Co-opetition and Higher Education – A Grounded Theory Study into the Evolution of a Shared Vision for Health Care Practice Learning within the North-West Practice Education Group

Abstract

The aim of this study was to explore how co-opetition is experienced by healthcare academics who are members of the North-West Practice Education Group [NWPEG]. The research was undertaken across seven universities in the North-West of England. Healthcare academics who had a role associated to practice learning and who were members of the North-West Practice Education Group [NWPEG] participated in the study. Constructivist grounded theory [CGT] was the chosen methodology, with interviews and focus groups being the preferred data collection strategies. Constant comparative analysis as outlined by CGT was undertaken during the data collection and analysis phase, which facilitated the emergence of codes and categories. Integral to CGT is that of the researcher, their position within the research and how they interact with the processes. Reflexivity and critical thinking are intertwined within the research process, as this enables the researcher the opportunity to contextualise their position within the research. The findings identified three major categories, which highlighted both strengths and tensions of working within co-opetition. Co-opetition supported collaboration across the universities, and this was strengthened during the COVID-19 pandemic. Tensions and tussles arose when there was an imbalance between internal and external relationships and strategic and operational expectations of the participants’ roles. The impact of these tensions affected participants’ ability to work within co-opetition. There was an overarching sense of pride from participants regarding the work developed and produced within the NWPEG, yet this was not celebrated. The study contributes to the existing literature and evidence base of co-opetition and offers unique insights into how co-opetition supports the development and evolution across informal networks. This study also offers unique recommendations for future research specifically for healthcare education and practice learning.