Literaturnachweis - Detailanzeige
| Autor/in | Rinehart, Richard L. |
|---|---|
| Titel | Industry-College Cooperation: New Components, Barriers and Strategies. |
| Quelle | (1982), (16 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Advisory Committees; College Planning; Community Colleges; Cooperative Education; Cooperative Programs; Education Work Relationship; Faculty Development; Field Experience Programs; Financial Support; On the Job Training; Postsecondary Education; Professional Associations; School Business Relationship; Two Year Colleges; Vocational Education; Work Study Programs |
| Abstract | A variety of linkage components that can help build and maintain effective relationships between the worlds of work and education are identified, and barriers to the development of such relationships and techniques for overcoming them are described in this report. The first section lists different forms of industry/education cooperation and their characteristics, including cooperative education, work study, and apprenticeships; internships, clinical experience, required volunteer work, and simulations involving potential employers; employment of faculty in the private sector; teaching by business and industry specialists; student visits to work sites; technical and professional associations linking teachers and business specialists; joint activity on advisory committees and boards; and funded training programs. In the second section, potential problems and barriers to effective linkages between industry and education are presented. These include budget and cost factors; corporate and institutional policies regarding personnel, functions, and activities; legal restrictions, such as those imposed by civil rights legislation and minimum wage laws; interpersonal factors (e.g., personality conflicts and questions of status); long-range planning considerations, including the timing, sequence, and coordination of activities; and the neglect of management or learning principles. Finally, problem-solving and group interaction skills are posited as ways of overcoming these barriers and problems. (Author/HB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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