Creating a Win-Win: Designing and Implementing Mutually Beneficial Collaborations between Community Organizations and Academic Programs

Autor/inn/en	Wrye, Bethany; Chafin, Cynthia; Higginbotham, Casie
Titel	Creating a Win-Win: Designing and Implementing Mutually Beneficial Collaborations between Community Organizations and Academic Programs
Quelle	In: Education & Training, 61 (2019) 5, S.605-621 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-01-2018-0011
Schlagwörter	School Community Relationship; Partnerships in Education; Internship Programs; Service Learning; Student Projects; Job Skills; Interpersonal Competence; Social Development; Self Efficacy; Feedback (Response); College Students; Employment Qualifications; Student Attitudes; Teacher Attitudes; College Faculty + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Berufspraktische Ausbildung; Service-Learning; Schulprojekt; Produktive Fertigkeit; Interpersonale Kompetenz; Soziale Entwicklung; Self-efficacy; Selbstwirksamkeit; Collegestudent; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Schülerverhalten; Lehrerverhalten; Fakultät
Abstract	Purpose: It is well established that partnerships between universities and community organizations can serve to enhance student learning and employability (Anderson et al., 2011; Arantes do Amaral and Matsusaki, 2017; Jones and Sherr, 2014; Voss et al., 2015). Within this context, the purpose of this paper is to explore how one such partnership has resulted in the successful implementation of three pedagogical methodologies, which individually and collectively promote student-centered learning and employability skills through an experiential learning framework. Design/methodology/approach: Using this methodological case study approach where the pedagogies of internships, service-learning opportunities, and project-based learning are critically evaluated, the research reveals only positive benefits for students, faculty, and the community organization(s). These benefits center on improved employability skills, the development of social skills and societal contribution for students. Findings: Participating students also noted the development of their confidence and the importance of feedback from both peers and assigned staff. Members of faculty considered the opportunity for students to put theory into practice, enhanced employability skills and the collective nature of the methodologies as the main benefits with The center echoing the sentiments of other stakeholders. The center considered the workplace preparedness, the development of soft skills and confidence and the collective nature of the methodologies as the main benefits of the partnership. Originality/value: The insight provided by the research contributes to existing literature through examining the relationship between an academic institution and its community, providing a practical framework and guidelines for the implementation of student-centered pedagogical methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01