Boundary spanning leadership among community-engaged faculty: An exploratory study of faculty participating in higher education community engagement

Abstract

The purpose of this study was to explore faculty members’ perceptions of their roles as boundary spanners, the expectations they have for professional competencies related to boundary spanning, and how these faculty were prepared to successfully perform in their boundary-spanning leadership roles. In the context of higher education community engagement, boundary spanning refers to the work that is critical in overcoming the divide between the institution and the community (Weerts & Sandmann, 2010). This study revealed boundary-spanning faculty leaders’ perceptions of their roles, competencies for effective community-engaged teaching and scholarship, and ways in which institutions may cultivate and support boundary-spanning leadership among current and future scholars and educators.

Smart collaborative ecosystem: leading complex school systems

“…principals, and ecosystem leaders) and organizations (e.g. local business, educational institutions) depends on the capital at their disposal (Bordogna, 2019; Purcell et al ., 2020). There, the relationships among the key players' relationships are constantly shifting.…”

“…Boundary spanning activities involve: (1) knowledge transfer and exchange, (2) coordinating and facilitating collaboration between diverse interests, bodies and agencies, (3) building commitment and (4) bridging relationships with external stakeholders as well as with internal partners and co-workers (Benoliel, 2017, 2020; Bordogna, 2019; Carlile, 2004). For example, working on advancing the organization's reputation, excellence and visibility with respect to internal and external constituencies as well as being aware of events that might threaten the reputation and the smooth functioning of the organization remain key objectives in the work of a boundary spanner leader (Bolden et al ., 2012; Purcell et al ., 2020). Accordingly, to promote organizational capital, leaders in the school ecosystem engage in boundary spanning activities aimed at promoting exchange and creation of resources and knowledge both within and across their organization.…”

Disciplinary Expertise and Faculty Credentialing in Leadership Studies: Advancing a Necessary Conversation

“…Within the boundary spanning literature, the nexus effect describes the combined outcomes achieved by leaders who span boundaries which are more impactful that the sum of independent contributions (Yip et al, 2008). Faculty who are effective boundary spanners are problem‐solvers (e.g., engage in reflective practice and reflexivity for continuous improvement), integrated experts (e.g., teaching, research, and practice inform one another), and relational facilitators (e.g., readily collaborate and mediate between individuals and communities outside of their comfort zone) (Purcell et al, 2021). Clifford and Petrescu (2012) warned that cross‐disciplinary and cross‐unit collaborations can be challenging and resource intensive.…”