Example：10.1021/acsami.1c06204 or Chem. Rev., 2007, 107, 2411-2502
Attitudinal Divergence and Convergence Concerning Collaboration: A Descriptive Case of Public Education in Georgia Public Performance & Management Review (IF2.745), Pub Date : 2020-10-27, DOI: 10.1080/15309576.2020.1835677 G. Breck Wightman, Robert K. Christensen, Paula Sanford
Abstract Collaboration researchers have identified participant attitudes as a key antecedent of effective collaboration. While different individuals with different backgrounds representing different organizations are likely to form different attitudes regarding collaborative arrangements, successful collaboration is predicated upon at least a minimum level of attitudinal convergence. Unfortunately, little theory exists to predict where and to what extent collaborative participants will experience diverging and converging attitudes. By exploring participant attitudes in a specific policy area—public education—we extend the extant evidence that participant attitudes toward collaboration can vary widely. We employed a mixed-methods survey (N = 435) of local government and school district officials representing 182 local governments and 96 school districts, respectively, in the state of Georgia. Based on these data, we provide a descriptive study of the extent to which likely collaborators experience a convergence (or divergence) of attitudes across several dimensions: the felt pressures to collaborate, the perceived importance of collaboration, the most needed areas of collaboration, the easiest areas of collaboration, and the perceived barriers to collaboration. Based on the descriptive study, we raise several practical and scholarly implications, including the theoretical potential of proximity as a way to understand attitudinal convergence and divergence across potential collaborators.