Multi-agency collaboration in family learning: A case study

Abstract

With the increasing popularity of multi-agency collaborations in various sectors, a gap was identified in specific multi-agency literature that tackles such approach within family learning. Based on such instance and the interest of the Moray House Read Write Count group to report their initiative to the Scottish Government, this research study was conducted. As a case study, this research set out to understand and report on the experience of MHRWC to inform how multi-agency collaborations can function in the field of family learning. The study implemented two observations, five interviews and a document analysis, all which were thematically analysed. In doing so the study was able to meet its aim by identifying four key themes. The first being the positive outcomes that related to personal, institutional, educational and family learning worker (FLW) specific benefits. The second being the collaborative elements of the group which included informality, interpersonal skills, commitment and evolution. The third being the challenges faced by the group related to institutional challenges and challenges related to FLWs posts. The fourth being the changes that the group suggested with regard to the university’s involvement, embedding the approach and creating joint training sessions for students. Overall, it is hoped that these findings inform future policy, practice and research concerned with multi-agency collaborations and family learning.