#1059: Power, Identity, Learning, and Shared Values at the Boundaries of Partnerships for Co-Creation

This study explores how power, identity, learning, and shared values unfold within multi-stakeholder partnerships for co-creating Open Educational Resources (OERs) for schools. The study explores how early-career Research Assistants (RAs) navigate institutional hierarchical structures. Using collaborative standardised templates, meeting notes, and interactions were analysed guided by the boundary crossing frameworks, focusing on the mechanisms of identification, coordination, reflection, and transformation. Findings show that RAs were able to partially develop hybrid practices and identity through negotiation, resistance, and adaptation. However, transformation and full reflection were constrained by hierarchy. The study suggests that purposeful partnerships, supported by boundary objects, shared values, and dialogues, can foster learning by creating a platform for sustainable and equitable collaboration.