Balancing between collaboration and autonomy: leadership insights from a Swedish preschool research-practice partnership

Purpose This study examines whether the research-practice partnership (RPP) model supports preschool education leaders in navigating the new power dynamics of collaborative decision-making introduced by recent public reforms in Sweden and, if so, how it facilitates this process. It examines decision-making processes within a Swedish RPP focused on preschool improvement, with a particular emphasis on the negotiation between autonomy, control, and collaboration. Design/methodology/approach This study is a qualitative case study, drawing on 33 h of recorded meetings from a Swedish RPP initiative between 2022 and 2023. Key data include board and process manager meetings with an analytic focus on identifying key tensions and negotiations surrounding autonomy, control and collaboration. Findings The researchers and preschool practitioners negotiated among autonomy, collaboration and control throughout their work together. While initial agreements emphasized autonomous responsibilities reflecting traditional, separate roles of research and local development, tensions later emerged regarding the level of involvement. The study identifies a shift towards “collaborative autonomy,” where members of the partnership could balance both independence and collective decision-making. Originality/value This study contributes in three key ways. First, it shows how RPPs can support educational leaders in navigating tensions between autonomy and collaboration through engagement with research and researchers. Second, it highlights the evolving negotiation process within the partnership, introducing “collaborative autonomy” as a guiding concept. Finally, it extends the RPP discussion beyond the USA, exploring how the model adapts to different national and policy contexts.