Tension and conflict are inherent in community-university partnerships, yet they can also lead to learning and growth. This article shows how four members of a partnership framed a dispute in rural California and examines how they resolved tacit, divergent expectations about communication, decision making, and authority. The dispute prompted a transition from informal to intentional decision making and helped members clarify their expectations of each other. Unclear purposes and practices lead to confusion, but deliberation and a willingness to learn enable partners to gain understanding and work together more effectively. The article concludes with implications for improving working relationships in community-university partnerships and collaborative planning.
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