Interweaving resilience: leadership of continuous improvement partnerships and Mary Parker Follett's theory of relational process

Abstract

PurposeFollett's relational process theory illuminates key aspects of interdependence among organizations in the field of education that are essential to fostering capacities for interorganizational resilience. The article argues for the necessity of developing mutualism in systems of education as essential preparation for times of instability and crisis, as demonstrated through recent experiences with the COVID-19 pandemic.Design/methodology/approachThis article provides an introduction to the relational process theory of Mary Parker Follett, a foundational theorist of organizing and administration. This theoretical review uses worked examples drawn from a collaborative, continuous improvement partnership focused on educational leadership preparation and development.FindingsThe author identifies four aspects of Follett's theory that connect most directly to collaborative, continuous improvement partnerships. These include mutualism as circular response, coactive power, embrace of difference through constructive conflict and integrating experience through learning. The article discusses how these offer an integrated framework of foundational concepts for nurturing and sustaining educational systems capable of adaptive change in the face of complex challenges.Originality/valueFollett's relational process theory offers a perspective on partnering as a dynamic and evolving constellation of interactions and activity. The implications of Follett's core ideas for education resonate beyond improvement partnerships and offer guidance at all levels of educational systems seeking to orient towards an evolutionary logic.