Engaged Scholarship in Action: The Journey of the School Board – University Research Exchange (SURE) Network

Dragana Martinovic,Terry Spencer,Maria Cantalini-Williams,Arlene Grierson,Sally Landon,Snežana Ratkovi?

doi:10.15402/esj.v3i2.330

Abstract

In this paper we use a chronological case-study narrative format to detail the creation and progression of a School Board-University Research Exchange (SURE) network in Ontario, Canada. This network is led by a group of university- and school board-based professionals, who are committed to deepening connections between educational research, practice, and policy. Our narrative presents the SURE network’s evolution using the metaphors of being “in the woods,” looking for “our compass,” and finding “new pathways” of engaged scholarship. We present the challenges and successes we experienced while crossing the borders of our individual and institutional cultural settings, emphasising the importance of continuing discussions and collaborations within and amongst our communities.

Highlights

Academics and practitioners have been viewed as inhabiting in two distinct worlds (Bartunek & Rynes, 2014; Garman, 2011; Shapiro, Kirkman, & Courtney, 2007)
The London region MISA PNC is comprised of 16 district school boards and contains, within its boundaries, five faculties of education
The mission of School Board-University Research Exchange (SURE) was “to develop and sustain an active collaborative relationship among universities and school districts in the OME London Region in order to inspire a culture of inquiry, advance skills, and promote knowledge exchange related to education research” (SURE Mission Statement, 2009)

Summary

Introduction

Academics and practitioners have been viewed as inhabiting in two distinct worlds (Bartunek & Rynes, 2014; Garman, 2011; Shapiro, Kirkman, & Courtney, 2007). At the core of establishing the SURE network was the need for a common understanding and common language among our members, and the Steering Committee was assigned with the task of bridging our “worlds.” As outlined in our meeting minutes, we present some of the ideas shared during our initial meetings: universities could create a form for school boards to complete if they are looking for a potential collaborator on a given research topic; the OME officials in the London Region should be invited to join the Steering Committee; and we should engage educators in research partnerships through face-to-face events and a web-based presence (e.g., wiki).

Results

Conclusion