Evolving collaborative dynamics

Analyzing organizational structure, power, and knowledge co-production in a transitioning research–practice partnership

Bibliographic Data

ID22164580
AuthorsFlorencia Gómez Zaccarelli (0000-0003-0916-0062, Pontificia Universidad Católica de Chile), Javiera Marfán (0000-0002-4627-8820, Pontificia Universidad Católica de Chile), Horacio Solar Bezmalinovic (0000-0002-1958-8153, Pontificia Universidad Católica de Chile), Susana Mendive (0000-0002-9436-3974, Pontificia Universidad Católica de Chile), Magdalena Claro (0000-0002-2333-6477, Pontificia Universidad Católica de Chile)
Year2026
Volume11
Publication date2026-05-14
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1684765
OpenAlexW7161173232
LanguageEN
References cited21

Introduction This study examines the evolution of a research-practice partnership (RPP) between a research university (RU) and a newly formed Local Public Education Service (SLEP) in Chile, initiated in 2021 within the context of the country's ongoing public education reform. The partnership began as a formal collaboration to address a district-wide need for a shared pedagogical framework and later expanded to investigate teacher collaboration focused on student learning. The study analyzes how organizational structures and power dynamics have evolved under changing policy conditions, drawing on established frameworks for research-practice partnerships and community engagement to identify key enablers and barriers to progression, with particular attention to equity. Methods Using a qualitative descriptive-exploratory approach, data were collected through semi-structured interviews with SLEP leaders and instructional coaches, as well as internal meeting notes from the RU research team. Vignettes from key collaborative moments were used to stimulate participant recall and deepen reflection on the development of the partnership. Data were analyzed through thematic content analysis to identify patterns related to the partnership's evolution, organizational conditions, and movement toward more equitable and sustainable forms of collaboration. Results Findings show that the partnership has progressed from an initial phase of trust-building toward co-designing inquiries, with evidence of both “community consultation” and “community-led” modes of engagement depending on the problem of practice. SLEP partners describe the relationship as respectful and horizontal, while RU researchers report tensions between providing consultancy-like support and generating new, generalizable knowledge. The collaboration remains highly dependent on individual champions and is constrained by limited formal infrastructure, dedicated liaison roles, and sustainable funding. Discussion The study identifies three key opportunities to strengthen the partnership and contribute to Chile's educational reform goals: (1) building mutual research and practice capacities; (2) aligning institutional incentives to support long-term RPP engagement; and (3) incorporating dedicated RPP liaison roles into both SLEP and university organizational design. This case contributes to the still limited literature on RPPs in Latin America by offering insights into how equitable, context-responsive partnerships can be fostered in transitional education systems, particularly where institutional reforms are still consolidating

Content analysis · General partnership · Qualitative property · Qualitative research · Sensemaking · Thematic analysis · Educational Assessment and Improvement · Educational Theory and Curriculum Studies · Teacher Education and Leadership Studies

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