Becoming Boundary Spanners in a Long-Term Engaged Scholarship Partnership
Utilizing narrative inquiry, members of a school-university partnership examined the intricacies of participating in a long-term collaboration predicated upon engaged scholarship. As part of this investigation, the authors examined the convergence of different boundary spanner roles taken up by the...
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| Format: | Article |
| Language: | English |
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The University of Alabama
2025-06-01
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| Series: | Journal of Community Engagement and Scholarship |
| Subjects: | |
| Online Access: | https://account.jces.ua.edu/index.php/s-j-jces/article/view/646 |
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| _version_ | 1849696899488022528 |
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| author | Mellinee Lesley Amy Higgins Elizabeth Stewart Johanna Keene Savannah Terry |
| author_facet | Mellinee Lesley Amy Higgins Elizabeth Stewart Johanna Keene Savannah Terry |
| author_sort | Mellinee Lesley |
| collection | DOAJ |
| description |
Utilizing narrative inquiry, members of a school-university partnership examined the intricacies of participating in a long-term collaboration predicated upon engaged scholarship. As part of this investigation, the authors examined the convergence of different boundary spanner roles taken up by the members of the partnership and the effect of this on the goals of enacting engaged scholarship. By identifying instances that shaped their roles, commitment, and implementation of engaged scholarship, the authors captured the challenges and opportunities of sustained engagement as boundary spanners. Through a reflexive process, they identified shifts in the collaboration’s goals and outcomes, revealing pivotal ruptures or turning points in their journey. These events are argued to be crucial for their development as boundary spanners. The study emphasizes the importance of translating reflection into practice.
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| format | Article |
| id | doaj-art-7c5e52b4e5c14203a2efa75ec14b582d |
| institution | DOAJ |
| issn | 1944-1207 2837-8075 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | The University of Alabama |
| record_format | Article |
| series | Journal of Community Engagement and Scholarship |
| spelling | doaj-art-7c5e52b4e5c14203a2efa75ec14b582d2025-08-20T03:19:20ZengThe University of AlabamaJournal of Community Engagement and Scholarship1944-12072837-80752025-06-0118110.54656/jces.v18i1.646Becoming Boundary Spanners in a Long-Term Engaged Scholarship PartnershipMellinee Lesley0https://orcid.org/0000-0001-8301-8748Amy Higgins1Elizabeth Stewart2Johanna Keene3Savannah Terry4Texas Tech UniversityLubbock Independent School DistrictEastern New Mexico UniversityTexas Tech UniversityLubbock Independent School District Utilizing narrative inquiry, members of a school-university partnership examined the intricacies of participating in a long-term collaboration predicated upon engaged scholarship. As part of this investigation, the authors examined the convergence of different boundary spanner roles taken up by the members of the partnership and the effect of this on the goals of enacting engaged scholarship. By identifying instances that shaped their roles, commitment, and implementation of engaged scholarship, the authors captured the challenges and opportunities of sustained engagement as boundary spanners. Through a reflexive process, they identified shifts in the collaboration’s goals and outcomes, revealing pivotal ruptures or turning points in their journey. These events are argued to be crucial for their development as boundary spanners. The study emphasizes the importance of translating reflection into practice. https://account.jces.ua.edu/index.php/s-j-jces/article/view/646Boundary SpannersEngaged ScholarshipSchool-University PartnershipsNarrative InquiryHigh School Writing Reform |
| spellingShingle | Mellinee Lesley Amy Higgins Elizabeth Stewart Johanna Keene Savannah Terry Becoming Boundary Spanners in a Long-Term Engaged Scholarship Partnership Journal of Community Engagement and Scholarship Boundary Spanners Engaged Scholarship School-University Partnerships Narrative Inquiry High School Writing Reform |
| title | Becoming Boundary Spanners in a Long-Term Engaged Scholarship Partnership |
| title_full | Becoming Boundary Spanners in a Long-Term Engaged Scholarship Partnership |
| title_fullStr | Becoming Boundary Spanners in a Long-Term Engaged Scholarship Partnership |
| title_full_unstemmed | Becoming Boundary Spanners in a Long-Term Engaged Scholarship Partnership |
| title_short | Becoming Boundary Spanners in a Long-Term Engaged Scholarship Partnership |
| title_sort | becoming boundary spanners in a long term engaged scholarship partnership |
| topic | Boundary Spanners Engaged Scholarship School-University Partnerships Narrative Inquiry High School Writing Reform |
| url | https://account.jces.ua.edu/index.php/s-j-jces/article/view/646 |
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