A Model for Boundary Spanning in Education: Insights from University and Community Partnerships

Boundary spanning in educational partnerships requires navigating complex boundaries across institutions, disciplines, and roles. This study explores the activities, roles, and competencies of boundary spanners, particularly liaisons, within university-community collaborations. Based on semi-structured interviews with liaisons, university faculty, and community partners, the findings highlight the centrality of relationship-building, communication, and systems thinking in managing dynamic boundaries. Liaisons are revealed as both linking pins and system managers, filling structural gaps while fostering long-term collaboration. Variations in how stakeholders perceive boundaries and competencies underscore the multifaceted nature of liaison roles. This research proposes a three-stage model for boundary spanners in educational partnerships, emphasizing adaptability and sustainable systems. These insights inform strategies for supporting liaisons and enhancing the effectiveness of boundary-spanning efforts in education.