Boundary-Spanning Beyond Widening Participation: Exploring Collaborative Leadership Practices in an English Schools–University Partnership

Journal article

Widening participation policy in England is increasingly collaborative. Since 2018, higher education (HE) institutions charging above the basic tuition fee limit are required to set out strategies to mitigate ‘risks to equality of opportunity’ for people from more disadvantaged backgrounds and their ability to access and progress through and from higher education’. Universities are encouraged to work with schools to implement outreach initiatives such as supporting raising attainment—stimulating prospects for strategic collaboration and leadership across organisational boundaries. While the majority of leadership studies in the educational research literature showcase individual settings or sectors, our study of a schools–university partnership investigates collaborative leadership practices across institutional and sector borders. Drawing ethnomethodological insights from rich qualitative data compiled 15 months into the partnership—comprising semi-structured interviews with school leaders and teachers, meeting observations, and researcher field notes—we present a unique school stakeholders’ perspective of a boundary-spanning partnership focused on university outreach and educational improvement. Venturing across institutional borders revealed pathways to develop more diffuse forms of coordinated action around a common goal—activating increased leadership-based collaboration and creativity among school stakeholders alongside a need for greater shared understanding to avoid potential misalignments. Facilitated by ‘knowledge brokering’ between school and university stakeholders, features of collaborative leadership manifested as a blended phenomenon—with teachers and leaders signalling pragmatic shifts in attainment-raising framing and practice. Implications for both schools and HE sectors are offered, distinctively at the intersection of school leadership and widening participation.

Authors: Davis-Singaravelu, S; Sammons, P; Khan, S; Matthews, A

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: MDPI
• Journal: Education Sciences
• Volume: 16
• Issue: 3
• Pages: 356
• Article number: 356
• Publication date: 2026-02-24
• Acceptance date: 2026-02-18
• DOI: 10.3390/educsci16030356
• EISSN: 2227-7102
• ISSN: 2227-7102
• Language: English
• Keywords: school improvement; raising attainment; collaborative leadership; widening participation; boundary-spanning