Boundary crossing: A theoretical framework to understand the operation dynamics of industry-school partnerships

Flynn, Matthew C., Pillay, Hitendra K., & Watters, James J. (2015) Boundary crossing: A theoretical framework to understand the operation dynamics of industry-school partnerships. TVET@sia, 5.

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Abstract

Industry-school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities. However, there is limited research investigating their impact on systemic (organisational and structural) and human resource (teachers and education managers) capacity to support school to work transitions. This paper reports on a government led ISP, established by the Queensland state government. ISPs across three industry sectors: minerals and energy; building and construction; and aviation are included in this study. This research adopted a qualitative case study methodology and draws upon boundary crossing theory to understand the dynamics of how each industry sector responded to systemic and human resource issues that emerged in each ISP. The main finding being that the systematic application of boundary crossing mechanisms by all partners pro-duced mutually beneficial outcomes. ISPs from the three sectors adopted different models, leveraged different boundary crossing objects but all maintained the joint vision and mutually agreed outcomes. All three ISPs genuinely crossed boundaries, albeit in different ways, and assisted teachers to co-pro-duce industry-based curriculums, share sector specific knowledge and skills that help enhance the school to work transition for school graduates.

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ID Code: 86040
Item Type: Journal Article
Refereed: Yes
Keywords: Education, Industry-school partnerships, Framework, Operational dynamics
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Funding:
Copyright Owner: Copyright 2015 The Author(s)
Copyright Statement: TVET@Asia follows the regulations of Open Access (www.open-access.net) and Creative Commons (www.creativecommons.org): copyright stays with the authors, as non-profit and non-commercial journal it offers unrestricted, toll-free online access to all contents.
Deposited On: 12 Aug 2015 23:35
Last Modified: 14 Aug 2015 00:19

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