Industry school partnerships: Boundary crossing to enable school to work transitions


Autoria(s): Flynn, Matthew C.; Pillay, Hitendra K.; Watters, James J.
Data(s)

2016

Resumo

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 school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Queensland Minerals and Energy Academy (QMEA), a lead organisation for 28 schools and 17 multi-national sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which align with principles for effectiveness in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/63685/

Publicador

Routledge

Relação

http://eprints.qut.edu.au/63685/5/63685.pdf

DOI:10.1080/13639080.2014.934789

Flynn, Matthew C., Pillay, Hitendra K., & Watters, James J. (2016) Industry school partnerships: Boundary crossing to enable school to work transitions. Journal of Education and Work, 29(3), pp. 309-331.

http://purl.org/au-research/grants/ARC/LP100200052

Direitos

Copyright 2014 Taylor & Francis

The Version of Record of this manuscript has been published and is available in Journal of Education and Work, 23 July 2014, http://www.tandfonline.com/10.1080/13639080.2014.934789

Fonte

School of Cultural & Professional Learning; Faculty of Education

Palavras-Chave #130106 Secondary Education #130108 Technical Further and Workplace Education #boundary crossing #partnership #school to work transition #education #industry
Tipo

Journal Article