A collaborative governance approach to improving tertiary education in Papua New Guinea

Eldridge, Kaye; Larry, Lisa; Baird, Jeanette; Kavanamur, David

doi:10.1080/02188791.2018.1423949

Cited by 12 publications

(8 citation statements)

References 24 publications

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“…For co-production studies, the implications are twofold. First, the research contributes to the study of collaboration in the context of education, showing that scholars’ efforts are important, as suggested by Henderson and Trede (2017), Eldridge et al (2018), Ross and Woodfield (2017), O’Toole and Meier (2004) and Paletta (2012). The significance of adopting a co-production approach was evident during the entire project that represents a best practice in addressing the crisis of school dropouts, in sharing and valorising stakeholder competencies, involving parents and collaborating with teachers.…”

Section: Discussionmentioning

confidence: 82%

“…An ideal approach would include a collaborative approach with multiple stakeholders for public service production and the response of failures of policy implementation and high cost of public regulation (Ansell and Gash, 2008). This approach has recently found application in education (Eldridge et al , 2018; Henderson and Trede, 2017; Ross and Woodfield, 2017; Palmér and Johansson, 2018). This has led to the improvement of social capital, shared meaning, trust among participants and public problem-solving ability (Leach and Sabatier, 2005; Rogers and Weber, 2010), from the ideating public service to production and delivery (Loeffler and Bovaird, 2016; Osborne et al , 2016; Paletta, 2012; Pestoff et al , 2006).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Improving entrepreneurship education in primary schools: a pioneer project

Floris

Pillitu²

2019

IJEM

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Purpose As one of the eight key competencies of life-long learning strategies identified by the European Union and the difficulties in enhancing the “sense of initiative and entrepreneurship”, the purpose of this paper is to propose a co-production approach to overcome several concerns. Design/methodology/approach An exploratory approach is used to analyse a single case study based on the EntreComp progression model and on a pedagogical approach consistent with the philosophy of learning through creating value for others. Findings The study introduces best novel practices that help enhance entrepreneurial education in primary school by engaging multiple local stakeholders in co-producing education. The case mainly shows that a co-production approach is appropriate to overcome challenges and assists policymakers to identify specific actions and make investments in entrepreneurship education (EE) at the primary level. Research limitations/implications Theoretically, the study contributes to literature on entrepreneurial education and co-production studies. The main drawback of the study is its explorative analysis of a single case. Practical implications For practitioners, the research proposes stakeholder involvement as key to co-producing EE in primary schools, implying that policymakers should identify resources for projects and other similar initiatives. Originality/value The study elucidates the relevance of co-production approach to ensure early EE in school.

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Section: Discussionmentioning

confidence: 82%

Section: Theoretical Backgroundmentioning

confidence: 99%

Improving entrepreneurship education in primary schools: a pioneer project

Floris

Pillitu²

2019

IJEM

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“…Collaborative governance provides a promising option for pooling resources and reducing funding dependence (Kalesnikaite 2019), yet little is ever systematically captured about how collaboration unfolds in practice, especially in the Pacific Islands region. As a result, the region has limited representation in the collaborative governance literature (see Eldridge et al 2018). Additionally, little is known about how collaborative approaches enhance the effectiveness of local-level climate-and disaster-resilient development, particularly in such culturally rich and geographically diverse settings as small island states.…”

Section: Introductionmentioning

confidence: 99%

Visualising the invisible: collaborative approaches to local-level resilient development in the Pacific Islands region

McNaught

McGregor

Kensen³

et al. 2022

CJLG

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The Pacific Islands region has made strong progress on the integration of climate change, disaster management and development frameworks, particularly via the Pacific Urban Agenda and the Framework for Resilient Development in the Pacific. These frameworks highlight the need for local- level collaboration in achieving ambitious pathways for climate- and disaster-resilient development. However, to date little research has investigated the role that local-level collaboration plays in implementation. Additionally, there is a lack of guidance on how to design and implement local-level collaboration that is informed by in-country practitioner experiences. This study addresses those gaps. Its findings indicate that in the Pacific collaborative attributes span individuals, institutions, collaborative arrangements, and broader governance systems. They also suggest that the skills needed to undertake collaboration well at the local level are, in part, already manifest in Pacific cultures as invisible skill sets. More can be done to make the invisible visible by documenting and developing the ‘soft skills’ that are necessary to achieve climate- and disaster-resilient development. This action could contribute to bridging the gap between ambition and reality.

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“…In response to the crisis that erupted from students and civil societies due to the unavailability of tertiary institutions, including universities to accommodate all the secondary school graduates in 2016, the Government of Papua New Guinea introduced collaborative governance (Government of Papua New Guinea, 2017). This approach addressed the demands of students' unrest and proper management of higher education by formulating and implementing a collaborative governance policy which resulted in the increment of physical and academic resources catering to all prospective university students in the country (Eldridgea, Larryb, Bairdc & Kavanamur, 2018). However, existing literature has not revealed whether the Nigerian government have put any policy in place on how to manage and/or respond to students' unrest in her universities.…”

Section: Introductionmentioning

confidence: 99%

Deconstructing Social Unrest as a Response to Redefine Strained Relationships between Students and University Authorities

Omodan

2020

IJHE

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University system in Nigeria has been characterised by persistent social unrest majorly traceable to strained relationships between students and university authorities. Observations, experiences and literature confirmed that student unrest in the universities had become a compulsory devil affecting the speedy actualisation of university goals and objectives. The need to dismantle the social space for relative peace and tranquillity thereof become expedient. The study aims to redefine students-university authority relationships as a tool to deconstruct social unrest in Nigeria universities. Human Relations Theory of Management (HRTM) was used to theorise the study. Transformative paradigm as a stance to emancipate the existing unrest situation was used to lens the study. Participatory Action Research (PAR) was adopted as a research design for the study. The sample size for this study consists of 10 participants, namely, three students' leaders; one past student leaders, three university management members, two lecturers and two security personnel selected using expert sampling techniques. The Focused Group Discussion (FGD) was used to collect data from the participants, and the data collected were analysed using Socio-thematic Analysis. The study revealed that inadequate funding was a significant challenge resulting in student unrest. In contrast, the provision of Students' Personnel Services coupled with modern maintenance culture, transparency and accountability were found to be the dimension of peaceful university operation devoid of social unrest and therefore becomes a tool to deconstruct the strained relationship between students and university authorities.

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A collaborative governance approach to improving tertiary education in Papua New Guinea

Cited by 12 publications

References 24 publications

Improving entrepreneurship education in primary schools: a pioneer project

Improving entrepreneurship education in primary schools: a pioneer project

Visualising the invisible: collaborative approaches to local-level resilient development in the Pacific Islands region

Deconstructing Social Unrest as a Response to Redefine Strained Relationships between Students and University Authorities

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