Supraorganizational collaboration: the Canadian environmental experiment

Article Abstract:

A unique experiment has begun in Canada to address environmental protection by replacing adversarial relations with a nationwide multiparty collaboration involving all segments of society. An analysis of this experiment was conducted to inform our knowledge of the theory and practice of large-scale collaboration. The negotiated order perspective espoused in recent collaboration theory at the interorganizational level was found to provide an adequate framework for analyzing collaboration at the societal level. This framework, however, must be recast in a social ecology perspective to account for the fact that supraorganizational collaboration processes are themselves embedded in larger social processes. Institutional economics is suggested as a model for further developments. In addition, two factors were found to be essential to the success of large-scale collaboration: the institutionalization of roundtables to mediate between philosophical ideals and practical problem solving, and the institutionalization of the principle of shared responsibility to provide the social bond necessary for the permanence of supraorganizational partnerships. (Reprinted by permission of the publisher.)

Canada, Environmental policy, Environmental protection

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Boundary relations and teacher engagement in high school

Article Abstract:

This article analyzes boundary theory and teacher engagement in a pair of suburban U.S. high schools. Cherry Glen, situated in a thriving white-collar communitu, has many college-bound students. Pinehill, situated in a declining blue-collar community, has few such students. A sample of 16 teachers, 8 from each school, was selected for intensive observation and interviewing, along with supplemental data gathering. The study found that boundary relations, evidenced by intergroup relationships, are associated with variation in teachers' sense of engagement, that is, their involvement in and commitment to teaching, to students, and to the school. The more highly bounded high school (Cherry Glen) appears to encourage substantial and relatively uniform teacher engagement. The less bounded school appears to encourage considerable diversity in the level and the direction of teacher engagement. Implications of these findings for secondary education and improvement in school quality are discussed. (Reprinted by permission of the publisher.)

Analysis, Management, High schools, School management and organization, School administration

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Watching whale watching: exploring the discursive foundations of collaborative relationships

Article Abstract:

An analysis is presented on interorganizational relations, using the whale-watching industry as an example. From this analysis a definition is formed for collaboration, which includes the relevant interests involved, the discursive negotiation of issues and concerns, and the agents who represent these interests and issues.

United States

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