Building a Networked Learning System: Research-Practice Partnerships and Regional Improvement

• In Event: Developing Authentic Research Practice Partnerships (RPPs) for Educational Change: Perspectives on Principles, and Practices From Four Diverse Contexts

Abstract

1. Objectives/ Purpose
This paper provides an overview of the model of the RPP that has evolved over the past five years. It draws out the learning about cultural and structural change that is required to support the development of a NLS (Madrid Miranda and Chapman, 2021) and improve of service provision within and across local authorities. The purpose of this paper is to explore the extent to which WEST has delivered its vision of building: “a collaborative, Networked Learning System to improve learning experiences and increase attainment for every learner across the region.” (WEST Strategic Plan, 2020-23) and to consider the implications for building capacity across the middle tier of educational systems.

2. Perspectives/ Theoretical Framework
The paper considers the role of relational trust (Bryk and Schneider, 2002) as the connective tissue that underpins authentic collaboration and the development of networks. Such collaboration, combined with learning through systematic evidence building within Research-Practice Partnerships can be characterised as an NLS (Madrid Miranda and Chapman, 2021). NLS’s set out to increase subsidiarity and collective agency regarding decisions about priorities for improvement. More broadly, this paper draws on socio-cultural theory and the development of public service organisations as mutualistic, self-improving entities (Douglas, 1982; Hood, 1995).

3. Methods/techniques/modes of inquiry
This RPP builds on a ten-year research programme by the University of Glasgow (Chapman and Ainscow, 2021). Underpinned by professional learning, building leadership capacity and an inquiring stance, and co-constructed with a diverse range of stakeholders, Design-Based Implementation Research (Fishman et al., 2013) underpins this work. This is approach is guided by four principles: focus on problems of practice from multiple stakeholders’ perspectives; a commitment to collaborative design; a concern with developing theory and knowledge related to both learning and implementation through systematic inquiry and a concern with developing capacity for sustaining change in systems.

4. Data sources, evidence, objects, or materials

The sources of data include a programme of annual interviews and focus groups with key stakeholders and surveys, documentary evidence and annual evaluation reports.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
Analysis suggests that WEST provides a context and mechanism for cultural change that promotes subsidiarity and places decision-making and support for improvement closer to the learning level. This said, promoting cultural change is a complex and challenging task which is often compounded by structural challenges that can undermine efforts and hinder progress and there is much work still to be done. Key themes include: building relational trust; managing local and national politics collective agency and leadership capacity; understanding and using data; inquiry and reflection and adding value to established ways of working.

6. Scientific or scholarly significance of the study or work

This paper draws on longitudinal evidence from an innovative RPP from inception to maturity. The paper has significant implications for those wishing to understand and develop collaborative approaches that involve building NLSs that challenge traditional ways of working in education and public services. This paper links to the conference themes relating to rethinking notions of equity and diversity to enhance inclusive practices.

Authors

• Christopher James Chapman, University of Glasgow

• Irene Bell, University of Glasgow

• Stuart Hall, University of Glasgow

• Kevin Lowden, University of Glasgow