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ERIC Number: ED210262
Record Type: RIE
Publication Date: 1981-Oct
Pages: 232
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
School-University Collaboration Supporting School Improvement. Volume III: The Eastern Private University Network Case.
Havelock, R. G.
This case study of an interorganizational arrangement (IOA) involves a set of school districts and a college of education located in one of the most affluent areas in the United States. The school districts had a reputation for being among the strongest in public education, and it was from these schools that the university drew teachers to become professors at the college of education. The history of the Eastern Private IOA, its roots in 1920, its founding, its decline, and its renewal in the 1940s are related. The institutional structure and procedures are described. Profiles of key personnel (graduate students, directors, school district superintendents, and a college president) are presented with descriptions of their individual activities and philosophies. In discussing the IOA, analyses are made of key events, management activities, the Fellows Program, research and written production, intergroup differences, barriers to collaboration, and successful collaborative activities. The dynamics of the IOA are examined, in particular the areas of conflict and consensus, bargaining and exchange, linkages, and knowledge transfer between participating school districts and the college. The future of the network is examined, focusing on the future socioeconomic context, institutional patterns, staffing, changing objectives, and potential resources. Descriptions are given of the Fellows Program and a writing consortium developed by the IOA. An overview is provided of the entire IOA network and how it is organized. (JD)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: American Univ., Washington, DC. Center for Technology and Administration.
Identifiers: N/A
Note: For related documents, see SP 019 178-179.