A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

Background Calls to improve learning in science, technology, engineering, and mathematics (STEM), particularly present significant challenges for school systems. Partnerships among engineering industry, universities, systems support appear promising, but current work is limited its conclusions because it lacks a strong connection theoretical interorganizational collaboration. Purpose/Hypothesis This study aims reflect more critically on the process of how organizations build relationships address following research question: In public–private partnership integrate into middle science curriculum, do stakeholder characterizations collaborative align with existing frameworks collaboration? Design/Method qualitative, embedded multiple case considered in-depth pre- post-year interviews teachers, administrators, university personnel during first year Partnering Educators Engineers Rural Schools (PEERS) program. Transcripts were analyzed using framework collaboration operationalized our context. Results provide insights perceptions processes PEERS program across dimensions These mapped three central discussion points relevance school–university–industry partnerships: as an emergent negotiated process, tension collaborating organizations, fair share toward social goal. Conclusions Taking macro-level look at involved enabled us develop implications stakeholders be intentional about designing future success. By systematically applying capitalizing rich situational findings possible through qualitative approach, we shift understanding partnerships education contribute development theory.