Building social capital through the use of an appreciative inquiry theoretical perspective in a school and university partnership

Abstract

Purpose The purpose of this paper is to explore the ecology of collaboration between school and university partners using an appreciative inquiry theoretical perspective and to demonstrate how it enhances the social capital in school and university partnerships. Design/methodology/approach A case study of a partnership of an inner‐city high school and university doctoral action research was explored in the frameworks of mutuality, social capital, and appreciative inquiry. The theoretical perspective of appreciative inquiry served as the basis for the mutuality between administrators and faculty in the inner‐city high school and the doctoral action research team. Findings Findings suggest that approaching school‐university partnerships through an appreciative inquiry theoretical perspective creates an environment for building trust, sharing knowledge, and increasing bridging capital, thus benefiting both the school and university. Originality/value The action research team formed a partnership with teachers and administrators. The action research was transformed by the partnership and reports showed substantial progress in student achievement scores in mathematics and science. Hopefully, some of that achievement can be attributed to the research and the paper on which it is based.

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