The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s context involves three schools in a collaboration focusing on leadership and school improvement with one university.,The study draws on findings from a qualitative case study that examined principals’ sense-making of this type of school–university collaboration. Data were collected over three years and consisted of semistructured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool.,The findings showed that mattering sense-making for the principals in this collaboration is related to the cultivation of collective participation and responsibility, the development of trust and improvement culture among actors, and the sense of moving towards research-based and collaborative learning-oriented practices in their schools.,This study encountered several limitations that need to be addressed and recognized. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibilities for the generalization of the findings. Second, the study was not independently selected and the findings and analyses were linked to national and local contexts, which can be seen as a limitation and a strength. Nevertheless, this study provides in-depth information about the principals’ experiences and constructions of meaning as they helped lead a school–university collaboration in their schools. Finally, although the sample was small and not representative, the findings provided useful insights into and examples of how principals understand and interpret a school–university partnership in their schools’ improvement processes.,The findings provide an elaborated illustration of how intentional efforts to collaborate and develop the schools in a school–university partnership may affect the regulative, normative and cultural–cognitive aspects in schools.

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本文的目的是从组织变革的制度视角考察校长对学校与大学合作的感觉。该研究的背景涉及三所学校的合作，重点是与一所大学进行领导力和学校改善。.该研究借鉴了定性案例研究的结果，该案例研究了校长对这种校校合作的理解。三年来收集的数据包括半结构化访谈，会议记录，现场观察，现场记录和文件分析。使用Atlas.ti 6.2软件工具进行了定性的内容分析。研究结果表明，对于这种协作中的负责人有意义的理性感与集体参与和责任感的培养有关，参与者之间信任和改善文化的发展，以及他们在学校中趋向于研究型和协作式学习型实践的意识。这项研究遇到了一些需要解决和认识的局限性。首先，在这个多案例研究中，只有少数案例，以及特定的社会背景，限制了对结论进行概括的可能性。其次，研究不是独立选择的，研究结果和分析都与国家和地方情况相关，这可以看作是局限和优势。然而，这项研究提供了关于校长的经验和意义建构的深入信息，因为他们帮助领导了学校的校-校合作。最后，尽管样本量很小且不具有代表性，