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1.
Rachel Fitzgerald Henk Huijser Deanna Meth Kellene Neilan 《International Journal for Academic Development》2020,25(2):134-146
ABSTRACT Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships. 相似文献
2.
George Subotzky 《Higher Education》1999,38(4):401-440
Globalisation has significantly altered patterns of research and development, and production. In turn, this has generated new organisational forms and practices in higher education knowledge production. As a result, a strong trend towards the 'entrepreneurial' university has emerged, characterised by increasing market-like behaviour and governance. Within the dominant neo-liberal global consensus, this primarily serves the market and the private good. However, this is a growing counter concern for higher education's contribution to equity, community development and the public good. Drawing from various case studies, focusing on South Africa, this paper identifies the higher education-community partnership model as a complementary alternative to the entrepreneurial university. It is shown that knowledge production in these partnerships closely resembles so-called mode 2, applications-driven knowledge production. Potentially, however, the partnership model integrates and mutually enhances experiential learning, relevant research and community development. 相似文献
3.
Jasvir Kaur Nachatar Singh 《高等教育研究与发展》2019,38(7):1475-1488
ABSTRACTThe student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed. 相似文献
4.
Andrew Rosser 《比较教育学》2016,52(2):109-135
This paper examines Indonesia's experience with neo-liberal higher education reform. It argues that this agenda has encountered strong resistance from the dominant predatory political, military, and bureaucratic elements who occupy the state apparatus, their corporate clients, and popular forces, leading to continuation of the centralist and predatory system of higher education that was established under the New Order. The only areas in which neo-liberal reform has progressed have been those where the neo-liberal agenda has aligned well with that of popular forces and there has been little resistance from predatory elements. In presenting this argument, the paper illustrates the role of domestic configurations of power and interest in mediating global pressures for neo-liberal higher education reform. It accordingly suggests that Indonesia needs to construct a model of higher education that simultaneously fits with the reigning political settlement and produces better research and teaching outcomes than the present model. 相似文献
5.
In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits. 相似文献
6.
ABSTRACTThe year 2015 was significant for the arena of international development, as UNESCO’s Education for All agenda was replaced by Education 2030, which would identify minimum standards of education quality. The OECD had been working on extending its existing PISA assessment into low- and middle-income countries through PISA for Development (PISA-D) and positioned the new assessment as a means of tracking progress on the post-2015 goals. The organisation maintains that PISA-D was introduced primarily in response to the demands of the international community, especially low- and middle-income countries, and that the assessment was developed in partnership with them. This paper investigates those claims through an analysis of the arrival of PISA-D in Cambodia, situating the analysis within UNESCO’s shifting agenda and the strategic visions of the OECD and World Bank that first emerged in the 1990s. The result is a very different picture to the portrayals of local agency, demand, consensus and partnership that adorn the official websites and pamphlets of global agencies and much academic research, raising serious doubts about education governance post-2015. 相似文献
7.
ABSTRACTPartnership in higher education has gained prominence over recent decades, but recent studies have identified a lack of research exploring how partnership practices unfold in specific disciplinary contexts. This article explores how a transdisciplinary approach can be used to better understand and facilitate student–staff partnerships where staff and students have diverse disciplinary backgrounds and knowledge. We present a case study of the Bachelor of Creative Intelligence and Innovation at the University of Technology Sydney, focusing on the adaptation of our curriculum co-creation processes by drawing on multiple knowledge types through a reflexive process of mutual learning. We conclude that explicit consideration of these principles, which are common to both transdisciplinary and partnership frameworks, have the potential to enhance consideration of diverse perspectives and the roles played by worldviews, norms and values when building student–staff partnerships around curriculum co-creation. 相似文献
8.
《International Journal of Educational Development》2000,20(2):153-175
This paper begins from the premise that school–business partnerships are part of marketization and privatization trends within education and the broader public sphere in several western industrialized countries. In contrast to a dominant construction of partnerships as necessary, benevolent, and unproblematic, I consider the idea that they represent a potential threat to democratic participation. I do this through a case analysis of a partnership between a high school and corporation in Alberta, Canada that was dissolved in 1996. Through interviews, I reconstruct some of the events leading to the dissolution and provide insights into the social processes that are revealed in the case. I conclude by arguing that while the case highlights the problematic aspects of this particular partnership, it also raises more general questions about the goal congruence of private and public institutions and about the implications of such generally lop-sided relationships for schools as public institutions. 相似文献
9.
