“Connecting the dots”: a social network study of inter-organizational partnerships for designing equity-centered principal preparation programs

Abstract

Purpose This social network study explores the formation and evolution of partnerships for designing equity-focused principal preparation programs (PPPs), “connecting the dots” across various stakeholders. Using the Equity-Centered Pipeline Initiative (ECPI) in the United States as a case context, the study documents how diverse actors from school districts, universities, state education agencies and community organizations developed relational infrastructures to co-design programs that advance educational equity. Design/methodology/approach Primarily guided by boundary crossing and social network perspectives, this exploratory study examines longitudinal data collected in three waves from 2022 to 2023. Specifically, we use descriptive and inferential techniques, including sociograms, cohesion and centrality metrics, and stochastic actor-oriented models (SAOM), to map the structure and dynamics of the ECPI network. Findings The ECPI network evolved from a loosely connected set of early partnerships, largely between university representatives and technical assistance providers, into a more cohesive, inclusive and interconnected system. Over time, district actors emerged as central brokers. The findings also show increasing network density, reduced fragmentation and the growing integration of state agencies and community organizations. SAOM results underline the influence of both endogenous/internal factors (e.g. reciprocity, transitivity) and exogenous/external ones, particularly role homophily (i.e. individuals with the same role tended to collaborate with each other), in shaping partnership dynamics. Research limitations/implications While the purposive sampling strategy used in this study captures central organizational actors, it may have excluded the voices of underrepresented groups, particularly those from community organizations. This study's quantitative approach illuminates structural patterns but cannot fully account for relational depth, such as trust or power dynamics. Future research should integrate qualitative data to enrich the understanding of cross-sector collaboration. Nonetheless, this exploration captures how partnerships within a professional network formed and evolved. Originality/value The current study advances scholarship on educational leadership preparation by integrating social network perspectives with boundary-crossing concepts. It conceptualizes PPPs as boundary objects that mediated collaboration across professional domains and institutions. This exploration provides empirical evidence on how cross-role relationships were cultivated and developed to understand the structural and relational capacities shaping educational equity reforms.