contexts. The on-going education of teachers can link school improvement and
academic research (Hargreaves and Fullan 2012 ), thus universities and schools
develop collective responsibility for improving education, and generating profes-
sional capital. This process may challenge the common divide between teacher
educators and teachers, and Hargreaves and Fullan ( 2012 ) advised stakeholders to
aim“to do things that bridge the chasm [between school and university], reach for
partnership, and replace polarization with interaction”(p. 153).
In the following review, some of the key debates emerging from the literature on
school-university partnerships will be outlined. These include some of the chal-
lenges in establishing a partnership, notably in relation to negotiating the power
relationships, and the challenge of developingflexibility. As a partnership, there is
an expectation of a two-way, equal relationship, thus understanding the principle of
reciprocity is important. Of most significance to practitioners and organisations,
however, is what may be learnt.
20.4 Changing Power Relationships
The development of collaborative partnerships takes time and trust (Moss 2008 ;
Schuck 2012 ), and must tolerate institutional (Schuck 2012 ; Tsui and Law 2007 ),
political (Moss 2008 ), andfinancial (Gardner 2011 ; Walsh and Backe 2013 ) forces.
As Walsh and Backe ( 2013 ) explain, while participants can be committed to the
partnership,“they are not immune to competing professional pressures”(p. 604).
Nevertheless, the appeal of co-construction rather than power (2013) supports
collaboration, and helps to negate the influence of top-down power.
It is, however, in negotiating the relationship between school and university
researcher that power dynamics are highlighted. Within a school-university part-
nership“trust, communication, and other ineffable partnership qualities”(Gardner
2011 , p. 82) are paramount to success. Partnerships operate in a system where
“challenges continually emerge”(Walsh and Backe 2013 , p. 602), so the ability of
participants to address these challenges as the partnership progresses is essential,
requiring the skills of interaction, enabling “partners [to] enact collaborative
implementation processes”(Gardner 2011 , p. 74). Successful operational strategies
include collaboratively negotiated planning for infrastructure and sustainability,
allowing, however, that“the initial design of the partnership’s infrastructure...often
changes as the project and programs develop”(Walsh and Backe 2013 , p. 601).
20.5 Reciprocal Benefit
When establishing school-university partnerships, discussion of mutual benefits and
how institutions and individuals might benefit from the partnership, must take
place. Reciprocal benefit may be achieved through developing sensitivity, respect,
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