10.
William R. Penuel Anna-Ruth Allen Cynthia E. Coburn Caitlin Farrell 《Journal of Education for Students Placed at Risk》2015,20(1-2):182-197
This article presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research–practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural–historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two long-term partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research–practice partnerships. 相似文献
11.
Joyce L. Epstein 《师资教育杂志》2018,44(3):397-406
AbstractThis article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community. 相似文献
12.
Anette Olin Gunilla Karlberg-Granlund Eli Moksnes Furu 《Educational Action Research》2016,24(3):424-441
AbstractThis article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures. 相似文献
13.
This paper discusses the formation, character and contradictions of social partnerships. We report on a specific initiative,
the Local Learning and Employment Networks (LLEN) established by the Victorian Government in Australia in 2001, documenting
the nature of this initiative and how it is playing out. We draw attention to some of the tensions that exist between different
agencies, including different agencies within government. Through this detailed case study it is possible to identify parallels
between LLEN and other social partnership initiatives developing in other parts of the world. This process of situating a
specific Australian partnership within the wider trend to social partnerships permits a more contextualised analysis. It shows
the way social partnerships are developing as a consequence of education reform shaped by neo-liberal governance and various
patterns of compliance and resistance to this political rationality. 相似文献
14.
15.
Miles McNall Celeste Sturdevant Reed Robert Brown Angela Allen 《Innovative Higher Education》2009,33(5):317-331
Although substantial areas of agreement exist regarding the characteristics of effective community–university partnerships
for research, there is little empirical research on the relationship between the characteristics of such partnerships and
their outcomes. In this study, we explored the relationship between partnership characteristics and partnership outcomes.
Analyses of the relationships between partnership dynamics and perceived benefits show that (1) effective partnership management
is associated with increased research on a community issue, problem, or need; (2) co-creation of knowledge is associated with
improved service outcomes for clients; and (3) shared power and resources are negatively associated with increased funding
for community partners’ organizations. Our findings suggest that effective partnership management and opportunities for the
co-creation of knowledge are practices that are worthy of deliberate cultivation within community–university partnerships
for research.
Miles McNall is the Assistant Director of the Community Evaluation and Research Center, University Outreach and Engagement, Michigan State
University. He received his Ph.D. in sociology from the University of Minnesota. His research and scholarship focus on program
evaluation and the evaluation of university–community partnerships.
Celeste Sturdevant Reed is an evaluator with University Outreach and Engagement at Michigan State University. She has an M.S.W. from the University
of Michigan and a Ph.D. in Interdisciplinary Social Science/Labor and Industrial Relations from Michigan State University.
Her current evaluation projects focus on comprehensive early childhood services and out-of-school time (K-12) programs.
Robert E. Brown is the Associate Director of University–Community Partnerships, Michigan State University Outreach and Engagement. He brokers,
facilitates, and participates in university-community partnerships that are scholarly, community-based, collaborative, responsive,
and capacity-building for the public good. He has a master’s degree in public administration from Western Michigan University.
Angela Allen is an ABD Research Associate with the Charles F. Kettering Foundation. She is completing her Ph.D. in Higher, Adult, and
Lifelong Education at Michigan State University. She holds an M.S.W from the University of Michigan-Ann Arbor and a B.S. in
Urban and Regional Planning from Michigan State University. Her dissertation research is entitled, “Faculty and Community
Collaboration in Sustained Community–University Engagement Partnerships”. 相似文献
16.
