Conflict and Collaboration: Providers and Planners Implementing the Workforce Investment Act (WIA)

Autor/inn/en	Hopkins, John L.; Monaghan, Catherine H.; Hansman, Catherine A.
Titel	Conflict and Collaboration: Providers and Planners Implementing the Workforce Investment Act (WIA)
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 59 (2009) 3, S.208-226 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713609331477
Schlagwörter	Qualitative Research; Case Studies; Context Effect; Federal Legislation; Labor Force Development; Public Policy; Adult Education; Job Training; Figurative Language; Program Implementation; Politics of Education; Conflict; Change Agents; Program Effectiveness; Financial Support + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Bundesrecht; Arbeitskräftebestand; Öffentliche Ordnung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Berufsqualifizierender Bildungsgang; Educational policy; Bildungspolitik; Konflikt; Finanzielle Förderung
Abstract	This qualitative case study investigated the impact of Workforce Investment Act (WIA) funding on the providers and planners of programs for incumbent workers in one Midwest WIA region. It examines the collaboration and power conflicts that are part of planning and implementing this legislation for the stakeholders. The study applied Matland's ambiguity/conflict framework to WIA implementation. The analysis revealed four themes that are important to policy makers and planners alike. The themes, change agent conflict, power broker conflict, policy interpretation conflict, and ambiguity of means, address the impact of the WIA and related processes on programs for incumbent workers. Conflicts over participants' roles, the interpretation of the legislation, and ambiguity about the process of implementation emerged. This article suggests methods for stakeholders to collaborate and address the needs of incumbent worker development. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://aeq.sagepub.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10