Leveraging Academic-Industry Partnerships for Inclusive Virtual Learning

Autor/inn/en	Zvavahera, Promise; Garwe, Evelyn Chiyevo; Pasipanodya, Sheppard; Chigora, Farai; Katsande, Chipo
Titel	Leveraging Academic-Industry Partnerships for Inclusive Virtual Learning
Quelle	In: Perspectives in Education, 40 (2022) 1, S.306-322 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zvavahera, Promise) ORCID (Garwe, Evelyn Chiyevo) ORCID (Pasipanodya, Sheppard) ORCID (Chigora, Farai) ORCID (Katsande, Chipo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v40.i1.18
Schlagwörter	School Business Relationship; Partnerships in Education; Industry; Inclusion; Electronic Learning; COVID-19; Pandemics; Foreign Countries; Universities; Educational Change; Barriers; Energy Management; Facilities Management; Internet; Zimbabwe + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Industrie; Inklusion; Ausland; University; Universität; Bildungsreform; Energiehaushalt; Facility Management; Simbabwe
Abstract	The COVID-19 pandemic has caused serious disruptions to higher education institutions across the globe, prompting even the ill-prepared ones to embrace virtual teaching and learning approaches. Academic-industry partnerships remain an underutilised and under-researched mutually beneficial way of strengthening organisational performance. This study used the case of Zimbabwe to fill the gap in the literature by exploring the types and extent of cooperation between academic institutions and industry towards inclusive virtual learning in public and private universities during the COVID-19 pandemic. The study used electronic questionnaires and virtual interviews to collect data from a sample of 100 university staff and executives in industry. The findings revealed major challenges concerning infrastructure, facilities, high cost of data and intermittent power cuts. At present, particularly in public universities, academic-industry synergies were focused on internet and data provision. However, no support was made available for infrastructure and related facilities. The study recommended the need for strong academic-industry partnerships towards funding infrastructure and facilities to enhance virtual teaching and learning. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01