How heads manage change 总被引：1，自引：1，他引：0
This paper aims to extend the debate about the value of teamwork and its implications for team leadership in education. It examines a range of studies of teamwork in different contexts in and outside education, in order to propose an agenda for future research on this topic. Comparisons are drawn in particular with studies of collaborative partnerships in groups of musicians working together. These highlight what is fundamental to all forms of collaboration through teamwork and what is distinctive in different settings. In particular, it challenges the potential of teamwork to engender synergy as a springboard for managerial action. It concludes by proposing a reinterpretation of the ideal of synergy, to render it more realisable in educational settings in the form of team learning, team talking and team thinking, all leading to increased team effectiveness and the achievement of the team's task. 相似文献
17.
Eve Ruddock 《Educational Philosophy and Theory》2018,50(5):489-498
AbstractThis article questions educational practices that undermine ‘being’ musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity to ‘be’ musical. Despite evidence from neuroscience now supporting the understanding that humans are a musical species, the widespread neo-liberal oriented focus on vocational training fails to recognise music as an essential aspect of healthy human being. Where current polarised music education provision supports a discriminatory system that leads to widespread underdeveloped musicality, I draw on Gadamer and Dewey to explore how musicking integrates cultural development and to question the value of a practice that leaves many of us musically disabled. Including examples of teaching practices that engage and transform, I argue the case for an enriched, broader curriculum that no longer sees music as a ‘frill’. 相似文献
18.
ABSTRACTCommunities are investigating new ways to expand access to high-quality early education. A new early care and education partnership initiative in a mid-Atlantic state offered publicly-funded preschool slots to eligible children in private early childhood programs and provided quality supports to participating private programs. This qualitative study examines the implementation of this partnership initiative from the perspectives of administrators, early childhood program staff, and family members of enrolled children. Researchers conducted 15 focus groups with these stakeholders across five communities and used a directed content analysis approach to analyze the data. Research Findings: The thematic findings from this study suggest that ECE partnerships can improve implementation processes by developing intentional communication plans and paying attention to the needs and preferences of early childhood program staff and families. The study findings also suggest that private programs may be able to counter the loss of preschool enrollment slots to public schools by participating in ECE partnerships. Practice and Policy: Policymakers may use these findings to inform the design of new ECE partnership initiatives or other initiatives that involve collaboration among early care and education programs. Practitioners may use these findings to inform planning for new partnerships they are engaged in. 相似文献
19.
Jaswinder K. Dhillon 《British Educational Research Journal》2009,35(5):687-704
Partnership is a dominant theme in education policy and practice in England and in other western countries but remains relatively under-researched, especially with respect to what sustains a partnership. This article draws on a study of partnership working in the field of post-16 learning that revealed the role of dimensions of social capital in supporting and sustaining the case study partnership. The research adopted a grounded approach and used multiple methods of data gathering including observations of partnership meetings, semi-structured interviews and documentary research. The findings reported here focus on aspects of partnership working and facets of social capital that support and sustain partnership, including multiple layers of collaboration, networks and networking, high levels of trust and shared norms and values amongst key participants. The analysis suggests that the contested concept of social capital provides a useful theoretical frame for understanding the basis of sustainability in education partnerships. 相似文献
20.
Tamara Halle Martha Zaslow Maya Cook Maggie Kane Jessica Dym Bartlett 《Early education and development》2019,30(8):990-1008
ABSTRACTResearch Findings: This study examined the development and implementation of six Early Head Start Child Care Partnerships (EHS-CCPs), unique collaborations between EHS grantees and community-based child care partners that expand access to high-quality child care and comprehensive services for low-income infants, toddlers, and their families. Interviews and focus groups with 111 key informants identified similarities across the six EHS-CCPs in initial outreach to community partners for establishing partnerships and approaches to developing partnership agreements but variation in approaches to monitoring quality improvement activities. Benefits and challenges to partnerships for programs and families were noted. Practice or Policy: Findings suggest a need for additional guidance for EHS-CCPs on key components of implementation, including the partnership agreement process, monitoring quality improvement plans, offering support for meeting program requirements, and providing comprehensive services. For example, five of the six partnerships reported the EHS grantee led the development of their partnership agreements. While this approach was attributed to child care partners’ lack of prior experience in developing agreements, further guidance on how to engage partners collaboratively in an agreement process that better emulates the principles of authenticity and equality from the conceptual framework for collaborations in early care and education would be useful. 相似文献