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Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(3)】September
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A Cross-Organizational Collaboration Model: A Study on University-County Partnerships in Promoting Social and Emotional Learning
Author:
Yu-Chuan Chen (Department of Education, National Taiwan Normal University)
Hung-Chang Chen (Department of Education, National Taiwan Normal University)
Peiying Chen (Department of Education, National Taiwan Normal University)
Fu-An Chi (Center for Educational Research and Innovation, National Taiwan Normal University)

Vol.&No.：Vol. 71, No. 3
Date：September 2026
Pages：1-33
DOI：​https://doi.org/10.6209/JORIES.202609_71(3).0001

Abstract：

　　The importance of Social and Emotional Learning (SEL) has gained increasing attention and is supported by a growing body of research and evidence of its effectiveness across diverse cultural contexts. Therefore, SEL has emerged as a critical element in advancing holistic and sustainable educational development worldwide. However, most SEL initiatives have predominantly focused on students, with relatively less emphasis on educators’ professional growth. To address this research gap, our team shifted its focus toward enhancing teachers’ social-emotional competencies and examining the impact of SEL on educators themselves. Inspired by CASEL’s emphasis on the importance of SEL ecosystems, this study highlights the role of collaborative governance among institutions. This motivated our research team to investigate how universities and local governments could collaborate to implement SEL effectively. Based on this background and rationale, this study has three main objectives:
　　1. To understand the current status and needs of SEL among county-level teachers;
　　2. To explore how workshops can enhance teachers’ SEL-related knowledge and competencies;
　　3. To analyze the functioning of collaborative governance between universities and county governments.
　　The literature review is organized into three main sections. First, it introduces the concept of collaborative governance as a foundational analytical framework. Second, it explores the definition and implementation of SEL. Third, it reviews previous research findings related to this study. The process of promoting SEL in collaboration with a county aligns with an integrated framework of collaborative governance. In this study, collaborative governance refers to a model that transcends cooperation between individual organizations, forming a dynamic network that includes the university’s professional expertise in SEL, the county education department’s expectations for educational development, and frontline educators’ desire for professional growth. This network reflects the operational logic of collaborative governance. In the face of future uncertainties, both parties share a common need to promote SEL. The leadership exercised by both organizations played a vital role in driving collaboration. Through dynamic interactions involving key inputs, shared motivations, and joint capacities for action, the partnership produces corresponding initiatives that lead to meaningful impacts and adaptive outcomes. As SEL begins to gain attention in Taiwan, related research outputs have also started to emerge. However, from the perspective of collaborative governance, studies focusing on the cooperation between universities and local education departments in jointly advancing SEL remain limited.
　　This study adopts a mixed-methods approach, integrating both quantitative and qualitative research methods with diverse data collection and analysis strategies to achieve its research objectives. The core focus of this study was how a university research team collaborated with a county-level education department to promote SEL. The process began with the university team formulating an SEL implementation plan, followed by discussions with the county education bureau regarding the terms of cooperation and future collaboration. After establishing a successful partnership, the research team conducted a needs assessment survey targeting local teachers to serve as the basis for designing professional development workshops. Pre- and post-test surveys were administered before and after the workshops to evaluate changes in teachers’ emotional states and teaching beliefs. Additionally, participant feedback was collected to assess perceptions of the workshops’ implementation and outcomes. Throughout the process, the research team held regular internal meetings to reflect on the progress and plans for future development. Document analysis was also conducted to supplement and enrich the data gathered from the surveys and group discussions.
　　Over the course of more than a year of research and collaboration with the partner county to promote SEL, the research team progressed from conducting literature reviews and analysis, to establishing a cooperative relationship, and implementing professional development workshops. This collaboration has evolved into a stable, ongoing partnership. The key conclusions of this study are as follows:
Effective Collaboration Driven by Shared Goals and Complementary Needs
　　The county education bureau had abundant educational resources and personnel, but required professional support from a research team. Based on the integrated framework of collaborative governance, and influenced by factors such as mutual needs, leadership, and the dynamics of collaboration, the university team effectively leveraged its academic capacity to facilitate cooperation with the local government. This collaboration supported the county in identifying key mechanisms for advancing SEL and led to the successful implementation of workshops promoting SEL practices.
Growing Recognition of SEL in Taiwan and Increasing Demand for Teacher Professional
Development
　　In partnership with the county’s education bureau, the research team conducted a needs assessment before implementing the workshops. The findings revealed that participation in SEL-related training was significantly lower than that in other areas, and that educators expressed a clear need for SEL training, not only to support their own emotional well-being but also to apply it in their school settings.
Workshops Enhanced Teachers’ SEL Competencies
　　The research team collaborated with the county to implement an 18-hour series of professional development workshops over six weeks. Each weekly session combined theoretical input, group reflection, and experiential activities to ensure a balance between academic and practical content. The sessions covered topics such as brain function, emotional regulation, personal strength, self-care, life goals, and strategies for promoting positive change. Post-workshop evaluations revealed high levels of satisfaction and positive outcomes, indicating that the workshops were effective in achieving the intended objectives.
Integrating Academic Research with Practice: The University’s Role in Collaborative
Governance
　　Rooted in the collaborative governance framework, this study embodied both the theoretical and practical aspects of inter-organizational cooperation. After over a year of research, planning, and implementation combined with multiple rounds of group discussions, the study successfully bridged the gap between academic research and practical application, affirming the university’s key role in fostering collaborative governance.
Based on the research findings and conclusions, the following recommendations are proposed:
Aligning the Needs and Goals of Both Parties to Establish Stable Collaboration
　　A key factor in the success of this collaboration was the role of an intermediary who facilitated the partnership and helped formalize it through a memorandum of understanding (MOU). In inter-organizational collaboration across sectors, identifying an appropriate intermediary to serve as a bridge can significantly influence partnership outcomes. Therefore, to establish effective collaborative governance, the first step is to align the goals and needs of all the parties involved, thus laying the foundation for a stable and sustainable partnership.
Designing Professional Development Based on Frontline Educators’ Needs to Maximize
Impact
　　The research team first conducted a need assessment survey to understand teachers’ SEL knowledge and training expectations. Based on this information, the team developed an 18-hour workshop series. This approach not only provided insight into the county’s current status in terms of SEL implementation but also directly responded to the needs of educators, thereby enhancing the effectiveness of the program. The success of the workshops was further validated through pre- and post-test comparisons.
Recommendations for Future Research: Investigating SEL Implementation and Its Impact at
the School Level
　　As SEL becomes more deeply integrated into Taiwan’s education system, future research should further investigate how SEL is implemented at the school level and assess its impact. Future research should include more participants from similar programs to strengthen the validity of the results. Finally, in terms of whole-school implementation, future research should focus on how SEL initiatives influence the school culture and the operational dynamics that follow their implementation.

Keywords：university, social and emotional learning, cross-organizational collaboration, county

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APA Format
Chen, Y.-C., & Chen, H.-C., & Chen, P., & Chi, F.-A. (2026). A Cross-Organizational Collaboration Model: A Study on University-County Partnerships in Promoting Social and Emotional Learning. Journal of Research in Education Sciences, 71(3), 1-33.
https://doi.org/10.6209/JORIES.202609_71(3).0001