Industry-School Partnerships: Boundary Crossing to Enable School to Work Transitions

Autor/inn/en	Flynn, Matthew C.; Pillay, Hitendra; Watters, Jim
Titel	Industry-School Partnerships: Boundary Crossing to Enable School to Work Transitions
Quelle	In: Journal of Education and Work, 29 (2016) 3, S.309-331 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2014.934789
Schlagwörter	School Business Relationship; Partnerships in Education; Education Work Relationship; Vocational Education; Foreign Countries; Qualitative Research; Case Studies; Mineralogy; Energy; High Schools; Secondary School Curriculum; Interviews; Australia + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Ausbildung; Berufsbildung; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Mineralogie; Energie; High school; Oberschule; Interviewing; Interviewtechnik; Australien
Abstract	Industry-school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Resources Academy, a lead organisation for 28 schools and 17 multinational sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which partners navigate in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01