By Michelle Shumate, Shaun M. Dougherty, Joshua-Paul Miles, Anne-Marie Boyer, Rong Wang, Zachary M. Gibson, Katherine R. Cooper
Increasingly, scholars and practitioners are interested in evaluating the effectiveness of interorganizational networks. We use a configuration approach to study network effectiveness. This research is a mixed-method study of 26 education networks in the United States. We measure network effectiveness by comparing 4th-grade literacy, 8th-grade literacy, and high-school graduation rates. We compare these scores with all school districts in the state using interrupted time series or parametric difference-in-differences approaches. Then, drawing from qualitative data from interviews and archives, we investigate the network governance, environmental characteristics, and theories of change associated with greater student achievement. We find three configurations associated with network effectiveness using fuzzy-set qualitative comparative analysis. One configuration combines decentralized governance with a project theory of change in the context of resource munificence. A second configuration associated with network effectiveness is to combine learning and systems alignment theories of change with smaller network size and resource munificence. The final configuration combines decentralized governance, a learning theory of change, less resource munificence, and larger network size and does not use a systems alignment theory of change. The results support the configurational approach, which suggests multiple configurations of factors in combination may result in network effectiveness.