The term educational network denotes a strategic alliance of different actors comprising public and private institutions which collaborate to promote education opportunities and by doing so to promote and support educational biographies usually comprising the period from kindergarten to the completion of university or vocational training and comprising different sectors like the formal sector (school) as well as the non-formal sector (out-of-school education). Moreover, informal education opportunities are also taken into consideration. Such local or regional communities develop multifaceted institutionalized networks. These networks are platforms for exchange, qualification and cooperation. They want to improve educational opportunities and make them accessible, they also want to develop new offers in school, outside of school and joint offers. Educational networks strive to improve access to education and to promote the quality and quantity of education opportunities. Improving the quantity and quality of educational offers is supposed to be achieved by a systematic and functional collaboration of the different educational actors. 

Although numerous conceptual approaches on educational networks are available (Huber et al., 2014; Kolleck, 2015; Rolff & Brühlmann, 2015), evidence on benefits, effectiveness and sustainability is limited (Fink, 2011; Huber, 2014). Further research on the mode of actions and conditions for success in educational networks is also eligible. For this purpose, qualitative case studies are as useful as quantitative longitudinal studies. Mixed-methods-approaches are especially interesting. Methodological challenges in researching educational networks are important to be looked at and to be discussed.

The aim of this symposium is to present and discuss different approaches in research collaboration and networks in education. Theoretical and methodological consequences will be discussed. This symposium thus focuses on the question of appropriate designs and methods for research on education networks (modelling of complex causal loops, feasibility, field access) as well as on the question of activities and causal loops in educational networks.

After a short introduction on the basis of three theoretical approaches – educational equity, governance theory, opportunity-use model – four studies on education networks are presented that differ in focus and methodology (see abstracts). Each contribution presents design and findings but also outlines critical key question on methodological issues. The two discussants will add to these questions and discuss and elaborate on critical perspectives for practice and theory as well as on research on collaboration and networks in education. They critically reflect on the contributions in regard to the theoretical approaches outlined at the beginning. Doing this, they also consider the activities and their effectiveness and reflect a possible contribution to the improvement of educational equity and equality.

The symposium will provide sufficient time (more than usual) to engage in this discussion on reflected practice and reflected research. The audience will have the opportunity after each presentation and in particular after the presentations and the remarks of the discussants.

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