Learning within a principal and researcher collaboration

Purpose Research and practice need to inform each other to create valid and useful knowledge for school development. This paper reports on an ongoing partnership between a school organizer and a university unit within a national initiative to strengthen long-term collaboration. The aim is to explore how a Research-Practice Partnership and Research and Development (R&D) process can contribute to various categories of learning that directly or indirectly support organizational development. Design/methodology/approach The empirical data are derived from an R&D project involving two researchers and 15 principals in one Swedish municipality. Principals and researchers met regularly, engaging in diverse activities to stimulate inquiry and sensemaking. Data include written reflections and communications from both principals and researchers. We apply a thematic analysis during three phases of the project. Findings Results indicate that learning and development, seen as leadership actions, are closely connected. It is therefore necessary to nuance and visualize both direct and indirect signs of learning and sensemaking. Long-term partnerships and a combination of various activities and feedback provide a solid foundation for understanding how processes contribute to new knowledge and working methods for both practitioners and researchers. Practical implications As schooling is fundamentally rooted in learning, it is imperative that principals and researchers engage in continuous learning and develop strategies to foster learning within their organizations. Originality/value To contribute to organizational development shared learning must be connected to both context and new challenges. This article discusses the importance of acknowledge both direct and indirect learning and development categories for both practitioners and researchers.