Planned approaches to business and school partnerships. Does it make a difference? The business perspective

Lee, Kerry; Hope, John; Abdulghani, F

doi:10.1016/j.evalprogplan.2015.11.002

Cited by 9 publications

(5 citation statements)

References 24 publications

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“…As the literature suggests, the benefits of such compromise can be significant (e.g. Lonsdale et al 2011; Lee, Hope and Abdulghani (2015) but there needs to be caution regarding the possible negative impacts of partnerships and networks on school autonomy within a framework of increased monitoring and central control (Mifsud 2016). Our study also suggests that it may be more difficult for schools to engage with service-oriented businesses such as hospitality in long-term relationships, compared with mining or engineering companies, which may see more benefit in investing in the local workforce.…”

Section: Discussionmentioning

confidence: 99%

“…It has been emphasized in the literature that industry and social partners' engagement with secondary schools provides young people with a greater chance of employment, better engagement with school and improved test results (Lonsdale et al 2011). Lee, Hope and Abdulghani (2015) found that such partnerships develop not only life and business skills but also foster enterprise and resourcefulness. The influence of education structures, families, local businesses and external agencies is also recognised as an important aspect of building better platforms of skills for young people before they leave school (Federal Ministry of Education and Research, 2013;Hodgkins, 2010).…”

Section: School-business Partnerships In Australiamentioning

confidence: 99%

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Understanding the nature of school partnerships with business in delivery of vocational programmes in schools in Australia

Polesel

Klatt

Blake

et al. 2016

Journal of Education and Work

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This article seeks to provide a school perspective on the nature and quality of the partnerships which schools form with businesses in order to deliver work placements and workplace learning in Australia. It found that the ability of schools to engage with external partners depended on the ability of school leaders to define and communicate the role of VET within the school and its broader community. This dependence on individuals and leadership is vulnerable to changes in key personnel and the informality of some of the processes and relationships can lead to problems in monitoring, evaluating and replicating programs. Our study shows that a balance is required between carefully documented processes and the flexibility required to operate programs successfully. The study also noted the tension between the perceived needs of the school and those of industry. A successful partnership 1 Corresponding author necessarily requires school flexibility-in the decisions as to what programs should be offered and how work placements and timetabling should be organised.

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Section: Discussionmentioning

confidence: 99%

Section: School-business Partnerships In Australiamentioning

confidence: 99%

Understanding the nature of school partnerships with business in delivery of vocational programmes in schools in Australia

Polesel

Klatt

Blake

et al. 2016

Journal of Education and Work

View full text Add to dashboard Cite

show abstract

“…The establishment of industry-school partnerships has been identified as an important way in which student engagement, skills, and career aspirations can be enhanced in STEM (Hobbs et al, 2003;STEM Partnerships Forum, 2017;Torii, 2018). The nature and focus of industry-school partnerships is highly variable, including industry experts visiting schools, exchange of learning resources, and provisions for students to complete work experience and qualifications with industry partners (Lee, Hope and Abdulghani, 2016). While partnerships that focus on enhancing school-to-work transitions have made significant contributions to young peoples' work readiness (Lonsdale et al, 2011), industry-school connections that focus on contextualising STEM concepts in the school curriculum are a relatively under-explored type of industry-school partnership.…”

Section: Education Partnerships With Industrymentioning

confidence: 99%

The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM

2021

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School teachers in science, technology, engineering and mathematics (STEM) face challenges in developing and maintaining high levels of student engagement and achievement in those disciplines. Consequently, declining numbers of students are electing these subjects beyond the compulsory years of schooling. A major factor in student engagement often is curriculum content being relevant to the lives of students outside the classroom. Two key ways teachers can enhance the real-world relevance of their lessons are inquiry-based learning and localising the curriculum to provide an authentic context for teaching and learning. In this paper, we report a qualitative study into the perceived influences of inquiry-based learning on student engagement, as facilitated through teacher professional learning in the context of two major infrastructure programs in Sydney, Australia. Semi-structured interviews and focus groups were conducted with primary and secondary teachers who participated in professional learning about inquiry-based pedagogies, as well as with their students who undertook inquiry-based learning projects based on the infrastructure programs in their local community. Inductive and deductive content analyses using Attard’s Framework for Engagement with STEM illustrated how the combination of teacher professional learning, student inquiry-based learning, and localised industry-school partnerships enhanced student engagement across operative, cognitive, and affective domains. Another significant finding was the extent to which professional learning as the vehicle for inquiry-based learning and industry connections enhanced teachers’ pedagogical relationships and pedagogical repertoires in ways not possible with more conventional approaches to industry-school partnerships.

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“…New Zealand schools are increasingly looking outward to the local community to enhance student learning through informal and formal partnerships with external organisations (Lee & Abdulghani, 2015). Educational partnerships may be understood as relationships between or among educational or resource providers, and learners, who may variously be individuals, organisations or collectives (Bagnall, 2007).…”

Section: Industry-school Partnershipsmentioning

confidence: 99%

“…There is an increasing body of research (e.g., Lee & Abdulghani, 2015;Bagnall, 2007;Cardini, 2006;Davies & Hentschke, 2005) supporting school-industry partnerships to promote authentic experiences, and specifically STEM learning, because industry groups have the resources, expertise and experience required that schools typically do not.…”

Section: The Benefits Of Industry-school Partnershipsmentioning

confidence: 99%

Powerful partnership: An exploration of the benefits of school and industry partnerships for STEM Education

Pattison

2021

tandc

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This article is based on the findings from a Master of Education dissertation, which explored the partnership between a junior school (Year 7–10) in New Zealand and VineLife Limited—a technology company based in Auckland. In this partnership, the students completed a design sprint, including a series of activities that required them to apply design thinking to a specific problem: investigating how to best use a sensor to scan trees within a forest for diseases. This article explores the benefits of such school–industry partnerships and shares insights gained from the research, including the benefits of exploring authentic problems, engaging with external audiences and encouraging student agency and critical thinking. Assertions are made about the need for a person to liaise between the school and industry to best enable Science, Technology, Engineering and Mathematics (STEM) based learning in schools.

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Planned approaches to business and school partnerships. Does it make a difference? The business perspective

Cited by 9 publications

References 24 publications

Understanding the nature of school partnerships with business in delivery of vocational programmes in schools in Australia

Understanding the nature of school partnerships with business in delivery of vocational programmes in schools in Australia

The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM

Powerful partnership: An exploration of the benefits of school and industry partnerships for STEM Education

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