital, and appreciative inquiry. The theoretical perspective of appreciative inquiry served as the basis for the mutuality between administrators and faculty in the inner‐city high school and the doctoral action research team. Findings – Findings suggest that approaching school‐university partnerships through an appreciative inquiry theoretical perspective creates an environment for building trust, sharing knowledge, and increasing bridging capital, thus benefiting both the school and university. Originality/value – The action research team formed a partnership with teachers and administrators. The action research was transformed by the partnership and reports showed substantial progress in student achievement scores in mathematics and science. Hopefully, some of that achievement can be attributed to the research and the paper on which it is based. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

Building social capital through the use of an appreciative inquiry theoretical perspective in a school and university partnership

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References (14)

Publisher
Emerald Publishing
Copyright
Copyright © 2006 Emerald Group Publishing Limited. All rights reserved.
ISSN
0951-354X
DOI
10.1108/09513540610654146
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to explore the ecology of collaboration between school and university partners using an appreciative inquiry theoretical perspective and to demonstrate how it enhances the social capital in school and university partnerships. Design/methodology/approach – A case study of a partnership of an inner‐city high school and university doctoral action research was explored in the frameworks of mutuality, social capital, and appreciative inquiry. The theoretical perspective of appreciative inquiry served as the basis for the mutuality between administrators and faculty in the inner‐city high school and the doctoral action research team. Findings – Findings suggest that approaching school‐university partnerships through an appreciative inquiry theoretical perspective creates an environment for building trust, sharing knowledge, and increasing bridging capital, thus benefiting both the school and university. Originality/value – The action research team formed a partnership with teachers and administrators. The action research was transformed by the partnership and reports showed substantial progress in student achievement scores in mathematics and science. Hopefully, some of that achievement can be attributed to the research and the paper on which it is based.

Journal

International Journal of Educational Management – Emerald Publishing

Published: Apr 1, 2006

Keywords: Action research; Case studies; Change management; Educational institutions; Social values

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